supervisor training

Supervision of Mental Supervision of Mental Health Counseling Health Counseling

InternsInterns

On line training for field supervisors On line training for field supervisors Clinical Mental Health Counseling Clinical Mental Health Counseling

Program Program Fall 08 Fall 08

Reflections on supervisory Reflections on supervisory experiences experiences

Answer the following questions for yourself Answer the following questions for yourself about your own supervision experiences about your own supervision experiences

Your Supervision Experiences Your Supervision Experiences

What kind of supervision did you get:What kind of supervision did you get: As an intern As an intern As a beginningAs a beginning counselor counselor

What was most helpful or least helpfulWhat was most helpful or least helpfulWhat do you do that is the same as your What do you do that is the same as your

supervisor supervisor What do you do that is different What do you do that is different

Definitions of supervision at your Definitions of supervision at your work place work place

What is your understanding of the What is your understanding of the supervisory relationshipsupervisory relationship

Is supervision expected to be clinical, Is supervision expected to be clinical, administrative or both administrative or both

How well prepared do you feel to fulfill How well prepared do you feel to fulfill this role (roles) this role (roles)

Why we need training Why we need training Supervision skills similar but not identical to Supervision skills similar but not identical to

counseling skills counseling skills Supervising without training gives message Supervising without training gives message

that “any good counselor will be good that “any good counselor will be good supervisor” supervisor”

Supervisory training provides supervisor with Supervisory training provides supervisor with framework to conduct and evaluate framework to conduct and evaluate effectiveness of the supervisioneffectiveness of the supervision

Definition of Clinical Definition of Clinical Supervision Supervision

(Bernard and Goodyear, 2004)(Bernard and Goodyear, 2004)

An intervention provided by a more An intervention provided by a more senior member of a profession to a senior member of a profession to a more junior member or members of more junior member or members of that same professionthat same profession

Definition cont.Definition cont. Relationship is: Relationship is:

evaluative evaluative extends over time extends over time

Simultaneous purposes of:Simultaneous purposes of:enhancing professional functioningenhancing professional functioningmonitoring quality monitoring quality gate keeping for the professiongate keeping for the profession

How do you rate your skills How do you rate your skills Evaluation of superviseesEvaluation of supervisees Enhancement of supervisees skills Enhancement of supervisees skills Monitoring of supervisees counseling Monitoring of supervisees counseling

relationships relationships Preventing incompetent, unethical or Preventing incompetent, unethical or

harmful counselors from practicing harmful counselors from practicing Safeguarding well being of client Safeguarding well being of client

Basic elements of supervisor Basic elements of supervisor competence competence

Understand the roles and functions of a Understand the roles and functions of a supervisor supervisor

Organize the supervisory experienceOrganize the supervisory experience Be aware of the ethical and legal Be aware of the ethical and legal

considerations in the relationshipconsiderations in the relationship Have a working model of supervisory Have a working model of supervisory

process and work within that model to process and work within that model to develop effective supervisory relationshipdevelop effective supervisory relationship

Roles and Functions of the Roles and Functions of the Supervisor Supervisor

Supervisor as teacherSupervisor as teacher evaluate observed counseling session interactions evaluate observed counseling session interactions Identify effective and ineffective interventions Identify effective and ineffective interventions Teach demonstrate or model intervention techniques Teach demonstrate or model intervention techniques Explain rationale behind specific strategies Explain rationale behind specific strategies Interpret significant events in counseling sessions Interpret significant events in counseling sessions

Roles and Functions Roles and Functions Identify issues of class, culture and Identify issues of class, culture and

ethnicity in counseling session ethnicity in counseling session Educate and provide resources for Educate and provide resources for

supervisee to learn about effects of class, supervisee to learn about effects of class, culture, etc in counseling relationships culture, etc in counseling relationships

Model awareness and sensitivity to these Model awareness and sensitivity to these issues in supervision issues in supervision

Roles and Functions Roles and Functions

Supervisor as Counselor Supervisor as Counselor Explore supervisee’s feelings during counseling or Explore supervisee’s feelings during counseling or

supervision session supervision session Explore supervisee’s feelings about specific Explore supervisee’s feelings about specific

techniques and interventions techniques and interventions Facilitate supervisee’s self exploration of confidence Facilitate supervisee’s self exploration of confidence

or concerns in sessionsor concerns in sessions Help supervisee define personal growth areas Help supervisee define personal growth areas Provide opportunities for supervisees to process own Provide opportunities for supervisees to process own

affect or defenses affect or defenses


Help supervisee identify his/her Help supervisee identify his/her values base, cultural background and values base, cultural background and social awareness social awareness

Explore the possible effect of these Explore the possible effect of these on supervisee’s counseling style and on supervisee’s counseling style and effectivenesseffectiveness

Roles and Functions Roles and Functions Supervisor as Consultant Supervisor as Consultant Provide alternative interventions and/or Provide alternative interventions and/or

conceptualizations for trainee use conceptualizations for trainee use Encourage brainstorming of strategies and interventions Encourage brainstorming of strategies and interventions Encourage discussion of client problems, motivations, Encourage discussion of client problems, motivations,

etc etc Solicit feedback from supervisee as to effectiveness of Solicit feedback from supervisee as to effectiveness of

session session Ask supervisee to structure the session Ask supervisee to structure the session (Bernard and Goodyear, 2004)(Bernard and Goodyear, 2004)


Supervisor as evaluator Supervisor as evaluator Provide regular and systematic feedback and Provide regular and systematic feedback and

evaluation evaluation Provide information to graduate school Provide information to graduate school

programs, prospective employers, licensing programs, prospective employers, licensing boards and professional associations boards and professional associations

Provide references when requested by Provide references when requested by licensing board or another agencylicensing board or another agency


Supervisor as AdministratorSupervisor as Administrator Monitor supervisees’ adherence to policies and Monitor supervisees’ adherence to policies and

procedures of the agency procedures of the agency Monitor legal and ethical matters and Monitor legal and ethical matters and

documentation of client sessionsdocumentation of client sessions Help supervisee navigate bureaucracies Help supervisee navigate bureaucracies Monitor supervisees’ adherence to reporting Monitor supervisees’ adherence to reporting

laws laws Monitor confidentiality of records Monitor confidentiality of records

Roles and functions case study Roles and functions case study

A client arrived for her appointment wearing a A client arrived for her appointment wearing a distinctive coat. The therapist remarked on its distinctive coat. The therapist remarked on its bright and beautiful colors. At the end of the bright and beautiful colors. At the end of the day, the therapist returned home to find a box day, the therapist returned home to find a box with an identical coat on her doorstep. The with an identical coat on her doorstep. The note said the client had made a big effort to note said the client had made a big effort to find the identical coat as a way to say thank find the identical coat as a way to say thank you for all the help she had received. you for all the help she had received.

M. L. Nelson (October, 2002). How to be a lousy supervisor: Lessons from the research.Paper presented at the convention of the Association for Counselor Education andSupervision, Park City, UT. Reprinted with permission.

Roles and functions case study Roles and functions case study

The clinician is your supervisee. She states that The clinician is your supervisee. She states that when trying to return the gift to the client, the when trying to return the gift to the client, the client became distraught and said it felt like a client became distraught and said it felt like a rejection of her. The client asked the therapist rejection of her. The client asked the therapist to keep the coat at least until the next session to keep the coat at least until the next session and if the therapist still wanted to give it back, and if the therapist still wanted to give it back, she would take it. The client stated that she she would take it. The client stated that she could not return the coat because it was on could not return the coat because it was on sale. sale.

Roles and Functions Case StudyRoles and Functions Case Study

What are the main issues in this situation What are the main issues in this situation What supervisory roles will be most useful to What supervisory roles will be most useful to

you in addressing these issues you in addressing these issues How do you see yourself structuring the How do you see yourself structuring the

feedback you will give feedback you will give What personal concerns may be raised for you What personal concerns may be raised for you

by this situation by this situation (Fall and Sutton, 2004)(Fall and Sutton, 2004)

Models of Supervision Models of Supervision

Three main types of supervision models: Three main types of supervision models:

Psychotherapy based models Psychotherapy based models

Developmental models Developmental models

Social Role models Social Role models

Models Models Psychotherapy based modelsPsychotherapy based models

Based on the use of specific theories of psychotherapy.

Putney, Worthington, and McCullough (1992) concluded that style or role of the supervisor is influenced by the supervisor's theoretical orientation in these models

Models Models Developmental modelsDevelopmental models

Two basic underlying assumptions: (a) Student counselor/supervisee moves toward competence in a series of stages (b) each student counselor/supervisee's developmental stage requires qualitatively different supervision environment if most favorable professional growth is to occur

(Chagnon & Russell, 1995).

Models Models Social role modelsSocial role models

Focus on roles that supervisors engage in during supervision. Primary range of roles includes: administrator counselor consultantevaluator teacher

(Bernard, 1979; Carroll, 1996; Holloway, 1995; Williams, 1995).

Stoltenberg’s Developmental Stoltenberg’s Developmental Model Model

Views training process as sequence of Views training process as sequence of identifiable stages through which trainee identifiable stages through which trainee progresses progresses

Provides a conceptual framework for supervisor Provides a conceptual framework for supervisor and superviseeand supervisee

Stoltenberg’s model Stoltenberg’s model

Four Stages of Development :Four Stages of Development : Dependent Dependent Dependent-autonomous Dependent-autonomous Conditional dependency Conditional dependency Integrated Integrated

Dependent Stage Dependent Stage

Supervisee:Supervisee: Lacks confidence Lacks confidence Needs support and direction Needs support and direction Needs opportunity to explore Needs opportunity to explore Feelings and become more self aware Feelings and become more self aware May be anxious about performance and May be anxious about performance and

evaluationevaluation

Dependent-autonomous stage Dependent-autonomous stage

Supervisee: Supervisee: Moves away from imitating supervisor and Moves away from imitating supervisor and

initiates new behaviors initiates new behaviors May become overconfident or overwhelmed May become overconfident or overwhelmed Level of motivation may fluctuate Level of motivation may fluctuate May express stress due to lack of confidence May express stress due to lack of confidence

and wanting to appear competent and wanting to appear competent

Conditional Dependency Conditional Dependency

Supervisee: Supervisee: Checks in with supervisor if she/he runs into Checks in with supervisor if she/he runs into

difficulty difficulty Strong clinical skills Strong clinical skills Establishes personal style and uses multiple Establishes personal style and uses multiple

approaches approaches May depend on supervisor as peer or colleagueMay depend on supervisor as peer or colleague

Integrated stage Integrated stage

Supervisee: Supervisee: Capable of independent practice Capable of independent practice Aware of personal limitations Aware of personal limitations Interested in process of counseling Interested in process of counseling Comfortable with interdependent/collaborative Comfortable with interdependent/collaborative

approach approach Seeks peer supervision Seeks peer supervision

Bernard’s Discrimination Model Bernard’s Discrimination Model

Three basic roles for supervisors: Three basic roles for supervisors: Teacher Teacher Counselor Counselor Evaluator Evaluator Four main foci for supervision: Four main foci for supervision: InterventionInterventionConceptualizationConceptualizationPersonalization Personalization Professional Behaviors Professional Behaviors

Teacher roleTeacher role

Determine what is critical for the student counselors/supervisees to learn

Give information, instruction, and guidanceEvaluate student counselors/superviseesGive regular verbal and written feedback of

strengths and areas for growth.

Counselor role Counselor role Help student counselors/supervisees

focus on interpersonal and intrapersonal interactions.

Especially important when helping student counselors/supervisees conduct a self-evaluation

Consultant roleConsultant role Student counselor/supervisee and

supervisor relate as colleagues

Exchange ideas about interventions, goals, and treatment plans.

The four foci The four foci Intervention focuses on: Intervention focuses on:

What the supervisee is doing in the sessionWhat the supervisee is doing in the session that is observable by the supervisorthat is observable by the supervisor Conceptualization focuses on:Conceptualization focuses on:

How the supervisee understands what is How the supervisee understands what is happening in the session happening in the session

Personalization focuses on:Personalization focuses on: Supervisee’s style and ability to mange transference Supervisee’s style and ability to mange transference and countertransference and countertransference

Interaction of role and focus Interaction of role and focus

When determining what role will be prominent at any one time during supervision, it is helpful to consider the purpose, or goal, of the role and how it fits with the focus of the supervision at that point

Supervisor behavior Supervisor behavior In any given situation, the supervisor is:In any given situation, the supervisor is:

Assessing supervisee’s developmental Assessing supervisee’s developmental stagestage

Assessing need for a particular focus Assessing need for a particular focus choosing an appropriate role to address choosing an appropriate role to address

that that focusfocusMaking an intervention around a Making an intervention around a

particular particular focus using skills appropriate to the focus using skills appropriate to the chosen chosen rolerole

Case studies - the Developmental Case studies - the Developmental and Discrimination Models and Discrimination Models

Identify the role the counselor plays Identify the role the counselor plays The main focus discussed in the vignette The main focus discussed in the vignette Your assessment of the development stage or Your assessment of the development stage or

stages that would fit well with the supervisor’s stages that would fit well with the supervisor’s approach approach

How effective you think this supervisor’s How effective you think this supervisor’s approach is approach is

How would you change what they’re doingHow would you change what they’re doing

Case 1 Case 1

Dr. Snyder believes her role as a supervisor is to Dr. Snyder believes her role as a supervisor is to provide monitoring and direction for her provide monitoring and direction for her supervisees. She keeps a close watch on them supervisees. She keeps a close watch on them as she wants to make sure they are not being as she wants to make sure they are not being given too much responsibility. She puts a lot given too much responsibility. She puts a lot of time and energy into her supervisees. Her of time and energy into her supervisees. Her supervisees benefit from seeing her work but supervisees benefit from seeing her work but not from doing the work themselves and many not from doing the work themselves and many do not feel confident about their clinical workdo not feel confident about their clinical work

Case 2 Case 2

Mr. Lee meets weekly with his supervisees and Mr. Lee meets weekly with his supervisees and has clearly defined goals for supervision. He has clearly defined goals for supervision. He gives feedback on a regular basis and has a gives feedback on a regular basis and has a reputation for being direct. Mr. Lee is a highly reputation for being direct. Mr. Lee is a highly skilled clinician and often gives advice about skilled clinician and often gives advice about how to work with clients.how to work with clients.

Case 3 Case 3

Ms. Adams sees supervisees as junior colleagues Ms. Adams sees supervisees as junior colleagues who should be functioning independently. She who should be functioning independently. She learned through the “sink” or “swim” method learned through the “sink” or “swim” method and that worked well for her, so she sees no and that worked well for her, so she sees no reason that it won’t work well for her reason that it won’t work well for her supervisees. supervisees.

Common questions in Common questions in supervision supervision

What to do:What to do: When there is conflict When there is conflict When your supervisee is not prepared for When your supervisee is not prepared for

supervisionsupervision When your supervisee fails to follow policies When your supervisee fails to follow policies

or supervisor recommendationsor supervisor recommendations When your supervisee is attracted to a client When your supervisee is attracted to a client When you are attracted to a supervisee When you are attracted to a supervisee

Major Legal and Ethical Issues in Major Legal and Ethical Issues in SupervisionSupervision

1. Due Process.1. Due Process. 2. Informed Consents.2. Informed Consents. 3. Dual Relationships.3. Dual Relationships.

4. Competencies4. Competencies 5. Confidentiality5. Confidentiality

Due Process Due Process

A legal term for a procedure that A legal term for a procedure that ensures that “notice and hearing must ensures that “notice and hearing must be given before an important right is be given before an important right is

taken awaytaken away”.”.

Due Process Due Process

Substantive due processSubstantive due processStates that criteria and States that criteria and procedures that govern procedures that govern training programs MUST be training programs MUST be applied consistently and applied consistently and fairly.fairly.

Due Process Due Process Procedural due process:Procedural due process: Student or supervisee must be appraised of Student or supervisee must be appraised of

academic and performance requirements and academic and performance requirements and program regulations program regulations

Receive notice of any deficiencies Receive notice of any deficiencies

Be evaluated regularlyBe evaluated regularly

Have the opportunity to be heard if their Have the opportunity to be heard if their deficiencies have led to a change in statusdeficiencies have led to a change in status

Case StudyCase StudyHannah is in a master’s program in mental health counseling. She has Hannah is in a master’s program in mental health counseling. She has

completed 10 courses in the program and is currently in practicum. completed 10 courses in the program and is currently in practicum. Hannah has received a great deal of formative feedback throughout Hannah has received a great deal of formative feedback throughout the practicum indicating that she had many areas that needed the practicum indicating that she had many areas that needed improvement. At the conclusion of the practicum, Hannah’s improvement. At the conclusion of the practicum, Hannah’s instructor a assigns Hannah a grade of F for the course. At this instructor a assigns Hannah a grade of F for the course. At this time, Hannah is informed that a failing grade in the practicum is time, Hannah is informed that a failing grade in the practicum is grounds for dismissal from the program. Hannah is told that she grounds for dismissal from the program. Hannah is told that she may retake the practicum one time, but that the faculty is not may retake the practicum one time, but that the faculty is not optimistic that she will improve enough to receive a B or better, a optimistic that she will improve enough to receive a B or better, a condition for her continuing in the program. Although Hannah condition for her continuing in the program. Although Hannah knew that she was not doing as well in the practicum as some knew that she was not doing as well in the practicum as some others, she had no awareness that she was in danger of being others, she had no awareness that she was in danger of being terminated from the program until the final evaluation. It is likely terminated from the program until the final evaluation. It is likely that Hannah will take the advice of the faculty and will discontinue that Hannah will take the advice of the faculty and will discontinue the training program at this time. the training program at this time.

Case StudyCase Study Have Hannah’s due process rights been protected? Have Hannah’s due process rights been protected? How vulnerable is her practicum instructor and the How vulnerable is her practicum instructor and the

program if she should decide to challenge their program if she should decide to challenge their decision? decision?

Even if Hannah does not appeal, what are the Even if Hannah does not appeal, what are the potential systemic implications of such a process? potential systemic implications of such a process?

Even though there is no ill will evident in the action Even though there is no ill will evident in the action of the faculty and no indication that their decision was of the faculty and no indication that their decision was capricious or arbitrary, did the process that they capricious or arbitrary, did the process that they followed adequately protect the student and was it followed adequately protect the student and was it legally defensible?legally defensible?

Informed ConsentInformed Consent

A concept handed down from the medical A concept handed down from the medical profession that states that all patients must be profession that states that all patients must be informed of any risks that a recommended informed of any risks that a recommended treatment carries and also be advised of the treatment carries and also be advised of the alternative treatments availablealternative treatments available

Informed Consent Informed Consent Supervisors have three levels of responsibility:Supervisors have three levels of responsibility:

To determine that clients have been informed by To determine that clients have been informed by the supervisee of the parameters of treatmentthe supervisee of the parameters of treatment

Ascertain that clients are aware of parameters of Ascertain that clients are aware of parameters of supervision that will effect themsupervision that will effect them

To provide informed consent for supervisee To provide informed consent for supervisee concerning his/her rights , expectations and concerning his/her rights , expectations and responsibilities responsibilities

Informed consent with Informed consent with superviseessupervisees

It is essential that It is essential that superviseessupervisees understand and agree to the understand and agree to the procedures of supervision procedures of supervision

BEFORE BEFORE it begins and at any time it begins and at any time when it requires a change.when it requires a change.

Informed ConsentInformed Consent

Types of information that trainees need are:Types of information that trainees need are: Choices of supervisorChoices of supervisor The form of supervisionThe form of supervision The time that will be allotted for The time that will be allotted for

supervision.supervision.

Informed Consent Informed Consent

The expectations of the supervisor.The expectations of the supervisor. The type of documentation that the The type of documentation that the

supervisor requiressupervisor requires

Case Study Case Study

Latoya is in her pre-doctoral internship, working with Latoya is in her pre-doctoral internship, working with substance abusing clients. In supervision she shares substance abusing clients. In supervision she shares that one client in particular has been “getting to her” that one client in particular has been “getting to her” most likely because some of the client’s situation is most likely because some of the client’s situation is so similar to Latoya’s past. Latoya’s supervisor so similar to Latoya’s past. Latoya’s supervisor immediately suggests that Latoya receive counseling immediately suggests that Latoya receive counseling regarding this issue. When Latoya says that she regarding this issue. When Latoya says that she believes her past therapy was sufficient and that she believes her past therapy was sufficient and that she would prefer to view the situation as a supervision would prefer to view the situation as a supervision one, her supervisor states that she will only continue one, her supervisor states that she will only continue to work with Latoya if she commits to counseling.to work with Latoya if she commits to counseling.

Case Study Case Study Pauline is in her first month of employment at a residential Pauline is in her first month of employment at a residential

center for alcoholic mothers. Most of her assignments have center for alcoholic mothers. Most of her assignments have been what she considers “babysitting,” rather than any serious been what she considers “babysitting,” rather than any serious work with her charges. When she talks to her supervisor about work with her charges. When she talks to her supervisor about this, she is informed that she will not be assigned a case load this, she is informed that she will not be assigned a case load for the first 6 months and only then if she is perceived as for the first 6 months and only then if she is perceived as “ready.” This is news to Pauline. She is frustrated because she “ready.” This is news to Pauline. She is frustrated because she turned down another job where she could have begun to work turned down another job where she could have begun to work with kids immediately. Pauline is upset further because her with kids immediately. Pauline is upset further because her husband has been notified by his firm that he will be husband has been notified by his firm that he will be transferred in 9 months to another location. Had Pauline transferred in 9 months to another location. Had Pauline known the conditions of her present position, she would not known the conditions of her present position, she would not have accepted the job.have accepted the job.

Case StudyCase Study In each situation:In each situation:

How egregious is the violation of the supervisees How egregious is the violation of the supervisees right to informed consent?right to informed consent?

To what extent do institutional materials cover To what extent do institutional materials cover issues of informed consent for staff?issues of informed consent for staff?

How might each situation have been handled to How might each situation have been handled to better address the rights of the supervisee?better address the rights of the supervisee?

Informed consents for SupervisorsInformed consents for Supervisors

Supervisors must also be afforded informed Supervisors must also be afforded informed consent.consent.

Need to be fully aware of the heavy Need to be fully aware of the heavy responsibility, accountability and possible responsibility, accountability and possible culpability involved in supervision.culpability involved in supervision.

Dual RelationshipsDual Relationships Ethical standards for all MH disciplines Ethical standards for all MH disciplines

strongly advise that dual relationships between strongly advise that dual relationships between therapist and clients be avoided.therapist and clients be avoided.

It is the responsibility of the supervisor to be It is the responsibility of the supervisor to be sure that supervisees understand the definition sure that supervisees understand the definition of dual relationships and avoid all such of dual relationships and avoid all such relations. relations.

Dual RelationshipsDual Relationships Defined as any relationships in addition to the Defined as any relationships in addition to the

professional one.professional one.

Dual relationships between supervisors and Dual relationships between supervisors and supervisees can be difficult to define and supervisees can be difficult to define and correctcorrect

Dual RelationshipsDual Relationships Problematic dual relationships between Problematic dual relationships between

supervisors and supervisees include:supervisors and supervisees include: Intimate relationshipsIntimate relationships Therapeutic relationshipsTherapeutic relationships Work relationshipsWork relationships Social relationshipsSocial relationships

Boundaries in SupervisionBoundaries in Supervision Boundary transgressions by trainees and Boundary transgressions by trainees and

beginning counselors are the second most beginning counselors are the second most common type of transgressioncommon type of transgression

Second only to violations of confidentialitySecond only to violations of confidentiality These two categories account for 47% of all These two categories account for 47% of all

complaints made to monitoring bodies.complaints made to monitoring bodies.

Boundary IssuesBoundary Issues The best way to address ethical transgressions The best way to address ethical transgressions

is preventive education and is preventive education and honesthonest discussions discussions between supervisors and supervisees on not between supervisors and supervisees on not only the only the possibilitypossibility but also the but also the probabilityprobability of of occasional sexual attraction to clients, occasional sexual attraction to clients, supervisees and supervisors.supervisees and supervisors.

Boundary IssuesBoundary Issues

It is It is supervisors responsibilitysupervisors responsibility to raise to raise questions on topic on a regular basis or be sure questions on topic on a regular basis or be sure it is on the agenda for all supervision sessions.it is on the agenda for all supervision sessions.

Supervisors’ openness is vital in assisting Supervisors’ openness is vital in assisting supervisees manage intense feelings.supervisees manage intense feelings.

Supervisor competenceSupervisor competence Attending to the best interest of the client and Attending to the best interest of the client and

the supervisee simultaneously is the greatest the supervisee simultaneously is the greatest clinical and ethical challenge of supervision.clinical and ethical challenge of supervision.

Monitoring supervisee competence begins Monitoring supervisee competence begins with the assumption that the with the assumption that the supervisorsupervisor is a is a knowledgeable clinician.knowledgeable clinician.

Supervision CompetenciesSupervision Competencies Knowledge:Knowledge:

Of area being supervisedOf area being supervised Of models, theories, modalities and research on Of models, theories, modalities and research on

supervisionsupervision Of professional development (how therapists Of professional development (how therapists

develop)develop) Of ethics and legal issues specific to supervisionOf ethics and legal issues specific to supervision

Supervision CompetenciesSupervision CompetenciesKnowledge:Knowledge:

of assessment processof assessment processawareness and knowledge of diversity and its affects awareness and knowledge of diversity and its affects

Skills:Skills:supervision modalitiessupervision modalitiesrelationship skillsrelationship skillssensitivity to multiple roles with superviseesensitivity to multiple roles with supervisee

Supervision CompetenciesSupervision Competencies Ability to provide effective formative and Ability to provide effective formative and

summative feedbacksummative feedback Ability to promote growth and self-assessment in Ability to promote growth and self-assessment in

traineestrainees Ability to conduct own self-assessment processAbility to conduct own self-assessment process Ability to assess the learning needs and Ability to assess the learning needs and

developmental level of the superviseedevelopmental level of the supervisee

Supervision CompetenciesSupervision Competencies Ability to encourage and use evaluative feedback from the Ability to encourage and use evaluative feedback from the

traineetrainee Teaching and didactic skillsTeaching and didactic skills Ability to set appropriate boundariesAbility to set appropriate boundaries Ability to seek consultation when supervisory issues are Ability to seek consultation when supervisory issues are

outside the domain of supervisory competenceoutside the domain of supervisory competence FlexibilityFlexibility Scientific thinking and the translation of scientific findings Scientific thinking and the translation of scientific findings

to practice throughout professional developmentto practice throughout professional development

Supervision CompetenciesSupervision Competencies ValuesValues

Responsibility for client and supervisee rests with Responsibility for client and supervisee rests with the supervisorthe supervisor

RespectfulRespectful Responsible for sensitivity to diversity in all its Responsible for sensitivity to diversity in all its

formsforms Balance between support and challengingBalance between support and challenging EmpoweringEmpowering

Supervision CompetenciesSupervision Competencies Social ContextSocial Context

DiversityDiversity Ethical and legal issuesEthical and legal issues Developmental processDevelopmental process Knowledge of the immediate system in which Knowledge of the immediate system in which

supervision takes placesupervision takes place Awareness of the social/political context in which Awareness of the social/political context in which

supervision takes placesupervision takes place

Confidentiality in SupervisionConfidentiality in Supervision

Dimensions of confidentiality that the Dimensions of confidentiality that the supervisor must safeguard:supervisor must safeguard:

The supervisee must keep confidential all client The supervisee must keep confidential all client information except for the purposes of supervision.information except for the purposes of supervision.

The supervisee must also be informed that any The supervisee must also be informed that any discussions that take place discussions that take place ININ supervision are also supervision are also confidential.confidential.

ConfidentialityConfidentiality The The superviseesupervisee has a right to privacy— has a right to privacy—

Supervisees must understand what will happen Supervisees must understand what will happen to information that they divulge in supervision.to information that they divulge in supervision.

The Supervisory Relationship The Supervisory Relationship

GoalsGoals

TasksTasks

BondsBonds

Working Alliance Working Alliance

Working Alliance

Goals Tasks Bonds

supervisor training

Documents