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- Herausgeber: John Wiley & Sons
- Kategorie: Fachliteratur
- Sprache: Englisch
This user-friendly guide is for students, prelicensed professionals, and practicing supervisors seeking the knowledge and skills necessary to effectively supervise others. It is an ideal resource for practicum, fieldwork, and internship seminars across the mental health professions, and the contemporary case examples, authors' personal perspectives, and insightful vignettes from 45 contributing authors offer a unique glimpse at key issues in the theory and practice of supervision.
Topics covered include the roles and responsibilities of supervisors, the supervisory relationship, models and methods of supervision, development as a multiculturally competent supervisor, ethical and legal issues in supervision, crisis management, and evaluation. Interactive questions and exercises throughout the text stimulate readers to self-reflect and grow in both competence and confidence in navigating the supervision process.
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Veröffentlichungsjahr: 2020
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Table of Contents
Cover
TITLE PAGE
COPYRIGHT PAGE
DEDICATION
PREFACE
Getting the Most From This Book
Overview of the Book
What’s New in the Third Edition of
ACKNOWLEDGMENTS
ABOUT THE AUTHORS
ABOUT THE CONTRIBUTORS
CHAPTER 1: Introduction to Supervision
FOCUS QUESTIONS
Supervision Defined
The Evolution of Supervision
The Goals of Supervision
Our Views on Goals of Supervision
Establishing Goals With the Supervisee
Becoming a Competent Counselor and Supervisor
Perspectives on Supervision
Summary
SUGGESTED ACTIVITIES
CHAPTER 2: Roles and Responsibilities of Supervisors
FOCUS QUESTIONS
Roles of the Supervisor
Responsibilities of Clinical and Administrative Supervisors
Teaching Supervisees How to Use Supervision Effectively
Assisting Student Supervisees in Taking an Active Role in Fieldwork Experiences
Summary
SUGGESTED ACTIVITIES
Appendix 2A
CHAPTER 3: The Supervisory Relationship
FOCUS QUESTIONS
Personal and Interpersonal Issues in Supervision
Personal Variables Affecting the Supervisory Relationship
Dealing With Value Conflicts in the Supervisory Process
Tips for Effective Supervision
Characteristics That Facilitate or Hinder the Supervision Process
Conflicts Between Supervisor and Supervisee
Preparing Supervisees for Challenges
Challenges for Supervisors
Summary
SUGGESTED ACTIVITIES
CHAPTER 4: Models of Supervision
FOCUS QUESTIONS
Understanding Models of Supervision
Developmental Models
Psychotherapy-Based Models
Integrative Models of Supervision
Developing Your Own Model of Supervision
Summary
SUGGESTED ACTIVITIES
CHAPTER 5: Methods of Supervision
FOCUS QUESTIONS
Supervision Formats
Methods Used in Supervision
Using Technology in Supervision
What Supervisors Say to Supervisees
Developing Skills
Other Considerations Regarding Supervision Methods
Summary
SUGGESTED ACTIVITIES
CHAPTER 6: Becoming a Multiculturally Competent Supervisor
FOCUS QUESTIONS
Embracing Multiple Identities and Intersectionality in Supervision
Failure to Practice Multicultural Supervision: What’s at Stake?
Defining Multicultural Supervision
Practicing Multicultural Counseling and Supervision
The Multidimensional Model of Broaching Behavior: Implications for Supervisors and Counselor Educators
Using the MSJCC to Guide Supervisory Practice
Assessing Multicultural and Social Justice Counseling Competence in Supervision
Practicing Affirmative Supervision
Supervising International Trainees in Counselor Education Programs
Cross-Cultural Supervision Abroad
Supporting Trainees Serving Clients With Disabilities
Spirituality as a Facet of Multicultural Supervision
Using Technology Effectively to Create Inclusion
Summary
SUGGESTED ACTIVITIES
CHAPTER 7: Ethical Issues and Multiple Relationships in Supervision
FOCUS QUESTIONS
Ethical Issues in Clinical Supervision
Competence of Supervisors
Incompetent or Impaired Supervisors
Incompetent Supervisees
Multiple Roles and Relationships in the Supervisory Process
Combining Supervision and Counseling
Changing Roles and Relationships
Summary
SUGGESTED ACTIVITIES
CHAPTER 8: Legal and Risk Management Issues in Supervision
FOCUS QUESTIONS
Legal Primer
Duties to Warn, Protect, and Report
Risk Management in Supervision
Disciplinary Supervision
Risk Management and Dealing With Multiple Tasks in the Supervisory Process
Ethical and Legal Perspectives on Counseling Minors
Summary
SUGGESTED ACTIVITIES
CHAPTER 9: Crisis Management in Supervision
FOCUS QUESTIONS
Crisis Defined
The Supervisor’s Roles and Responsibilities in Crisis Situations
Becoming an Effective Crisis Supervisor
A Framework for Crisis Management:What Every Supervisor Needs to Know
The CARE Model of Crisis-Based Clinical Supervision
Mass Trauma Counseling Guidelines
Psychological First Aid
Understanding Specific Crisis Situations
Caring for the Caregiver
Summary
SUGGESTED ACTIVITIES
CHAPTER 10: Evaluation in Supervision
FOCUS QUESTIONS
Codes of Ethics and Evaluation
Gatekeeping and Evaluation
Diversity and Evaluation
Essential Features of Evaluation
Evaluation of the Supervisor
Guidelines for Conducting Evaluations
Initial Assessment of Supervisees
Evaluation Methods
Test Your Evaluation Skills
Writing Letters of Recommendation
Summary
SUGGESTED ACTIVITIES
Appendix 10A SUPERVISEE EVALUATION OF SUPERVISION
Appendix 10B PRACTICUM EVALUATION FORM
Appendix 10C SUPERVISEE PERFORMANCE EVALUATION
CHAPTER 11: Becoming an Effective Supervisor
FOCUS QUESTIONS
Qualities of an Effective Supervisor
Struggles of Beginning Supervisors
Our Thoughts on Becoming an Effective Supervisor
Finding Your Own Style as a Supervisor
Where Can You Go From Here?
Summary
SUGGESTED ACTIVITIES
REFERENCES
SUBJECT INDEX
NAME INDEX
End User License Agreement
List of Illustrations
Chapter 4
FIGURE 4.1 TEAM-Based Supervision: A Process Model
Chapter 6
FIGURE 6.1 Multicultural and Social Justice Counseling Competencies
Guide
Cover
Table of Contents
Begin Reading
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THIRD EDITION
CLINICAL SUPERVISION in the Helping Professions
A PRACTICAL GUIDE
Gerald CoreyRobert HaynesPatrice MoultonMichelle Muratori
6101 Stevenson Avenue, Suite 600Alexandria, VA 22304www.counseling.org
Copyright © 2021 by the American Counseling Association.All rights reserved. Printed in the United States of America.Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the written permission of the publisher.
AMERICAN COUNSELING ASSOCIATION6101 Stevenson Avenue, Suite 600, Alexandria, VA 22304
ASSOCIATE PUBLISHERCarolyn C. Baker
DIGITAL AND PRINT DEVELOPMENT EDITORNancy Driver
SENIOR PRODUCTION MANAGERBonny E. Gaston
COPY EDITORKay Mikel
Text and cover design by Bonny E. Gaston.
LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATANames: Corey, Gerald, author.Title: Clinical supervision in the helping professions : a practical guide / Gerald Corey, California State University, Fullerton, Robert Haynes, Borderline Productions, Patrice Moulton, Northwestern State University, Natchitoches, Louisiana, Michelle Muratori, Johns Hopkins University.Description: Third edition. | Alexandria, VA : American Counseling Association, [2021] | Includes bibliographical references and index. |Identifiers: LCCN 2020016109 | ISBN 9781556204036 (paperback)Subjects: LCSH: Clinical psychologists—Supervision of. | Counselors—Supervision of. | Psychotherapists—Supervision of. | Health services administration.Classification: LCC RC480.5 .C58 2021 | DDC 616.89/14—dc23LC record available at https://lccn.loc.gov/2020016109
DEDICATION
To our supervisees and students,who have taught us many lessonsabout how to supervise.
PREFACE
The field of supervision has rapidly emerged as a specialty area in the helping professions. In the past, supervisors often learned how to supervise based on their own, and often limited, experiences when they were supervisees. Few professional standards specifically addressed supervision practices, and separate courses in supervision were rare. Today the trend is toward including a course in supervision in graduate programs in the helping professions, especially in doctoral programs. If there is not a separate course, topics of supervision are frequently incorporated into one or more courses. Higher education accreditation boards, such as CACREP, provide specific requirements for supervision of entry-level professional practice in practicum and internship. They also outline required supervisor qualifications. In addition, state licensing and certification boards are increasingly requiring formal training in supervision as a part of the licensing and certification process. To practice as a supervisor, it is now mandatory to complete coursework or to take continuing education workshops in supervision and show evidence of competence not only in skills and techniques but also in supervisory processes and procedures.
This book is a practical guide to becoming a supervisor that is informative, interesting, personal, encouraging, and challenging. We address topics essential to becoming an effective supervisor, emphasizing the knowledge and skills new supervisors need to supervise others in a variety of settings. We believe one of the best ways to learn how to supervise is for new supervisors to reflect on what they have learned from their own supervision.
The information provided and our suggestions for becoming a supervisor are based on both the supervision literature and our collective professional experience in supervision. Throughout this book we discuss the ethics and professional codes and the relevant literature, but we also state our own position on these topics and offer commentary on how we might approach various cases. Each of us presents a detailed personal perspective on our journey to becoming a supervisor (see Chapter 1), and Personal Perspectives are featured throughout the chapters to enhance many of the topics. We balance theory with personal beliefs, attitudes, and relevant experiences regarding supervision. A unique feature of this book, Voices From the Field, provides a glimpse into the experiences of other practicing supervisors on key issues in the practice of supervision. Forty-nine separate essays provide diverse perspectives on a wide range of topics in clinical supervision.
We do not present a single best approach to supervisory practice. Instead, we encourage reflective practice and ask supervisors and supervisees to integrate their own thoughts and experiences with our presentation of the material in each chapter. Most of all, we recommend that readers continually reflect on what supervision has been like for them at various stages of their professional development. It is important to have both a solid foundation of the theories and methods of supervision and an understanding of what has been learned from their own experiences as a supervisee and as a supervisor.
This book has a practical emphasis, including tips for practical application, case examples, sample forms, interactive questions, and activities that can be done in small groups. It is designed as a practical guide for new and practicing supervisors, but it can also be a primary or supplementary text in a variety of doctoral and master’s-level courses.
Clinical Supervision in the Helping Professions: A Practical Guide (Third Edition) is appropriate for use in counselor education, counseling psychology, clinical psychology, marriage and family therapy, human services, social work, school counseling, mental health counseling, rehabilitation counseling, addiction counseling, psychiatric nursing, and other mental health specializations. It is an ideal resource for practicum, fieldwork, and internship seminars in these disciplines and for advanced undergraduate courses in human services and social work programs. In addition, this book can be used as a resource for both prelicensed professionals and practicing supervisors.
Getting the Most From This Book
This book is different from traditional textbooks in supervision; it is an interactive tool that will assist you in formulating your own perspective on supervisory practice. The many questions and exercises interspersed throughout the text are intended to stimulate you to become an active learner. If you take the time to think about the chapter focus questions and do the suggested activities at the end of each chapter, your learning will be more meaningful and personal. Supervision is not a topic that can be mastered solely by reading about theory and research. Supervision is best learned by integrating the theoretical material with your own supervision experiences.
Overview of the Book
Each chapter focuses on a specific aspect or dimension of supervision that is vital to effective supervision. Here is what you can expect in each chapter:
Chapter 1
lays the groundwork by defining supervision and discussing the goals and objectives of supervision. In line with the personal focus of the book, each author offers her or his unique perspective on supervision and highlights some of the experiences that have shaped their views.
Describing the multiplicity of roles that supervisors may need to adopt, ranging from teacher and coach to administrator and empowerer,
Chapter 2
focuses on the supervisor’s roles and responsibilities. The chapter also explores how supervisees can get the most from their supervision and fieldwork experiences.
The quality of the supervisory relationship is of paramount importance, and
Chapter 3
focuses on factors, issues, and characteristics of supervisors and supervisees that facilitate or hinder the supervision process. Conflict in the relationship and other challenging situations are addressed as well.
Chapter 4
describes several current models of supervision. Therapeutic approaches as well as models developed specifically for clinical supervision such as developmental and integrative approaches are examined.
Chapter 5
focuses on the practical methods used in supervision and explains how various methods can be implemented in an integrated supervision model.
Chapter 6
addresses the importance of developing multicultural competence as a supervisor as well as preparing trainees to be competent in serving diverse client populations. Supervisors have a responsibility to model social advocacy for their trainees and to encourage trainees to carry out this important function in their work with clients.
Ethical issues and multiple relationships are the focus of
Chapter 7
. This discussion addresses what every supervisor needs to know about ethical supervisory practice and teaching supervisees to practice ethically. Important issues dealing with impairment and incompetence and recognizing ethical violations are also discussed.
Chapter 8
is devoted to legal and risk management issues. Given today’s litigious climate, supervisors need to have a basic understanding of the legal issues they might encounter. This legal primer includes an extensive list of risk management strategies relative to supervision.
Most trainees are ill equipped to handle crisis incidents.
Chapter 9
explores the responsibilities of supervisors in guiding supervisees through crisis situations. Preparing supervisees to competently navigate through client crises and the special role supervisors may fulfill to support supervisees in the aftermath of crises are important components of crisis management.
Chapter 10
explores evaluation, a critical component of ethical supervision that sets supervision apart from counseling and psychotherapy. The evaluation process tends to cause both supervisees and supervisors a great deal of anxiety. Understanding the process and methods of evaluation will help supervisors approach this task with a clearly defined plan and, consequently, with less anxiety.
Chapter 11
paints a picture of the effective supervisor and encourages you to continue your journey down the path toward your own style of supervision.
The Suggested Activities at the end of each chapter are designed to augment your professional development. These activities will aid you in thinking about and reflecting on what you have just read. For students and supervisees, this can be a way to bring more thought to your supervision sessions. For supervisors, this may give you some ideas for topics to discuss with supervisees. These activities can be adapted for individual work or group discussion.
What’s New in the Third Edition of
Clinical Supervision in the Helping Professions: A Practical Guide
The Third Edition has been reviewed and updated with current research, concepts, and practice in clinical supervision. The following chapter-by-chapter list highlights material that has been added, updated, expanded, and revised for this new edition.
Overall Changes
Voices From the Field features 45 contributors who share their perspectives on key topics in each chapter. These contributors represent a broad cross-section of clinicians with a range of professional experience, and many of them are considered leading experts in their specialty field.
All citations have been reviewed and updated to provide the most current literature and reasearch.
Recent disasters, crises, and social changes in the United States have altered the social landscape, affecting clients, supervisees, and the practice of supervision. The text in this edition reflects the changing roles of those in the helping professions.
The relevant codes and regulations pertaining to supervision have been updated.
The role of technology in supervision (and in counseling more generally) has expanded in recent years, and the global coronavirus pandemic is forcing an even more expansive use of online supervision methods. The pros and cons and a cautionary tale regarding distance counseling and supervision are explored throughout the book.
Chapter 1: Introduction to Supervision
The authors’ Personal Perspectives are updated to reflect their current professional activities.
Key goals of supervision are defined and discussed.
Increased attention is given to the differences between administrative and clinical supervision.
Chapter 2: Roles and Responsibilites of Supervisors
New supervisor roles include the supervisor as role model, crisis manager, and technology consultant. These roles are identified and discussed in detail.
A contributor captures the essence of how supervisors often serve in the role of a mentor.
The ethical and professional standards regarding roles and responsibilities of a supervisor have been updated.
A completely revised Supervision Contract is included in Appendix 2A.
Chapter 3: The Supervisory Relationship
Recent research indicating that a functional supervisory relationship is essential to facilitating supervisee self-disclosure is provided.
New information is provided to aid supervisors in managing their countertrans-ference with supervisees.
Multicultural diversity competence is presented as an ethical imperative in supervision.
A new Voices From the Field offers suggestions for ways a supervisor can manage parallel process with a supervisee.
An updated discussion of “ethical bracketing” is presented as a means for supervisees to become aware of value conflicts they may have with clients.
A new Voices From the Field reveals the doubts and fears that most novice supervisees experience.
Chapter 4: Models of Supervision
Discussion of second-generation models of supervision and neuro-informed constructs in supervision have been added.
A new Voices From the Field describes neuro-informed clinical supervision.
Psychotherapy-based supervision models have been revised.
A new section describes the common factors discrimination model.
A comprehensive description of the new team-based supervision model developed by one of the authors provides a practical approach that enriches supervisees’ learning.
Chapter 5: Methods of Supervision
An updated and expanded treatment of individual supervision, triadic supervision, and group supervision is provided.
Eight contributors share their expertise in Voices From the Field on various aspects of methods of supervision.
A revised discussion of peer supervision groups highlights the value of this approach to supervision.
New discussions on the cotherapy method in supervision and using technology in supervision are featured.
• Contributors address training counselors to provide online supervision, ethical considerations for online supervision, and teaching supervision online.
A new section describes developing communication skills.
A discussion of deliberate practice for clinical supervision and training has been added.
Chapter 6: Becoming a Multiculturally Competent Supervisor
Nine contributors share their expertise in Voices From the Field.
The
Multicultural and Social Justice Counseling Competencies
are described.
A new section is devoted to embracing multiple identities and intersectionality in supervision.
Several new Voices From the Field shed light on what is involved in becoming a multiculturally skilled supervisor, and a new section highlights the implications of failing to practice multicultural supervision.
Practicing multicultural counseling and supervision competently is given increased attention.
Ethics codes and standards regarding multicultural supervision have been revised.
The concept of broaching behavior in clinical supervision is explained, and a contributor shares her perspective on training counselors and supervisors to broach effectively.
Multicultural and social justice competencies are provided as a guide to supervisory practice.
The concept of modeling social advocacy is explained, and a clinical supervisor shares her thoughts on a social justice and advocacy approach to clinical supervision.
Practicing affirmative supervision is defined and explained.
A new section describes supervising international trainees in counselor education programs, and another new section supports trainees serving clients with disabilities.
The discussion of spirituality as a facet of multicultural supervision has been revised and expanded, and contributors share their views on addressing spirituality and religion in supervisory relationships.
Using technology effectively to create inclusion is addressed.
Chapter 7: Ethical Issues and Multiple Relationships in Supervision
The discussion of how ethical standards provide a framework for understanding multiple roles and relationships has been updated.
Revised sections deal with problematic behavioral characteristics of trainees, monitoring trainee competence, and professional competence problems of supervisees.
A revised and expanded discussion of the codes of ethics and supervisors’ ethical responsibilities deals with supervisee incompetence and reasons for dismissal of students from a training program.
A counselor educator discusses a host of issues in the remediation in clinical supervisees.
The section on managing multiple roles and relationships in the supervisory process has been revised and expanded.
A counselor educator shares her views on managing boundaries in supervision.
A new section on managing boundaries in social media explores the ethical implications for clinical supervision, and a contributor explains how she establishes boundaries with clients using technology.
The discussion on sexual intimacies in the supervisory relationship has been updated.
Chapter 8: Legal and Risk Management Issues in Supervision
Three counselor educators and attorneys reviewed this chapter and contributed Voices From the Field on various aspects of legal and risk management.
Risk management strategies in clinical supervision are presented, including designing a supervision contract to limit legal liability.
A new section explains the unique challenges supervisors face when working with school counselor interns.
Revised and updated ethical standards regarding legal issues are presented.
A contributor explains the complications and the pitfalls of dealing with child custody cases in supervision.
A contributor offers advice for supervisees on measures to take to avoid legal problems and problems in applying for licensure.
There is a new discussion on disciplinary supervision.
A new section highlights ethical standards and legal perspectives when counseling minors.
Expanded coverage has been devoted to supervising trainees in school counseling.
Chapter 9: Crisis Management in Supervision
Revised ethics codes and standards for managing crisis situations in supervision are described.
Updated research findings are presented on the high levels of stress and burnout for crisis workers.
The role of supervisors in helping supervisees manage complex situations during crises is expanded, and information about emergency preparedness has been added.
A new section on the CARE model of crisis-based clinical supervision brings a practical perspective to clinical supervision.
A contributor shares his thoughts on the challenges of coping with a pandemic, such as COVID-19.
A section has been added on mass trauma counseling guidelines, and there is a new section on psychological first aid.
Updated information is given on suicide and suicide attempts.
Five new contributors of Voices From the Field address various aspects of crisis management.
The need to care for the caregiver and an emphasis on self-care for supervisors and supervisees is expanded.
Chapter 10: Evaluation in Supervision
Increased emphasis is given to the importance of evidence-based supervision techniques.
Revised ethics codes and standards regarding evaluation in supervision are presented.
A section on gatekeeping and evaluation has been added, and a contributor shares her experience of gatekeeping in supervision.
A contributor explores the balance between evaluative aspects of supervision and creating a safe climate conducive to effective supervision.
A new section deals with diversity and evaluation.
A new section describes team feedback as a way for supervisees to develop skills.
Chapter 11: Becoming an Effective Supervisor
Four new contributors add their Voices From the Field regarding effective supervisors.
Increased emphasis is given to the supervisory relationship as being central in effective supervision.
There is a revised and expanded discussion of the characteristics of an effective supervisor.
Sharing our personal perspectives and hearing directly from practicing supervisors and counselor educators brings the practice of clinical supervision to life. We hope this book empowers you to find your own voice and inspires you to seek your own style as a supervisor. In Voices From the Field, supervisors from different professional backgrounds and with varying levels of experience candidly describe some of the challenges they have faced as well as the joys of supervising. The 45 contributors, most of whom are new to this Third Edition, add rich diversity to our discussions. If this book engages you in a personal as well as an academic way, and if it raises questions for your reflection, our purpose will have been achieved.
ACKNOWLEDGMENTS
We would like to thank the 45 contributors who shared their expertise in Voices From the Field. These contributors added practical advice and provided readers with ideas for reflection. Thanks goes to Bonny Gaston for her creative work on the interior design and the cover of this book. We want to express our gratitude to Carolyn Baker, associate publisher at ACA, for her dedication and support for this project. Carolyn reviewed the entire manuscript and provided feedback that was incorporated in the final manuscript. We very much appreciate the talents of our manuscript editor, Kay Mikel, who made sure this book was reader-friendly. It has been delightful working with both Carolyn and Kay on the third edition of this book.
ABOUT THE AUTHORS
GERALD COREY, EdD, ABPP, is professor emeritus of Human Services and Counseling at California State University at Fullerton. He received his doctorate in counseling from the University of Southern California. He was awarded an honorary doctorate in Humane Letters in 1992 from National Louis University. He is a Diplomate in Counseling Psychology, American Board of Professional Psychology; a licensed psychologist in California; and a National Certified Counselor. He is a Fellow of the American Psychological Association (Division 17, Counseling Psychology; and Division 49, Group Psychotherapy); a Fellow of the American Counseling Association; and a Fellow of the Association for Specialists in Group Work. He also holds memberships in the American Group Psychotherapy Association, the Association for Counselor Education and Supervision; and the Western Association of Counselor Education and Supervision. He received the Lifetime Achievement Award from the American Mental Health Counselors Association in 2011, the Eminent Career Award from ASGW in 2001, and the Outstanding Professor of the Year Award from California State University at Fullerton in 1991. He is the author or coauthor of 16 textbooks in counseling currently in print, along with more than 70 journal articles and numerous book chapters. His book, Theory and Practice of Counseling and Psychotherapy, has been translated into Arabic, Indonesian, Portuguese, Turkish, Korean, and Chinese. Theory and Practice of Group Counseling has been translated into Korean, Chinese, Spanish, and Russian. Issues and Ethics in the Helping Professions has been translated into Korean, Japanese, and Chinese. With his colleagues, he has conducted workshops in the United States, Germany, Ireland, Belgium, Scotland, Mexico, Canada, China, and Korea—with a special focus on training in group counseling.
The following seven books are published by the American Counseling Association:
Clinical Supervision in the Helping Professions: A Practical Guide
, Third Edition (2021, with Robert Haynes, Patrice Moulton, and Michelle Muratori)
Personal Reflections on Counseling
(2020)
The Art of Integrative Counseling
, Fourth Edition (2019)
Counselor Self-Care
(2018, with Michelle Muratori, Jude T. Austin, and Julius A. Austin II)
ACA Ethical Standards Casebook,
Seventh Edition (2015, with Barbara Herlihy)
Boundary Issues in Counseling: Multiple Roles and Relationships
, Third Edition (2015, with Barbara Herlihy)
Creating Your Professional Path: Lessons from My Journey
(2010)
Recent publications by Gerald Corey and colleagues with Cengage Learning include:
Theory and Practice of Counseling and Psychotherapy,
Enhanced Tenth Edition (2021)
Becoming a Helper
, Seventh Edition (2021, with Marianne Schneider Corey)
Issues and Ethics in the Helping Professions
, Tenth Edition (2019, with Marianne Schneider Corey and Cindy Corey)
Groups: Process and Practice
, Tenth Edition (2018, with Marianne Schneider Corey and Cindy Corey)
I Never Knew I Had a Choice
, Eleventh Edition (2018, with Marianne Schneider Corey and Michelle Muratori)
Theory and Practice of Group Counseling,
Ninth Edition (and
Student Manual
) (2016)
Group Techniques
, Fourth Edition (2015, with Marianne Schneider Corey, Patrick Callanan, and J. Michael Russell)
Case Approach to Counseling and Psychotherapy,
Eighth Edition (2013)
Gerald Corey and his colleagues have made several educational DVD programs on various aspects of counseling practice, all of which are available through Cengage Learning: (1) video to accompany Counseling Gwen From Various Perspectives (2021); (2) group video to accompany Theory and Practice of Group Counseling (2019); (3) Ethics in Action (2015); (4) Groups in Action: Evolution and Challenges DVD and Workbook (2014, with Marianne Schneider Corey and Robert Haynes); and (5) DVD for Theory and Practice of Counseling and Psychotherapy: The Case of Stan and Lecturettes (2013).
ROBERT HAYNES, PhD, is a clinical psychologist, author, and producer of psychology video programs for Borderline Productions. Bob received his doctorate in clinical psychology from Fuller Graduate School of Psychology and is a member of the American Counseling Association and the Association for Counselor Education and Supervision. He has been actively involved in professional psychology through private practice as well as consulting, leading workshops, and writing on a variety of topics. In addition, Bob taught psychology, criminology, team building, and management courses at the University of California at Santa Barbara, California Polytechnic State University, San Luis Obispo, and California State University, Sacramento. He also served as chair of Site Visiting Teams for the Committee on Accreditation of the American Psychological Association. Bob retired after 27 years as training director of the accredited clinical psychology internship program at Atascadero State Hospital in California.
Bob served for 35 years in the capacity of both administrative and clinical supervisor in a variety of academic and clinical settings. He also provided consultation and training in clinical supervision, criminology, disaster mental health, psychotherapy methods, team building, conflict resolution, stress management and burnout, suicide assessment and intervention, and theoretical approaches in psychotherapy.
Bob’s publications include the following:
Clinical Supervision in the Helping Professions: A Practical Guide
, Third Edition (2021, with Gerald Corey, Patrice Moulton, and Michelle Muratori)
Coping Skills for a Stressful World: A Workbook for Counselors and Clients.
(2020, with Michelle Muratori). American Counseling Association
Managing Crisis: Personally and Professionally
. (2021, Chapter 14 with Marianne Schneider Corey and Gerald Corey).
Becoming a Helper
, Eighth Edition. Cengage Learning
Take Control of Life’s Crises Today! A Practical Guide
. (2014). Aventine Press
Bob has produced a number of psychology training videos in collaboration with Marianne Schneider Corey and Gerald Corey, including Groups in Action: Evolution and Challenges DVD and Workbook (2014); Ethics in Action (2015); and The Art of Integrative Counseling (2001).
PATRICE MOULTON, PhD, serves as full professor of psychology at Northwestern State University in the master’s program for clinical psychology. She lives in Natchitoches, Louisiana, with husband Michael Moulton, a graduate professor in sports administration. Their son, Bryce, is completing his sophomore year at Tulane University. She has worked as an educator, administrator, practitioner, supervisor, and consultant for over 30 years.
Patrice is the author of multiple self-help and higher education textbooks and journal articles on topics including addiction counseling, supervision, online teaching, and crisis counseling. Recent publications include:
Clinical Supervision in the Helping Professions: A Practical Guide
, Third Edition (2021, with Gerald Corey, Robert Haynes, and Michelle Muratori)
Helping Others
. (2019). Ekta Publishing.
The Status of Mental Health in Nepal.
ICMS Journal
,
1
, 12–15. (2018).
Unspoken, Unanswered, Unaddressed: Issues of Young Women in Nepal.
ICMS Journal, 1
, 1–4. (2018, with B. Gurung).
Distress.
Kathmandu Post
. (2018).
How Are We Doing? Making Service-Learning Assessment Simple.
Journal of Service
-
Learning in Higher Education
,
2
, 37–46. (2013, with Michael Moulton).
This Is Not a Fire Drill: Crisis Intervention and Prevention on College Campuses.
(2011, with R. A. Myer and R. K. James). John Wiley & Sons.
How to Tackle an Excessive Force Complaint.
National Journal of Criminal Justice
,
7
(1), 13–18. (2011, with J. Logan, R. Myer, and R. James).
Conflict Negotiation: Is Control the Goal?
NSU National Journal of Criminal Justice, 5
(6), 15–16. (2010, with R. Myer and D. James).
Triage Assessment System Training Manual: Higher Education
. (2007, with R. A. Myer, N. D. Rice, R. K. James, P. Cogdal, and S. Allen). CIP-Solutions, Inc.
Patrice is a licensed professional counselor, a licensed substance abuse counselor, a clinical member of the American Association of Marriage and Family Therapy, and a licensed psychologist. She is a member of the American Counseling Association and the American Association of Marriage and Family Therapy. She is active in supervision at the graduate level of training in the United States where she supervises graduate students on practicum and intern experiences. She also serves as an active visiting international faculty member through her work with the Fulbright Association. She served as a Fulbright Specialist to Nepal in 2017 and continues her work in Nepal, collaborating in higher education and advocating for human rights. She is a board member for Empower Nepali Girls Organization, which provides educational opportunities to girls at high risk for slavery. Patrice loves traveling, adventure, trekking (climbed to Everest base camp 2019), advocacy, volunteering, and community involvement.
MICHELLE MURATORI, PhD, is a senior counselor at the Center for Talented Youth at Johns Hopkins University, in Baltimore, Maryland, where she works with highly gifted middle school and high school students who participate in the Study of Exceptional Talent and their families. After earning her MA in counseling psychology from Northwestern University in Evanston, Illinois, Michelle received her PhD in counselor education from the University of Iowa where she developed her research and clinical interests in gifted education. Her graduate research on the academic, social, and emotional adjustment of young college entrants earned her recognition from the Iowa Talented and Gifted Association, the National Association for Gifted Children, and the Mensa Education and Research Foundation and Mensa International, Ltd. At the University of Iowa, Michelle also earned the Howard R. Jones Achievement Award, the Albert Hood Promising Scholar Award, and the First in the Nation in Education (FINE) Scholar Award.
Since 2005, Michelle has been a faculty associate in the Johns Hopkins School of Education in the master’s of science counseling program. She has taught a variety of courses but has a passion for group counseling and loves training students in the art of group facilitation. In 2014, she was honored with the Johns Hopkins University Alumni Association Excellence in Teaching Award. Michelle regularly presents at national conferences in counseling and gifted education and is a member of the American Counseling Association, the Association for Counselor Education and Supervision, the Association for Specialists in Group Work, the Maryland Counseling Association, and the National Association for Gifted Children. When she is not engaged in these professional activities, Michelle enjoys writing, attending concerts, and spending time with her family and friends.
In addition to scholarly articles and book chapters, Michelle has authored/coauthored the following publications:
Clinical Supervision in the Helping Professions: A Practical Guide
, Third Edition (2021, with Gerald Corey, Robert Haynes, and Patrice Moulton)
Coping Skills for a Stressful World: A Workbook for Counselors and Client
s. (2020, with Robert Haynes). American Counseling Association.
Counselor Self-Care.
(2018, with Gerald Corey, Jude T. Austin, and Julius A. Austin II). American Counseling Association.
I Never Knew I Had a Choice: Explorations in Personal Growth
, Eleventh Edition. (2018, with Gerald Corey and Marianne Schneider Corey). Cengage Learning.
Entrance to College: A Guide to Success
. (2007). Prufrock Press.
ABOUT THE CONTRIBUTORS
Voices From the Field
We are especially indebted to the students and practicing supervisors who gave generously of their time to share their thoughts and experiences with supervision. You will find their thoughts in their own words in the Voices From the Field feature throughout the book.
Rachel Alvarez, MS, is a clinical psychology graduate student at Northwestern State University of Louisiana.
Jude T. Austin II, PhD, LPC, LMFT-Associate, NCC, CCMHC, is an assistant professor and clinical coordinator in the professional counseling program at the University of Mary Hardin-Baylor. A recent coauthored book is Surviving and Thriving in Your Counseling Program.
Julius A. Austin, PhD, LPC, is a clinical therapist and the coordinator for the Office of Substance Abuse and Recovery at Tulane University. A recent coauthored book is Surviving and Thriving in Your Counseling Program.
Elie Axelroth, PsyD, retired as the director of Counseling Services at California Polytechnic State University, San Luis Obispo.
Jeffrey E. Barnett, PsyD, ABPP, is professor of psychology at Loyola University Maryland. He is a licensed psychologist and is board certified in clinical psychology and clinical child and adolescent psychology.
Burt Bertram, EdD, is in private practice in Orlando, Florida, and is an adjunct faculty member at Rollins College in Winter Park, Florida. He is coauthor of The Counselor and the Law.
Jamie Bludworth, PhD, is a licensed psychologist, director of Masters Training, director of the Counselor Training Center, and clinical assistant professor in the Counseling and Counseling Psychology Department at Arizona State University. His areas of expertise are crisis intervention, clinical supervision, and clinical administration.
Erik Braun, PhD, NCC, is an associate professor of counseling at Northwestern State University of Louisiana and a mental health counselor at the NSULA mental health clinic.
Leah Brew, PhD, CCMHC, NCC, LPCC, is professor and chair of the Department of Counseling at California State University, Fullerton.
Craig S. Cashwell, PhD, is professor in the Department of School Psychology and Counselor Education at The College of William & Mary. He is coeditor of Integrating Spirituality and Religion Into Counseling: A Guide to Competent Practice.
Theodore J. Chapin, PhD, is president of the Neurotherapy Institute of Central Illinois. He is coauthor of Integrating Neurocounseling in Clinical Supervision: Strategies for Success.
Amanda Connell, MS, graduated from California State University, Fullerton, where she currently teaches part-time for the Department of Human Services. She also works as an associate marriage and family therapist and associate professional clinical counselor for a community mental health agency.
Marianne Schneider Corey, MA, MFT, NCC, received her master’s degree in marriage, family, and child counseling from Chapman University. She has coauthored five books with Cengage Learning, one being Issues and Ethics in the Helping Professions (10th edition).
Wendy Logan Cuellar, MAEd, LCMHCS, is a school counselor at Enka Intermediate School and an adjunct professor at Lenoir Rhyne University. She is a licensed supervisor who provides clinical supervision to graduate students from Western Carolina University and East Tennessee State University as well as to clinicians pursuing licensure.
Norma L. Day-Vines, PhD, is a professor and associate dean for Faculty Development at the Johns Hopkins School of Education in Baltimore, Maryland.
Perry C. Francis, EdD, NCC, ACS, LPC, is professor and counseling training clinic coordinator at Eastern Michigan University and has been a long-standing member of the ACA Ethics Committee.
Janee Both Gragg, PhD, LMFT, LPCC, CDAC, is associate professor of counseling at the University of Redlands.
Matt Gragg, MS, LMFT, LPCC, is the director of the Counseling Center at the University of Redlands.
Barbara Herlihy, PhD, LPC-S, NCC, is professor in practice, doctoral program director, in the Department of Counseling, at the University of Texas at San Antonio. She is coauthor of Ethical, Legal, and Professional Issues in Counseling (6th edition); ACA Ethical Standards Casebook; and Boundary Issues in Counseling.
Mary Hermann, JD, PhD, is associate professor in the Department of Counseling and Special Education at Virginia Commonwealth University.
Alicia M. Homrich, PhD, LPY, LMFT, is professor emeritus in the graduate studies in counseling program at Rollins College in Winter Park, Florida. She is the coeditor of Gatekeeping in the Mental Health Professions.
Abigail Hunter, MS, is a clinical psychology graduate student at Northwestern State University of Louisiana and is currently pursuing doctoral studies.
Marty Jencius, PhD, is an associate professor of Counselor Education and Supervision at Kent State University. He received a PhD in counselor education from the University of South Carolina.
W. Brad Johnson, PhD, is a clinical psychologist and a professor in the Department of Leadership, Ethics & Law at the U. S. Naval Academy and a faculty associate in the Graduate School of Education at Johns Hopkins University.
Kellie Kirksey, PhD, is a holistic psychotherapist; she earned her doctorate in counselor education and psychology at The Ohio State University.
Staci Maddox, MS, is a graduate student at Northwestern State University.
Manpreet Mann, MSW, is a graduate of the University of Nevada, Reno School of Social Work.
Gretchen McLain, MA, CSC, is a certified school counselor and a doctoral student in the counseling program at the University of Texas at San Antonio. She has served as a school counselor for 11 years and as a public school teacher for 9 years.
Rick Myer, PhD, is the department chair, Educational Psychology and Special Services, at the University of Texas, El Paso. He received his doctorate in counseling psychology from the University of Memphis.
Benjamin Noah, PhD, NCC, LPC, is on the adjunct faculty, School of Counseling and Human Services at Capella University.
Mary M. Read, PhD, LMFT, is director of clinical training in the Department of Counseling at California State University at Fullerton.
Theodore P. Remley Jr., JD, PhD, LPC, NCC, is both a counselor educator and an attorney. He is professor of counseling at the University of Holy Cross in New Orleans, Louisiana. He is coauthor of Ethical, Legal, and Professional Issues in Counseling (6th edition). Each February or March he coordinates the Law and Ethics in Counseling Conference in New Orleans.
Tony Rousmaniere, PsyD, is on the clinical faculty at the University of Washington and is in private practice in Seattle. He is the author of Deliberate Practice for Psychotherapists, The Cycle of Excellence, Master the Inner Skills of Psychotherapy, and coeditor of Using Technology to Enhance Clinical Supervision.
Valerie Russell, PhD, is a forensic psychologist for the Board of Parole Hearings in California. She also works with graduate students in her private practice.
Lori A. Russell-Chapin, PhD, is a professor of counselor education at Bradley University and codirector of the Center for Collaborative Brain Research in Peoria, Illinois. She is coauthor of Integrating Neurocounseling in Clinical Supervision: Strategies for Success.
Janna Scarborough, PhD, is a professor of counseling and the dean (in the interim) of Clemmer College at East Tennessee State University; she earned her doctorate in counselor education at the University of Virginia in Charlottesville.
David Shepard, PhD, is professor in the Department of Counseling at California State University Fullerton, where he teaches trainees in both beginning and advanced practicum courses. He also is a private practitioner in Los Angeles. He received his doctorate in counseling psychology from the University of Southern California.
Mark A. Stebnicki, PhD, LCMHC, DCMHS, CRC, CMCC, is professor emeritus in the Department of Addictions and Rehabilitation, East Carolina University. One of his many books is Empathy Fatigue: Healing the Mind, Body, and Spirt of Professional Counselors.
Naomi Tapia, MS, is a graduate student in the counseling program at California State University, Fullerton.
Logan Turner, BS, is a first-year clinical psychology master’s student at Northwestern State University of Louisiana.
Judy Van Der Wende, PhD, is a licensed psychologist who has a private practice in Southern California; she earned her doctorate at Pacific Graduate School in Palo Alto, California, and was a postdoctoral fellow at the Mental Illness Research, Education, and Clinical Center in Baltimore, Maryland.
Michelle E. Wade, EdD, LCPC, LPC, NCC, is an assistant professor at the University of New Orleans, and her main area of research is in the use of technology in counseling.
Anne Marie “Nancy” Wheeler, JD, is an attorney who gives workshops on risk management strategies and is the coauthor of The Counselor and the Law.
Robert Wubbolding, EdD, is professor emeritus of counseling at Xavier University, Cincinnati, Ohio; he is the director of the Center for Reality Therapy in Cincinnati, Ohio. He has written numerous journal articles and books on choice theory/reality therapy. A recent book is Reality Therapy and Self-Evaluation: The Key to Client Change.
J. Scott Young, PhD, NCC, LPC, is professor in the Department of Counseling and Educational Development at the University of North Carolina at Greensboro. He is coeditor of Integrating Spirituality and Religion Into Counseling: A Guide to Competent Practice.
CHAPTER 1Introduction to Supervision
FOCUS QUESTIONS
What do you think of when you hear the term “supervision”?
Think about your own personality and learning style. What learning strategies would assist you in becoming a competent supervisor?
What concerns or fears do you have about becoming a supervisor? What do you look forward to in becoming a supervisor?
What is the primary purpose of supervision?
How would you explain the primary responsibilities of a supervisor? To what degree is protecting the welfare of the client the supervisor’s responsibility?
What multiple roles do you think a supervisor might be expected to fulfill? How much of the role of the supervisor should focus on advancing the supervisee’s self-learning and self-development?
Is the supervisor a gatekeeper for the profession? What role, if any, should the supervisor play as a gatekeeper?
Think of times you have felt empowered when learning and taking on new roles. What steps or actions might you take to use those experiences to empower your supervisees?
What qualities and characteristics are most important for you in an effective supervisor?
What critical issues in clinical supervision would you most like to explore in depth?
Supervision has been practiced in the helping professions from the beginning, but it is only in recent decades that supervision has come to be seen as a separate and distinct field with its own set of skills and tools. Supervision is used in virtually all of the helping professions to assist counselors-in-training in developing their clinical and professional skills. All students will be supervised over the course of their training, and the majority of students will find themselves becoming supervisors at some point in their career. Most new supervisors are anxious about performing the tasks and responsibilities of supervision, and supervisees typically are anxious about being supervised and evaluated. Our goal is to provide you with the knowledge and skills you need to become a competent, ethical, and effective supervisor. We hope this will reduce your anxiety about assuming the role of supervisor. Whether you are a beginning student in the helping professions, an experienced supervisor, or at some stage in between, you will be involved in the process of supervision, either as a supervisee or as a supervisor.
As the field of supervision has evolved, so have the issues surrounding the practice of supervision. We have followed the major developments in clinical supervision since the second edition of this book and have found there is an increasing focus on the following topics:
Competence for both supervisors and supervisees
Legal and ethical issues in supervision
Accountability and documentation
Technology and online resources and methods
Crisis supervision
Multicultural and social justice issues in supervision
Addressing spirituality and religion in supervision
These trends and developments are discussed in depth in the chapters that follow.
In this chapter we define supervision, discuss the evolution and current status of clinical supervision, and outline the goals of supervision and the objectives for the supervisee. We share our personal experiences and struggles in becoming supervisors to give you insight into the personal aspects of becoming a supervisor.
Supervision Defined
Supervision has become a specialty field with unique competencies (knowledge and skills), theories, methods, evaluations, and legal and ethical duties and obligations. Many counselors are poorly prepared for the supervision experience, and the challenge of supervising competently, as well as ethically and legally, can be daunting. Our goal is to provide a practical and complete guide to becoming a competent, ethical, and effective supervisor, including the skills needed to handle challenging supervisory situations.
Supervision is a unique professional relationship between a supervisor, a supervisee, and the clients served. Bernard and Goodyear (2019, pp. 72–73) referred to the broadest view of this relationship as a “triadic system.” This relationship changes over time and with experience. As supervisees become increasingly competent in practicing the skills of their profession, they require less direction from the supervisor. Competent supervision requires a fine balance on the supervisor’s part between providing professional development opportunities for supervisees and protecting clients’ welfare. While assisting supervisees as they learn the art and craft of therapeutic practice, supervisors also are expected to monitor the quality of care clients are receiving and serve as gatekeepers for the profession. A primary aim of supervision is to create a context in which the supervisee can acquire the experience needed to become an independent professional. In most cases, the supervisor-supervisee relationship is not equal; rather, it is hierarchical, having an evaluation component as its cornerstone. It seems somewhat contradictory to place the terms “relationship” and “evaluation” in the same sentence, but both are important components of supervision. Even though the supervisor has a monitoring and evaluating function, a productive supervisory relationship must be established with supervisees.
Some call supervision an art, and successful supervision certainly is artful, but it is also a formal arrangement with specific expectations, roles, responsibilities, and skills. Supervision in the broadest sense involves teaching, consultation, and evaluation, and the supervisory relationship extends over time (Bernard & Goodyear, 2019, pp. 9–12). Other supervisory functions include counseling, advising, coaching, and mentoring.
There are two general categories of supervision: clinical and administrative. Clinical supervision focuses on the work of the supervisee in providing services to clients. In our view, clinical supervision is best defined as a process whereby consistent observation and evaluation of the counseling process is provided by a trained and experienced professional who recognizes and is competent in the unique body of knowledge and skill required for professional development. Supervision also is defined by many external forces, including governing bodies, licensing agencies, and the settings in which we work. For example, supervisors have very different roles and responsibilities when supervising students in a training program than when supervising prelicensed professionals in a mental health agency, especially if the clinical supervisor is not an employee and is not affiliated with the mental health agency. Supervisory practice, roles, and responsibilities vary depending on the setting and other requirements.
Administrative supervision focuses on the issues surrounding the supervisee’s role and responsibilities in the organization as an employee. It involves directions given by direct line administrators to their employees. The purpose of administrative supervision is to see that counselors who are employed are doing their jobs competently. Administrative supervisors generally have direct control and authority over those they supervise (Remley & Herlihy, 2020).
Many of the principles and methods discussed throughout this book apply to both clinical and administrative supervision. It is not unusual for counselors to be supervised by someone who is required to function in both clinical and administrative roles, a situation that can lead to some common challenges.
The Evolution of Supervision
Clinical supervision, as a distinct specialty area within the helping professions, has seen vast changes in the past 30 years. Clinical supervision derived from the practice of psychotherapy, and a commonly held belief for many years was that if you had some clinical experience and good counseling skills you were qualified to supervise. Guidelines were minimal and focused primarily on the number of supervision hours required for trainees. Many supervisory relationships were relatively informal, and “good” counseling skills were thought to be sufficient to assist trainees in becoming productive therapists. We are not implying that effective supervision did not occur prior to the formalization of supervisor training, nor are we minimizing the importance of having sound counseling skills as a supervisor. However, the role of the supervisor today bears little resemblance to the informal mentoring/therapeutic relationship of the past.
Counselors must be prepared to assist their supervisees in today’s challenging times. We are seeing more divisiveness and hatred, discrimination of marginalized groups, and tribalism, as well as fears about climate change and international disasters such as the COVID-19 public health crisis. Human-caused disasters such as mass shootings are also on the rise. Clients seeking counseling are reporting a heightened level of stress and anxiety, and counselors, supervisors, and supervisees are also affected by these dramatic shifts in our world. Supervisors must be prepared to help supervisees examine how these changes affect both them and their families and their counseling work with clients.
Little attention was given to competency issues or formal documentation procedures in the past, and most supervisors did not have formal training in supervision. In recent years, however, supervision has become an area of specialized training in academic programs, postgraduate training, and professional development workshops. This emphasis has evolved from the growing need to conduct supervision in a professional and accountable manner, under increased liability, and to adhere to the regulations of various governing bodies.
Within the past four decades, the governing bodies of many helping disciplines have developed specific criteria for the practice of supervision and have provided standards and guidelines. The American Association of Marriage and Family Therapy (AAMFT) was one of the first to develop standards for supervisor training, and they established a designation of Approved Supervisor in 1983. The American Counseling Association (ACA) adopted the Association for Counselor Education and Supervision (ACES) standards for supervisors in 1989. ACES developed the Best Practices in Clinical Supervision in 2011. The National Association of Social Workers (NASW) published Guidelines for Clinical Social Work Supervision in 1994, and the National Board for Certified Counselors (NBCC) published Standards for the Ethical Practice of Supervision in 1999. The American Psychological Association (APA) published Guidelines for Clinical Supervision in Health Service Psychology, in 2015.
Today, clinical supervisors typically are responsible for maintaining a professional supervisory relationship with each supervisee and each client that the supervisee counsels. One caveat is when a supervisor is sought out privately to consult on a particular case. In that circumstance, the supervisor might be exempt from responsibility for every client that a supervisee counsels. In such an instance, agreement would be reached in advance that the supervisor could be held responsible only for clients and cases on which there had been supervision rather than consultation.
Accountability requires a more formal arrangement, consisting of professional disclosure statements and contracts that outline the model to be used in supervision, the goals of supervision, and the assessment and evaluation methods. State-of-the-art supervision today requires supervisors to have a multitude of skills and procedural knowledge including the following:
Formalized training in supervision
Knowledge of formal contracts and agreements
The ability to initiate and maintain a positive supervisory relationship
The ability to assess both supervisees and the clients they serve
Multiple modes of direct observation of the supervisee’s work
Policies and procedures for practice
Knowledge of proper documentation methods
Specific feedback and evaluation plans
Effective risk management practices
Knowledge of relevant ethics codes and standards
Thorough knowledge of legal topics and issues and relevant state licensure requirements and processes
The body of knowledge needed to practice supervision now includes, but certainly is not limited to, roles and responsibilities, relationship dynamics, counseling skills, instructional skills, legal and ethical decision-making knowledge and skills, technology skills, multicultural competencies, and evaluative skills.
The Goals of Supervision
Many authors have addressed the issue of supervision goals, and there is considerable agreement regarding the goals of supervision. Although some professional standards do not address the goals of supervision directly, the goals often can be inferred from the discussion of related topics. For example, in Best Practices in Clinical Supervision (ACES, 2011), goals for best practices for supervisors can be seen in the description of tasks for initiating supervision (see Box 1.1).
Our Views on Goals of Supervision
In our view, the goals of supervision are fourfold: (1) promote supervisee growth and development, (2) protect the welfare of the client, (3) monitor supervisee performance and act as gatekeeper for the profession, and (4) empower the supervisee to self-supervise and carry out these goals as an independent professional. Let’s examine each of these goals in more detail.
Box 1.1 BEST PRACTICES IN SUPERVISION
Association for Counselor Education and Supervision (2011)
Best Practices in Clinical Supervision
The supervisor facilitates a discussion about the supervision process to foster the supervisory working alliance.
The supervisor establishes the beginning of a supervisory working alliance that is collaborative and egalitarian to assist in lessening supervisee anxiety about the supervision process.
The supervisor describes his/her role as supervisor, including teacher, counselor, consultant, mentor, and evaluator.
The supervisor describes the structure, process, and content of all relevant formats of supervision sessions (e.g., individual, triadic, peer, group supervision).
The supervisor and supervisee discuss the supervisee’s past experiences with supervision as well as preferred supervision styles and supervision interventions.
The supervisor initiates a conversation about multicultural considerations and how they may affect both counseling and supervision relationships, indicating that such multicultural considerations will be an expected part of supervision conversations.
