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Class One Notes
Supervision Defined:
Supervision is an intervention provided by a more senior member of a profession to a more junior member or members of that same profession. This relationship is
- evaluative
- extends over time, and
- has the simultaneous purposes of enhancing he professional functioning of the more junior person(s), monitoring the quality of professional services offered to the clients that she, he, or they see, and serving as a gatekeeper for those who are to enter the particular profession.
(Bernard & Goodyear, pg 8)
Supervision provides a means to:
- protect clients / monitor client care
- enhance professional functioning
monitor the readiness of supervisees for professional practice
- foster supervisee professional development
- socialize novices into the profession's values and ethics
- impart necessary skills
Supervision vs. Training, Teaching, Therapy & Consultation
Similarities |
Differences |
|
| Training | imparting of therapeutic skills | Training is more limited in scope, follows prescribed protocols, and focuses on specific skills. |
| Teaching | Impart skills and knowledge. |
Supervision is driven by the needs of the supervisee and client(s) vs. teaching being driven by a curriculum or protocol |
| Therapy | Both can seek to change behavior, thoughts, or feelings. | - Growth focused work with supervisee is aimed at
improving work with client. |
| Consultation | Both help recipients work more effectively. | - Consultation is a relationship between equals, whereas
supervision is hierarchical - Consultation can be a one time event, supervision is ongoing - Supervision is evaluative, whereas consultation is not. |
Management and Supervision Competency:
Management consists of those activities that direct, organize, or control the services of psychologists and others offered or rendered to the public. It includes knowledge about the business aspects of psychological practice and the laws, standards, and regulations affecting practice . . . Supervision is a form of management blended with teaching in the context of relationship directed to the enhancement of competence in the supervisee (Peterson, Peterson, Abrams & Stricker, 1997).
Characteristics of an Effective Supervisor:
- Clarifies expectations and style of supervision
- Maintains consistent and appropriate boundaries
- Has knowledge of theory and current research
- Teaches practical skills
- Teaches case conceptualization
- Provides frequently scheduled supervision
- Is accessible and available
- Encourages the exploration of new ideas and techniques
- Fosters autonomy
- Models appropriate ethical behavior
- Has a personalized therapeutic style
- Is personally and professionally mature
- Is willing to serve as a model
- Perceives growth as an ongoing process
- Is able to assess learning needs of the supervisee
- Provides constructive criticism and positive reinforcement
- Is invested in the supervisee's development
- Creates a relaxed learning environment
- Cares about the well being of others
- Has the ability to be present and immediate
- Has an awareness of personal power
- Has the courage to expose vulnerabilities, make mistakes, and take risks
- Is non authoritarian and non threatening
- Accepts and celebrates diversity
- Has the ability to communicate effectively
- Is willing to engage in fantasy and imagination
- Is aware of and accepts own limitations and strengths
- Is willing to negotiate
- Works collaboratively
- Clinical Experience
- Training as a Supervisor
- Effectiveness as a clinician
- Ability to think conceptually
- Ability to advocate for supervisee
- Ability to manage multiple tasks, relationships, levels
- Awareness of ethical and legal standards
- Sensitivity to supervisee development
- Ability both to support and challenge
