Abstract Supervision is often conceived of as the “instructional strategy that most characterizes the preparation of mental health professionals” (Bernard & Goodyear, 2019; p. 2). Engaging in this process fully and authentically inevitably involves being vulnerable in front of and with one’s supervisor in an effort to learn and grow. To more fully understand the […]
Introduction Clinical supervision comes in many different shapes and sizes. However, clinical supervision remains, at its core, a professional relationship in which the supervisor provides instruction and guidance in order to further develop the supervisee’s knowledge, skills, and attitudes in clinical practice (Falender & Shafranske, 2004; Falender & Shafranske, 2014). Although the style of supervision […]
Introduction To be in supervision for beginner therapists is a nerve-racking experience, which has the capacity to change the life of the trainee. Hyde (2015) describes beginner therapists as intelligent, gifted, and successful individuals who in supervision face scrutiny, which threatens their self-esteem and stirs up anxieties and defenses. She says, “In supervision, we feel […]
In the Fall 2015 semester we completed a graduate course in clinical supervision. We discussed the purpose of clinical supervision, ethical and legal issues, theoretical models, countertransference and interpersonal variables impacting supervision, evaluation and feedback, how to build specific trainee skills, working with impaired trainees, and supervisor self-care. A frequent reaction for all of us (including […]
It has long been assumed that asking a supervisee to explore her conscious and unconscious feelings toward a client will help her work with that client, understand herself better, and ultimately facilitate her professional development (e.g., Ekstein & Wallerstein, 1972; Kagan, 1984). Underlying this assumption is an appreciation for the therapist as the instrument of […]