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 […]
Clinical supervision has changed dramatically in the past decade. First came the recognition that clinical supervision is a distinct professional practice that requires specific training. This represented a critical change from the previously unspoken assumption that all supervisors were, by virtue of their status, competent—an assumption that elicited strong emotional responses from both supervisees and […]
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 […]
Supervision is a fact of life for most of us. We experience years of supervision in our professional training sequence and possibly afterward, and many of us move on to becoming supervisors of other professionals. In their classic text, Coping with Conflict, Mueller and Kell (1972), some of the earliest writers in the field of […]