ix
CHAPTER 1 INTRODUCTION TO CLINICAL
SUPERVISION 1
Foundational Premises 2
Supervision's Centrality to the Professions 2
State Regulatory Boards 3
Professional Credentialing Groups 3
Accrediting Bodies 3
Clinical Supervision in the Preparation of Mental
Health Professionals 4
Science-Practice Integration 4
Supervised Practice: Key to the Development
of Competence 4
Necessary Preparation to Supervise 5
Defining Supervision 7
Supervision Is a Distinct Intervention 8
Member of Same Profession 10
Supervision Is Evaluative and
Hierarchical 11
Supervision Extends over Time 12
Purposes of Supervision 12
Person-Specific Understandings of Supervision 14
Family Metaphors 16
A Conceptual Model of Supervision 17
Parameters of Supervision 17
Supervisee Developmental Level 18
Supervisor Tasks 18
Using the Model 18
CHAPTER 2 EVALUATION 20
Criteria for Evaluation 22
Favorable Conditions for Evaluation 25
The Process of Evaluation 27
The Supervision-Evaluation Contract 28
Choosing Supervision Methods for
Evaluation 28
Choosing Evaluation Instruments 29
Contents
Communicating Formative Feedback 31
Encouraging Self-Assessment 34
Communicating Summative Evaluations 37
Problematic Students, Impairment, and
Incompetence 40
Definitions 40
Incidence 41
Additional Evaluation Issues 44
The Subjective Element 44
Consequences of Evaluation 48
CHAPTER 3 ETHICAL AND LEGAL
CONSIDERATIONS 50
Major Ethical Issues for Clinical Supervisors 51
Due Process 51
Informed Consent 53
Multiple Relationships 57
Competence 65
Confidentiality 67
Marketplace Issues 69
The Supervisee's Perspective 69
Legal Ramifications for Clinical Supervisors 70
Malpractice 70
Direct Liability and Vicarious Liability 72
Preventing Claims of Malpractice 74
Ethical Decision Making 74
CHAPTER 4 SUPERVISION MODELS 77
Attributes of Theories or Models 77
Theory in Clinical Supervision 79
Psychotherapy-Based Models of Supervision 81
Psychodynamic Supervision 81
Person-Centered Supervision 83
Cognitive-Behavioral Supervision 84
Systemic Supervision 85
Constructivist Approaches 86
Developmental Approaches to Supervision 89
Stage Developmental Models: The Integrated
Developmental Model
(IDM) 89
Process Developmental Models 92
Life-Span Developmental Models: The Ronnestad
and Skovholt Model 97
Conclusions about Developmental
Models 100
Social Role Models 101
The Discrimination Model 101
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The Hawkins and Shohet Model 105
Holloway's Systems Approach to Supervision
(SAS) Model 106
CHAPTER 5 THE SUPERVISORY RELATIONSHIP:
THE INFLUENCE OF INDIVIDUAL,
CULTURAL,AND DEVELOPMENTAL
DIFFERENCES 109
The Uniqueness of Each Relationship 109
Cognitive Style, Cognitive Complexity, Theoretical
Orientation, Cognitive Development, and Level
of Experience of the Supervisee 110
Cognitive or Learning Styles 110
Theoretical Orientation and Cognitive
Style 116
Cognitive Complexity, Cognitive Development,
and Level of Experience 117
Supervision Environment 122
Developmental Constructs: Pulling It All
Together 124
Cultural Differences 126
Political Nature of the Helping
Professions 127
Culture Treated Holistically 128
Racial and Ethnic Issues Within Multicultural
Supervision 129
Gender Issues Within Multicultural
Supervision 138
Sexual Minority Issues Within Multicultural
Supervision 144
Spirituality Issues Within Multicultural
Supervision 146
Multicultural Constructs: Pulling It All
Together 147
CHAPTER 6 THE SUPERVISORY RELATIONSHIP:
PROCESSES AND ISSUES OF THE
SUPERVISORY TRIAD AND DYAD 149
Supervision as a Three-Person System 149
Parallel Processes and Isomorphism 150
Interpersonal Triangles 155
Supervision as a Two-Person System 156
The Working Alliance as a Means to Frame the
Supervisory Relationship 157
Antecedents and Consequences of Effective
Supervisory Alliances 159
CONTENTS xi
The Dynamic Nature of the Supervisory
Alliance 167
CHAPTER 7 THE SUPERVISORY RELATIONSHIP:
SUPERVISEE AND SUPERVISOR
CONTRIBUTING FACTORS 171
Supervisee Factors 171
Supervisee Resistance 171
Supervisee Attachment 175
Supervisee Shame 176
Supervisee Anxiety 177
Supervisees' Need to Feel and Appear
Competent 182
Supervisee Transference 183
Supervisor Factors 184
Supervisor Attachment 185
Interpersonal Power 185
Supervisor Countertransference 189
CHAPTER 8 ORGANIZING THE SUPERVISION
EXPERIENCE 193
The Importance of Competence in Organizing
Supervision 194
The Role of Institutional Culture 197
Selectivity 197
Temporal Sensitivity 197
Accountability 197
Measurement and Management 198
Inquisitiveness 198
Negotiation 198
Agency 198
The Essential Ingredient: A Supervision Plan 199
Contexts for Supervision: Two Different
Worlds 200
The Graduate Program as Context for
Supervision 200
The Field Site as Context for Supervision 201
Foundational Tasks for Organizing
Supervision 203
Advising Supervisees for Clinical
Instruction 203
Selecting Sites 203
Initial Communication between Graduate
Program and Site 204
The Interview 205
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Orientation 205
The Supervision Contract 205
Supervisee Bill of Rights 207
Professional Disclosure Statements 207
Ongoing Organizational Tasks 208
Communication, Communication,
Communication 208
Managing Time 210
Record Keeping 212
Planning for the Exceptions 215
Evaluation and Debriefing 216
Some Final Thoughts 216
Get Support 216
Know Yourself 216
Gather Data 217
Get Feedback 217
Be Intentional 217
CHAPTER 9 SUPERVISION INTERVENTIONS:
INDIVIDUAL SUPERVISION 218
Initial Criteria for Choosing Supervision
Interventions 218
Structured Versus Unstructured Interventions 219
Methods, Forms, and Techniques of
Supervision 220
Self-Report 220
Process Notes and Case Notes 222
Audiotape 222
Videotape 226
The Reflective Process 231
Live Observation 235
Technology and Supervision 236
Timing of Supervision 238
Beyond Methods 240
Putting It All Together 241
CHAPTER 10 SUPERVISION INTERVENTIONS:
GROUP SUPERVISION 244
Group Supervision in Broad Strokes: Definition,
Advantages, Limitations 244
Benefits and Limitations of Group
Supervision 245
A Conceptual Model for Group Supervisors:
Supervisee Developmental Level, Supervisor Style,
and Group Stage 247
CONTENTS xiii
Supervisor Style 248
Stages of Group Supervision 251
Final Observations about the Performing
Stage 257
Peer Supervision Groups 260
The Process of Peer Supervision Groups 261
Advantages and Disadvantages of Peer
Supervision Groups 261
CHAPTER 11 SUPERVISION INTERVENTIONS: LIVE
SUPERVISION 263
Methods of Live Supervision 264
Bug-in-the-Ear 264
Monitoring 264
In Vivo 265
The Walk-In 265
Phone-Ins and Consultation Breaks 265
Using Computers and Interactive Television
for Live Supervision 265
The Live Supervision Intervention 266
Bug-in-the-Ear Interventions 267
Telephone Interventions 267
Consultation Break Interventions 268
Dimensions of Live Supervision
Interventions 269
Presession Planning and Postsession
Debriefing 269
Implementing Live Supervision 270
Advantages and Disadvantages 272
Advantages 272
Disadvantages 273
Team Supervision 274
The Reflecting Team 275
Team Dynamics 277
Advantages and Disadvantages of Team
Supervision 278
Research Results and Questions 280
CHAPTER 12 TEACHING AND RESEARCHING
SUPERVISION 284
Preparing and Supervising Supervisors 284
Training Supervisors 284
Supervising Supervisors 288
Research on Supervision Training
Outcomes 292
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Supervisor Development 292
Alonso's Model 293
Hess's Model 294
Rodenhauser's Model 294
Stoltenberg et al.'s Integrated Developmental
Model (IDM) 294
Watkins's Model 295
Conclusions Regarding Supervisory Development
Models 296
Supervision Process and Outcome Research 297
Trends 298
Issues on Which to Focus in Future
Research 301
THE SUPERVISOR'S TOOLBOX 303
Documents for Use in Supervision
Sample Counseling Supervision
Contract 305
Example of a Professional Disclosure
Statement 308
Supervisee's Bill of Rights 311
Supervision Agreement 314
Descriptive Criteria for Professional Performance
Review Policy Standards 317
The Practicum Competencies Outline 322
Measures for Supervision Research and Practice
Supervisory Satisfaction Questionnaire 326
Group Supervision Scale 327
Supervisee Levels Questionnaire-Revised 328
Anticipatory Supervisee Anxiety Scale
(ASAS) 331
Role Conflict and Role Ambiguity
Inventory 333
Evaluation Process Within Supervision
Inventory 335
Supervisory Working Alliance (SWA)-Supervisor
Form 337
Supervisory Working Alliance (SWA)-Supervisee
Form 339
Supervisory Styles Inventory 341
The Feminist Supervision Scale (FSS) 343
Counselor Supervisor Self-Efficacy Scale 346
Multicultural Supervision Competencies
Questionnaire 349
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