Previous research indicates that trainees often withhold important information related to their clients' progress and their reactions to supervision. Moreover, factors associated with the occurrence of supervisee nondisclosure (SND) are not well established. As one of the few studies to compare clinically related with supervision-related nondisclosure, we tested the relation of these two dimensions of the construct, as measured by Siembor and Ellis's (2012) Supervisee Nondisclosure Scales, to three important process variables: perceptions of (a) the supervisory alliance, as measured by Bahrick's (1989) Working Alliance Inventory-Trainee; (b) collaborative supervision, as measured by Rousmaniere and Ellis's (2013) Collaborative Supervision Behavior Scale; and (c) explicitly relational supervisor behaviors, as measured by Shaffer and Friedlander's (2017) Relational Behavior Scale. Participants were 257 North American trainees, predominately White female doctoral students receiving supervision in a practicum or internship setting. As hypothesized, the three process variables inversely contributed to the multivariate composite of SND, jointly accounting for roughly one quarter of the variability; alliance and relational behavior were uniquely significant contributors (24.5% and 7%, respectively). Follow-up analyses indicated that only alliance perceptions contributed unique variance (23%) to supervision-related nondisclosures, which were endorsed much more frequently than clinically related nondisclosures in this sample. (PsycINFO Database Record

Selection policies for undergraduate medical programmes aimed at redress should be continued and further refined, along with the provision of support to ensure student success.

The American Psychological Association's "Guidelines for Clinical Supervision in Health Service Psychology," as well as the extant supervision literature, focus on supervisees' competencies in their roles as therapist-professionals, and on the competencies of clinical supervisors. We consider two questions: What are the implications of the Guidelines for health service psychology supervisees in their roles as supervisees (vs. as therapists)? How can supervisees empower themselves to be proactive in making effective use of clinical supervision? We then outline a competency-based approach by focusing on the knowledge, skills, and attitudes for supervisees in clinical supervision. We suggest that the competencies (knowledge, skills, and attitudes) required to be an effective supervisee are distinct from existing competencies that focus on the supervisee as a therapist-professional. Our intent is to delineate competency-based implications of the Guidelines for supervisees, as well as to educate and empower them to become proactive collaborators and participants in clinical supervision.

The C21–C34 fragment of the potent FKBP12-binding macrolide antascomicin B was prepared using Ireland-Claisen and allylic diazene rearrangements to establish the C26/C27 and the C23 stereocenters, respectively. Directed hydrogenation installed the C29 β-configuration. The fragment possesses 7 of the 11 fixed stereocenters contained in the natural product.

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