A Practical Guide to Informed Consent in Clinical Supervision

Abstract

Informed consent in clinical supervision should be explicitly addressed. Areas to be covered in a written statement and suggestions for discussing informed consent in an initial supervision session are given.

The Buck Stops Here

“…A number of authors have presented useful guidelines for supervisory contracts. While the format may vary, a contract should specify (a) the purpose, goals, and objectives of supervision; (b) practical issues regarding the supervisory process; (c) format and criteria for evaluations; (d) responsibilities and duties of both the supervisor and supervisee; (e) methods and approach to supervision; (f) crisis and emergency procedures; and (g) disclosure of the supervisor's credentials and qualifications (McCarthy et al, 1995;Osborn & Davis, 1996;Prest, Schindler-Zimmerman & Sporakowski, 1992;Sutter, McPherson, & Geeseman, 2002).…”

Clinical Supervision for Licensure: A Consumer's Guide

“…Counselor supervisors have ethical guidelines that govern information they provide to potential supervisees (ACES, 1993;NBCC, 1998). Thus, prospective supervisees can expect supervisors to discuss (a) their professional credentials, experience, training, and areas of expertise; (b) their philosophies of counseling and supervision; (c) their expectations and requirements; (d) parameters related to legal and ethical responsibilities; and (e) ethical codes to which they adhere (Magnuson, Norem, & Wilcoxon, 2000;McCarthy et al, 1995). Financial arrangements, if appropriate, should also be established .…”

Professional Disclosure Statements and Formal Plans for Supervision: Two Strategies for Minimizing the Risk of Ethical Conflicts in Post‐Master's Supervision

“…The express purposes of the statement are to fully inform the prospective supervisee of the mutual rights and responsibili-Electronic Journal: To print this article select pages 45-48. TOC C o b i a a n d B o e s ties of all parties, the parameters of supervision, methods of evaluation, desired outcomes, and potential risks and benefits of participation in supervision (Disney & Stephens, 1994;McCarthy et al, 1995;Storm & Haug, 1997). A well-written document describing each of the previously listed points also has the potential to serve as a springboard for open professional discussions that can facilitate the establishment of a professional relationship and rapport between supervisor and supervisee (Cottone & Tarvydas, 1998).…”

“…Although written documents are sometimes labeled "informed consent," informed consent for our purposes is not a document, but it is the client's right to agree to participate in the professional service after such services are fully described to him or her (Cottone & Tarvydas, 1998). In the case of postdegree supervision, the supervisee has a right to choose a supervisor based on sufficient information including the voluntary nature of his or her participation; supervisor and supervisee involvement; benefits and risks associated with supervision; confidentiality and privilege and exceptions to each; theoretical orientation of the supervisor; strategies and interventions to be used by the supervisor; record-keeping information; ethical guidelines; licenses and credentials held by the supervisor; practical aspects such as time and length of each session, group versus individual appointments, payment policies, and emergency contact procedures; approaches to resolving or reporting disputes and complaints; cancellation policies; and consultation procedures (Cobia & Boes, 1996;McCarthy et al, 1995). Review of the supervisor's disclosure statement logically leads to a review of the supervisee's statement for clients.…”