Clinical Supervision: The State of the Art

Abstract

Since the recognition of clinical supervision as a distinct professional competence and a core competence, attention has turned to ensuring supervisor competence and effective supervision practice. In this article, we highlight recent developments and the state of the art in supervision, with particular emphasis on the competency-based approach. We present effective clinical supervision strategies, providing an integrated snapshot of the current status. We close with consideration of current training practices in supervision and challenges.

A Delphi Study and Initial Validation of Counselor Supervision Competencies

“…As may be expected, given the variety of theoretical approaches endorsed by individual panelists, the final competency list does not align with any particular supervisory model. This result supports previous findings that supervision outcomes are more frequently influenced by the supervisory working alliance rather than by the use of any specific theory or model (Crockett, ; Kemer et al, ) and the assertion that “competency‐based supervision … is compatible across … models” (Falender & Shafranske, , p. 1030).…”

Informal Sources of Supervision in Clinical Training

“…Much has been studied about supervision, including its components, stages, models, and ethics (e.g., Barnett & Molzon, ; Goodyear, Lichtenberg, Bang, & Gragg, ); its inevitable ruptures and dilemmas (e.g., Safran, Muran, Stevens, & Rothman, ); its effective qualities (e.g., Falender & Shafrankse, ); the nature and correlates of the supervisory alliance (e.g., Ladany, Ellis, & Friedlander, ); disclosures and nondisclosures of supervisors and supervisees (e.g., Ladany, Hill, Corbett, & Nutt, ; Yourman & Farber, ); the internalization of supervisor qualities (e.g., Geller, Farber, & Schaffer, ); its overall effectiveness in improving clinical work (e.g., Holloway & Neufeldt, ); and most recently, its expansion through new technologies, including video‐conferencing (e.g., Rousmaniere & Abbass, ).…”

Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad

“…Collaborative relationships developed in supervision provide a foundation for management of difficult client content, interpersonal dilemmas and supervisee intrapsychic challenges. Theoretically, clinical supervision is built on this relationship, with both the supervisee and their clients benefiting from the oversight of an experienced practitioner while the supervisee is concurrently encouraged, develops additional clinical skills and works towards autonomy (Falender & Shafranske, 2014). However, the clinical supervisory relationship is more than relationship building and clinician development; there are substantial barriers inherent in the process.…”

“…While many supervisors attempt to explore diversity through the most visible identities of the supervisee, supervision practices which address privilege, oppression, historical trauma and multiple diversity factors frequently do not occur (Falender & Shafranske, 2014). Hair and O' Donoghue (2009) criticize supervision literature for excluding inclusion of culturally nuanced race-ethnicity-gender conversations within supervision.…”