Competent clinical supervision: Emerging effective practices

Abstract

With the recognition that clinical supervision is a distinct professional practice comes the necessity for identification of effective practices. In this competency-based era, a meta-theoretical, interpersonal framework is provided in competency-based clinical supervision in which specific attention is paid to the strengths and emerging competencies of the supervisee and to the clinical and supervision competencies of the supervisor. In this article, the authors address the state of the literature on effective clinical supervision and the specific knowledge, skills, and attitudes that comprise competent supervision. A brief summary of research on several particular pivotal areas (e.g. alliance, multicultural competence, legal, and ethical issues) is included. A selfassessment device is provided for both current supervisors and supervisors-inpreparation to assess readiness, competence, and areas in which additional training and experience are desirable. Finally, a vignette illustrating the implementation of effective supervision practices is provided.Clinical supervision plays the central role in the development of competence of a counseling psychologist. It provides experiences that are essential to the process of learning how to competently practice as a clinician as well as facilitates the acquisition of professional attitudes that provide the foundation for ethical practice throughout one's career. While training is often assumed to be the primary (or exclusive) responsibility, supervisors are charged with the duty to ensure the welfare of clients and to serve as gatekeepers for the profession, so that only those who are qualified become psychologists. With the recent recognition of clinical supervision as a distinct professional practice Fouad et al., 2009) comes the necessity for determining competencies of supervisors and supervisees, what comprises effective supervision, and further, to identify the mechanisms to achieve these. We take up each of these issues from a competency-based approach to supervision oriented to the articulation of best practices drawing upon theory and the empirical literature.All supervision models aim to enhance competence; however, competency-based supervision (Falender & Shafranske, 2004, 2012a offers an explicit, meta-theoretical approach to the assessment and development of competence. This approach identifies the specific knowledge, skills, attitudes, and values that form foundational and advanced

Clinical supervision, burnout and intent to leave: an Australian mixed methods study of community-based allied health professionals

“…In addition, supervisees underscored the importance of having a same-profession supervisor with community experience. These findings support previous outcomes in the clinical supervision literature regarding the importance of the quality of the supervision relationship (Falender, Shafranske, & Ofek, 2014;Paice & HamiltonFairley, 2013), providing supervisee choice in selection of supervisor (Dawson et al, 2012) and the benefits of having a same-profession supervisor (Beddoe & Howard, 2012;Bogo et al, 2011;Kavanagh et al, 2003).…”

Goal‐setting, Feedback, and Assessment Practices Reported by Australian Clinical Supervisors

“…In effect, although the roles of the clinical supervisor have not substantively changed, supervisor training and supervisory practices have been recently subjected to close pedagogic scrutiny (Falender, Shafranske, & Ofek, ; Gonsalvez & Milne, ; Watkins & Milne, ). For instance, in the past, a few years of practitioner experience was deemed sufficient to become eligible to provide clinical supervision.…”

Current perceptions of statutory supervision of midwifery: Time for change?

“…provision for other health care professions (Falender et al, 2014). In the study, many of the participants questioned the efficacy of statutory supervision with regards to professional responsibility and its ability to ensure safe quality care for women and their families.…”