CONCLUDING REMARKS: Clinical Supervision in the 21^st Century: Revisiting Pressing Needs and Impressing Possibilities

Abstract

What are some of the most pressing needs currently confronting clinical supervision? In this paper, I give attention to that question. Drawing on two 1990 reviews for comparative purposes, I examine where supervision is now relative to four areas: (a) supervision training and practice; (b) measurement; (c) difference and diversity; and (d) research. Lines of advance, pressing needs, and potential remedies are considered across each area. Effort is made to accentuate the "robustly international" nature of clinical supervision and its increasing globalization.

The Supervisory Relationship: A Conceptual and Psychometric Review of Measures

“…Palomo et al then conducted a principal components analysis and extracted six factors. Although we were unable to find subsequent uses of the measure, Watkins () and Lewis, Scott, and Hendricks () mentioned the SRQ as a viable measure.…”

“…On the basis of a principal components analysis, a factor analysis, and item loadings, the authors retained five factors and then examined multiple forms of validity and reliability. Although we could not find subsequent uses of the measure, it has been mentioned in recent discussions of the supervisory relationship (Falendar & Shafranske, ; Watkins, ).…”

Assessing therapist development: Reliability and validity of the Supervisee Levels Questionnaire (SLQ‐R)

“…In summary, the SLQ‐R is frequently used in psychotherapy research, but empirical evidence regarding its psychometric properties is scarce (Ellis, Ladany, Krengel, & Schult, ; Watkins, ). The aim of the present study was therefore to contribute to a better understanding of the SQL‐R, its validity and its underlying dimensional structure.…”

An exploration of faculty supervisor variables and their impact on client outcomes.

“…Over the last two decades, the virtual absence of any supervision-client outcome data has been increasingly lamented, calls to remedy that lack have been accordingly issued, and the acuity of need to make supervision a more accountable practice has been further accentuated (Holloway, 1992;Lambert & Ogles, 1997;Milne et al, 2012;Watkins, 1998;Westefeld, 2009). Lack ing such outcome data, Lichtenberg (2007) has even raised ques tions about the very ethics of supervision itself: "The reason for providing supervision and the ethical justification for requiring it are that it makes a difference with respect to client outcomes" (p. 275).…”