Ethical and Legal Responsibilities of Clinical Supervisors

Cormier, L. Sherilyn; Bernard, Janine M.

doi:10.1002/j.2164-4918.1982.tb00701.x

Cited by 60 publications

(48 citation statements)

References 8 publications

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“…Also, supervisors may not disclose critical feedback because it seems incongruent with their preferred role as a warm and supportive counselor (Cormier & Bernard, 1982).…”

mentioning

confidence: 99%

The Nature of Counselor Supervisor Nondisclosure

Ladany

Melincoff

1999

Couns Edu & Supervision

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This study examined the types of information counselor supervisors do not disclose to their trainees. Results from a national sample of 90 supervisors indicated that their nondisclosures fell into 12 categories, and that there were 9 reasons associated with these 12 types of nondisclosures.A primary role of counselor supervisors is to provide feedback to their trainees to enhance their learning and competence (Bernard & Goodyear, 1992;Blocher, 1983;Holloway, 1992). Because feedback could be limitless, yet time is limited, supervisors must choose to disclose only a subset of their reactions, thoughts, and feelings. Conversely, supervisors must choose to withhold or not disclose information to their trainees, presumably information that would detract from their learning. However, it is likely that, at times, supervisors do not share relevant growth-enhancing information with their trainees (e.g., salient information regarding the trainee's counseling skills or supervision behaviors), which could affect the efficacy of supervision. Although covert processes such as nondisclosures have been addressed generally in the counseling literature (e.g., Hill, Thompson, & Corbett, 19921, there has been little research on covert processes in supervision (Ladany, Hill, Corbett, & N u t t , 1996;Yourman & Farber, 1996). and no empirical studies that examine supervisor nondisclosures. Supervision theorists have to some extent addressed the role of covert processes in supervision. For example, Blocher (1983) noted that for supervision to be effective, communication patterns should be established through which both supervisor and trainee are able to express themselves with "minimal inhibitions and distortions" (p. 30). Bordin (1983) also indicated that to gain mutual trust and to build a stronger supervisory working alliance with the trainee, the supervisor should discuss her or his own experiences. Hence, if the supervisor is making very few disclosures in the supervision session, it is unlikely that an open and honest exchange is occurring.Alternatively, a reasonable argument could be made that not all supervisor nondisclosures should be disclosed. Some supervisor experiences, such as personal issues not relevant to supervision, even if thought about in supervision, would likely undermine the supervision process. Furthermore, supervisors who disclose too much information about themselves that has little to do with supervision, could weaken the supervisory relationship or negatively influence trainee growth. Therefore, supervisors must consider the effect that their nondisclosures could have on supervision effectiveness.We believed that the content of the thoughts, feelings, and reactions that supervisors do not disclose to their trainees would generally reflect aspects of the client-trainee-supervisor triad. Specifically, we reasoned that the content of the supervisor nondisclosures would generally pertain to the supervisor's personal issues and concerns (e.g., a personal family crisis), supervisor and trainee interactions (e.g...

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“…Also, supervisors may not disclose critical feedback because it seems incongruent with their preferred role as a warm and supportive counselor (Cormier & Bernard, 1982).…”

mentioning

confidence: 99%

The Nature of Counselor Supervisor Nondisclosure

Ladany

Melincoff

1999

Couns Edu & Supervision

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“…Increasingly, issues related to ethical dilemmas within the supervision process are being addressed in the professional literature (Bernard & Goodyear, 1992;Borders & Leddick, 1987;Borders & Cashwell, 1992;Borders, Cashwell, & Rotter, 1995;Bradley, 1989;Cormier & Bernard, 1982;Disney & Stephens, 1994;Dooley-Dickey, Housley, & Guest, 1993;Dye & Borders, 1990;Guest, 1995;Vasquez, 1992). However, empirical research on counseling supervision, and specifically on ethical practices in counseling supervision remains limited.…”

Section: Ethical Issues In Counseling Supervisionmentioning

confidence: 96%

Ethical Issues in Counseling Supervision

Cashwell

2002

The Clinical Supervisor

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“…It is, however, faculty's ethical and legal responsibility to proactively evaluate their students, and share their evaluations with those students and make decisions about professional readiness. If problem areas are identified, due process requires faculty members to provide students with specific information about ways to improve, as well as time to make the changes (Cormier & Bernstein, 1982). Feedback should occur on an ongoing basis through the Weekly Evaluation Rating Sheet or a supervision form.…”

Section: Evaluate Student Competencementioning

confidence: 98%

“…Faculty who are involved in overseeing and monitoring students' clinical development have an ethical responsibility to assure that the students' clients receive minimal care and that no harm is done (Cormier & Bernstein, 1982;Engleberg & Heath, 1990;Mead, 1991). This includes assuring that students practice within their level of competence.…”

Section: Ensuring the Quality Of Students' Workmentioning

confidence: 99%

Clinical Training of Graduate Students

Jordan

2003

The Clinical Supervisor

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Ethical and Legal Responsibilities of Clinical Supervisors

Cited by 60 publications

References 8 publications

The Nature of Counselor Supervisor Nondisclosure

The Nature of Counselor Supervisor Nondisclosure

Ethical Issues in Counseling Supervision

Clinical Training of Graduate Students

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