Mechanisms for Building Working Alliances in Clinical Supervision

Strickler, Amy; Valenti, Michael; Mihalo, Jennifer R.

doi:10.1007/s10615-018-0684-3

Cited by 5 publications

(13 citation statements)

References 38 publications

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“…Clear communication regarding roles, expectations, boundaries, goals and parameters of supervision assists in reducing role ambiguity for workers. Reduced ambiguity has been identified as another protective factor against compassion fatigue Sprang et al, 2011;Strickler et al, 2018). As previously stated, clinical supervision is also a time to introduce concepts such as compassion fatigue and countertransference.…”

Section: )mentioning

confidence: 99%

“…"The supervisor in any system is in a pivotal position to assist co-workers in preventing the development of secondary trauma" (Perry, 2014, p. 13). It is imperative for the clinical supervisor to openly discuss compassion fatigue in order to not only provide some education about the risks and symptoms but also to normalize that it exists Geoffrion et al, 2016;Mandell et al, 2012;Merriman, 2015;Strickler, Valenti & Mihalo, 2018;Williams et al, 2012). This conversation should be ongoing in order to continue to normalize the concept as well as to guard against professional isolation Geoffrion et al, 2016;Mandell et al, 2012;Merriman, 2015;Strickler et al, 2018;Williams et al, 2012).…”

Section: Compassion Fatiguementioning

confidence: 99%

“…Clinical supervision is one of the strongest coping strategies for preventing compassion fatigue and burnout in workers (Anderson, 2000;Sprang et al, 2011). Within supervision, there are three primary responsibilities: first, to provide support to supervisees, second to provide mentorship/education and third, for administrative functions (Berger and Quiros, 2014;Joubert, Hocking and Hampson, 2013;Merriman, 2015;Strickler et al, 2018).…”

Section: Key Components Of Clinical Supervisionmentioning

confidence: 99%

“…The ability for the supervisor to accomplish any of the aforementioned goals hinges on the strength of the supervisory working alliance Sprang et al, 2011;Strickler et al, 2018;Tsong & Goodyear, 2014;Williams et al, 2012). The supervisory working alliance is such an integral component of clinical supervision that it will be explored at length later in the paper.…”

Section: Key Components Of Clinical Supervisionmentioning

confidence: 99%

“…The foundation of the clinical supervision process is the relationship that the supervisor can establish with the worker, also known as the supervisory working alliance Sprang, Craig, & Clark, 2011;Strickler, Valenti, & Mihalo, 2018;Tsong & Goodyear, 2014;Williams & Clemens, 2012). A strong supervisory working alliance relies on the ability of the supervisor to create a supervisory atmosphere that is empathic, transparent, supportive and collaborative (Borders, 2014;Cheon, Blumer, Shih, Murphy, & Sato, 2009).…”

Section: Chapter One: Introductionmentioning

confidence: 99%

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Clinical supervision: combatting attrition in the human services field

Marchand¹

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Clinical supervision has been identified as a key component in combatting attrition in the human services field. Unfortunately, clinical supervision is not utilized in its full breadth, leaving workers to continuously suffer the consequences of cumulative stress from their complex work. This project is a result of a review of the literature on clinical supervision. The literature has indicated that clinical supervision is an essential tool for supporting workers to manage the emotional and psychological workplace hazards that they frequently encounter. The literature has identified three functions of clinical supervision and highlights that the administrative function is the one most often used. However, there are two other's-support and education/mentoring that supervisor's need to be aware of and integrate into their supervision practices. This project will assist supervisors to round out their supervision practices. It will accomplish this by producing a guidebook that instructs how to conduct clinical supervision-beyond the administrative function that most supervisors are likely familiar with. The guidebook explicitly identifies why clinical supervision is important and then explores the support and education/mentoring functions in detail.

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Section: )mentioning

confidence: 99%

Section: Compassion Fatiguementioning

confidence: 99%

Section: Key Components Of Clinical Supervisionmentioning

confidence: 99%

Section: Key Components Of Clinical Supervisionmentioning

confidence: 99%

Section: Chapter One: Introductionmentioning

confidence: 99%

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Clinical supervision: combatting attrition in the human services field

Marchand¹

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Exploring the impact of microaggressions on the genetic counseling student–supervisor relationship: A qualitative study

Ramsey,

Carmichael,

Gutierrez‐Kapheim

et al. 2024

Journal of Genetic Counseling

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Genetic counseling students with minoritized identities have reported experiencing microaggressions throughout graduate training, including from fieldwork supervisors. However, the impacts of these fieldwork experiences have not been thoroughly investigated. As supervision is known to be integral to genetic counseling students' skill development and success, the purpose of this qualitative study was to explore the impact of microaggressions on student training, with a specific focus on the supervisory working alliance. To achieve this goal, we conducted 11 interviews with recent genetic counseling graduates (2019–2021) who reported experiencing at least one microaggression from a fieldwork supervisor during graduate school training. Purposive sampling was used to prioritize interviewees who identified as underrepresented in the field due to race, ethnicity, gender identity, sexual orientation, and/or disability status. All interviewees were initially recruited as part of a larger mixed‐methods study investigating the frequency and types of microaggressions genetic counseling students experience from fieldwork supervisors. Interview questions explored the time period before a microaggression event, during the event, and after. Qualitative thematic analysis resulted in four themes, three of which are presented in this paper: (1) Impact of microaggressions, (2) Barriers to reporting microaggressions, and (3) Experience reporting microaggressions. Microaggressions from supervisors were shown to impair the psychological well‐being of participants and hinder learning opportunities. These experiences led participants to question their choice of profession and avoid time in clinic, ultimately constraining the development of strong supervisory working alliances. Some participants did not report microaggressions due to fear of negative repercussions, and those who did described defensive responses which harmed students' relationships with program leadership. This study reveals opportunities for supervisors to improve student training conditions by centering students' feelings and experiences, increasing open and honest communication, and extending psychosocial tools to supervision. Additionally, graduate programs are encouraged to establish structured reporting protocols for students and evaluate current shortcomings in equity and inclusion initiatives.

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