Myths of Supervision: Identifying the Gaps Between Theory and Practice

Abstract

Seven myths about counselor supervisor roles and activities are identified. These include myths about theory, roles, process, and professional issues. Suggestions are given for improving the congruence between supervision literature and actual practice.Although the counselor supervision literature offers a rich source of information about supervise needs (cf. Whiteley, 1982;, it has given less emphasis to the clinical supervisor's issues. Some descriptions of supervisor roles exist, but they seem closer to myth than to reality because they do not match actual practice. In this article, we specify seven myths about supervision theory, roles, process, and professional issues, and offer suggestions for furthering knowledge of the supervisory relationship. The focus is on the clinical supervisor, that is, an individual who promotes the development of supervisee counseling skills (VanZandt, 1986).The myths presented in this article were developed from readings, dialectics, previous supervision experience, and our personal reflections stimulated by a formal course and practicum on supervision. They were further refined by comments from several colleagues also engaged in supervision. Some of these myths have been mentioned by previous authors (e.g., Leddick 8c Bernard, 1980; Styzynski, 1980), who referred to them as "assumptions." The term "myth" suggests a more extreme view, which might be justified if it focuses attention on these issues and stimulates possible solutions.

Empirical Implications for the Training and Professional Development of Community College Counselors

“…Indeed, in this study, community college counselors who work where such programs exist report significantly more role clarity. Yet, most counselors who provide supervision have no formal training in this area (McCarthy, DeBell, Kanuha & McLeod, 1988). Thus, community college counselor trainees and professionals would benefit from curriculum and professional development opportunities that address clinical and administrative supervision.…”

Supervision of Beginning and Advanced Graduate Students of Counseling and Psychotherapy

“…Even though supervisors with minimal experience, such as advanced students, are limited in what they have to offer, the most senior and expert counselors and psychotherapists also have limitations in their supervision of the beginner (McCarthy, DeBell, Kanuha, & McLeod, 1988). One limitation relates to the differences between the expert and the novice.…”

Practicum Class Supervision in CACREP‐Accredited Counselor Training Programs: A National Survey

“…This finding was somewhat surprising, given the widespread use of group supervision and the fact that group supervision is an integral component of counselor training in CACFZEP-accredited programs (CACREP, 1994). This favoring of the individual format over the group format of supervision has been argued to be the result of a long-standing "myth" that students are better trained in individual supervision (McCarthy, DeBell, Kanuha, & McLeod, 1988). This ambivalent attitude toward group supervision may also account for the relative lack of research conducted in this area as compared with the amount generated in the area of individual supervision and may also help to explain why group supervision has often been designated as a "supplementary" training method (cf.…”