Fundamentals of Clinical Supervision

Comprehensive, interdisciplinary, and authoritative, Fundamentals of Clinical Supervision continues to be the most widely used and respected supervision text in the field. Recognizing the overlap of the mental health disciplines and of supervision modalities, the authors have integrated psychology, counseling, marriage and family therapy, and social work to fully cover the central themes that dominate the study and practice of clinical supervision. With a focus on developing the supervision relationship, the text contains all content areas required for certification as an Approved Clinical Supervisor, offering a complete review (and informed appraisals) of all leading models, interventions, and research. A valuable resource for practitioners and students alike, the revised fourth edition of Fundamentals of Clinical Supervision includes a new emphasis on global contributions to the field and diversity as well as new material on technological advances, spirituality, impaired supervisees and boundary violations.

Table of Contents

ix CHAPTER 1 INTRODUCTION TO CLINICAL SUPERVISION 1 Foundational Premises 2 Supervision's Centrality to the Professions 2 State Regulatory Boards 3 Professional Credentialing Groups 3 Accrediting Bodies 3 Clinical Supervision in the Preparation of Mental Health Professionals 4 Science-Practice Integration 4 Supervised Practice: Key to the Development of Competence 4 Necessary Preparation to Supervise 5 Defining Supervision 7 Supervision Is a Distinct Intervention 8 Member of Same Profession 10 Supervision Is Evaluative and Hierarchical 11 Supervision Extends over Time 12 Purposes of Supervision 12 Person-Specific Understandings of Supervision 14 Family Metaphors 16 A Conceptual Model of Supervision 17 Parameters of Supervision 17 Supervisee Developmental Level 18 Supervisor Tasks 18 Using the Model 18 CHAPTER 2 EVALUATION 20 Criteria for Evaluation 22 Favorable Conditions for Evaluation 25 The Process of Evaluation 27 The Supervision-Evaluation Contract 28 Choosing Supervision Methods for Evaluation 28 Choosing Evaluation Instruments 29 Contents Communicating Formative Feedback 31 Encouraging Self-Assessment 34 Communicating Summative Evaluations 37 Problematic Students, Impairment, and Incompetence 40 Definitions 40 Incidence 41 Additional Evaluation Issues 44 The Subjective Element 44 Consequences of Evaluation 48 CHAPTER 3 ETHICAL AND LEGAL CONSIDERATIONS 50 Major Ethical Issues for Clinical Supervisors 51 Due Process 51 Informed Consent 53 Multiple Relationships 57 Competence 65 Confidentiality 67 Marketplace Issues 69 The Supervisee's Perspective 69 Legal Ramifications for Clinical Supervisors 70 Malpractice 70 Direct Liability and Vicarious Liability 72 Preventing Claims of Malpractice 74 Ethical Decision Making 74 CHAPTER 4 SUPERVISION MODELS 77 Attributes of Theories or Models 77 Theory in Clinical Supervision 79 Psychotherapy-Based Models of Supervision 81 Psychodynamic Supervision 81 Person-Centered Supervision 83 Cognitive-Behavioral Supervision 84 Systemic Supervision 85 Constructivist Approaches 86 Developmental Approaches to Supervision 89 Stage Developmental Models: The Integrated Developmental Model (IDM) 89 Process Developmental Models 92 Life-Span Developmental Models: The Ronnestad and Skovholt Model 97 Conclusions about Developmental Models 100 Social Role Models 101 The Discrimination Model 101 x CONTENTS The Hawkins and Shohet Model 105 Holloway's Systems Approach to Supervision (SAS) Model 106 CHAPTER 5 THE SUPERVISORY RELATIONSHIP: THE INFLUENCE OF INDIVIDUAL, CULTURAL,AND DEVELOPMENTAL DIFFERENCES 109 The Uniqueness of Each Relationship 109 Cognitive Style, Cognitive Complexity, Theoretical Orientation, Cognitive Development, and Level of Experience of the Supervisee 110 Cognitive or Learning Styles 110 Theoretical Orientation and Cognitive Style 116 Cognitive Complexity, Cognitive Development, and Level of Experience 117 Supervision Environment 122 Developmental Constructs: Pulling It All Together 124 Cultural Differences 126 Political Nature of the Helping Professions 127 Culture Treated Holistically 128 Racial and Ethnic Issues Within Multicultural Supervision 129 Gender Issues Within Multicultural Supervision 138 Sexual Minority Issues Within Multicultural Supervision 144 Spirituality Issues Within Multicultural Supervision 146 Multicultural Constructs: Pulling It All Together 147 CHAPTER 6 THE SUPERVISORY RELATIONSHIP: PROCESSES AND ISSUES OF THE SUPERVISORY TRIAD AND DYAD 149 Supervision as a Three-Person System 149 Parallel Processes and Isomorphism 150 Interpersonal Triangles 155 Supervision as a Two-Person System 156 The Working Alliance as a Means to Frame the Supervisory Relationship 157 Antecedents and Consequences of Effective Supervisory Alliances 159 CONTENTS xi The Dynamic Nature of the Supervisory Alliance 167 CHAPTER 7 THE SUPERVISORY RELATIONSHIP: SUPERVISEE AND SUPERVISOR CONTRIBUTING FACTORS 171 Supervisee Factors 171 Supervisee Resistance 171 Supervisee Attachment 175 Supervisee Shame 176 Supervisee Anxiety 177 Supervisees' Need to Feel and Appear Competent 182 Supervisee Transference 183 Supervisor Factors 184 Supervisor Attachment 185 Interpersonal Power 185 Supervisor Countertransference 189 CHAPTER 8 ORGANIZING THE SUPERVISION EXPERIENCE 193 The Importance of Competence in Organizing Supervision 194 The Role of Institutional Culture 197 Selectivity 197 Temporal Sensitivity 197 Accountability 197 Measurement and Management 198 Inquisitiveness 198 Negotiation 198 Agency 198 The Essential Ingredient: A Supervision Plan 199 Contexts for Supervision: Two Different Worlds 200 The Graduate Program as Context for Supervision 200 The Field Site as Context for Supervision 201 Foundational Tasks for Organizing Supervision 203 Advising Supervisees for Clinical Instruction 203 Selecting Sites 203 Initial Communication between Graduate Program and Site 204 The Interview 205 xii CONTENTS Orientation 205 The Supervision Contract 205 Supervisee Bill of Rights 207 Professional Disclosure Statements 207 Ongoing Organizational Tasks 208 Communication, Communication, Communication 208 Managing Time 210 Record Keeping 212 Planning for the Exceptions 215 Evaluation and Debriefing 216 Some Final Thoughts 216 Get Support 216 Know Yourself 216 Gather Data 217 Get Feedback 217 Be Intentional 217 CHAPTER 9 SUPERVISION INTERVENTIONS: INDIVIDUAL SUPERVISION 218 Initial Criteria for Choosing Supervision Interventions 218 Structured Versus Unstructured Interventions 219 Methods, Forms, and Techniques of Supervision 220 Self-Report 220 Process Notes and Case Notes 222 Audiotape 222 Videotape 226 The Reflective Process 231 Live Observation 235 Technology and Supervision 236 Timing of Supervision 238 Beyond Methods 240 Putting It All Together 241 CHAPTER 10 SUPERVISION INTERVENTIONS: GROUP SUPERVISION 244 Group Supervision in Broad Strokes: Definition, Advantages, Limitations 244 Benefits and Limitations of Group Supervision 245 A Conceptual Model for Group Supervisors: Supervisee Developmental Level, Supervisor Style, and Group Stage 247 CONTENTS xiii Supervisor Style 248 Stages of Group Supervision 251 Final Observations about the Performing Stage 257 Peer Supervision Groups 260 The Process of Peer Supervision Groups 261 Advantages and Disadvantages of Peer Supervision Groups 261 CHAPTER 11 SUPERVISION INTERVENTIONS: LIVE SUPERVISION 263 Methods of Live Supervision 264 Bug-in-the-Ear 264 Monitoring 264 In Vivo 265 The Walk-In 265 Phone-Ins and Consultation Breaks 265 Using Computers and Interactive Television for Live Supervision 265 The Live Supervision Intervention 266 Bug-in-the-Ear Interventions 267 Telephone Interventions 267 Consultation Break Interventions 268 Dimensions of Live Supervision Interventions 269 Presession Planning and Postsession Debriefing 269 Implementing Live Supervision 270 Advantages and Disadvantages 272 Advantages 272 Disadvantages 273 Team Supervision 274 The Reflecting Team 275 Team Dynamics 277 Advantages and Disadvantages of Team Supervision 278 Research Results and Questions 280 CHAPTER 12 TEACHING AND RESEARCHING SUPERVISION 284 Preparing and Supervising Supervisors 284 Training Supervisors 284 Supervising Supervisors 288 Research on Supervision Training Outcomes 292 xiv CONTENTS Supervisor Development 292 Alonso's Model 293 Hess's Model 294 Rodenhauser's Model 294 Stoltenberg et al.'s Integrated Developmental Model (IDM) 294 Watkins's Model 295 Conclusions Regarding Supervisory Development Models 296 Supervision Process and Outcome Research 297 Trends 298 Issues on Which to Focus in Future Research 301 THE SUPERVISOR'S TOOLBOX 303 Documents for Use in Supervision Sample Counseling Supervision Contract 305 Example of a Professional Disclosure Statement 308 Supervisee's Bill of Rights 311 Supervision Agreement 314 Descriptive Criteria for Professional Performance Review Policy Standards 317 The Practicum Competencies Outline 322 Measures for Supervision Research and Practice Supervisory Satisfaction Questionnaire 326 Group Supervision Scale 327 Supervisee Levels Questionnaire-Revised 328 Anticipatory Supervisee Anxiety Scale (ASAS) 331 Role Conflict and Role Ambiguity Inventory 333 Evaluation Process Within Supervision Inventory 335 Supervisory Working Alliance (SWA)-Supervisor Form 337 Supervisory Working Alliance (SWA)-Supervisee Form 339 Supervisory Styles Inventory 341 The Feminist Supervision Scale (FSS) 343 Counselor Supervisor Self-Efficacy Scale 346 Multicultural Supervision Competencies Questionnaire 349 CONTENTS xv

Author Biography

Janine M. Bernard was educated at Purdue University and is currently a professor in the counseling and human services department at Syracuse University. She is the author of numerous books and articles focused on clinical supervision, lifespan human development, multicultural issues, and professional credentialing. Rodney K. Goodyear earned his doctorate in counseling psychology from Illinois University. An expert in his field for over thirty years, Goodyear currently teaches at the University of Southern California.