A call for change of emphasis in psychodynamic supervision.

Supervisors are called on to maintain an ambience of acceptance which fosters growth and enables the supervisees to search for the true meaning of their professional self. This article uses self psychology as a model for structuring the supervisory relationship and suggests that supervisors' "empathic failures" in identifying and fulfilling their supervisees' needs disturb and even undermine this necessary ambience. When the process of supervision is disturbed by empathic failure, the interpersonal events within the supervision should be carefully examined to reorganize and rework the supervisory experience and to restore the participants' emotional balance and ability to work well within the supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and nonaffirmative supervision.

Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB-affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with clients. Supervisees perceived that the affirming events also positively affected the supervision relationship, client outcomes, and themselves as supervisees. In LGB nonaffirming supervision, supervisees perceived supervisors to be biased or oppressive toward supervisees' clients or themselves on the basis of LGB concerns or identity. From supervisees' perspectives, the nonaffirming events negatively affected the supervision relationship, client outcomes, and supervisees. Implications for research and supervision are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision.

Thirteen supervisees' of color and 13 European American supervisees' experiences of culturally responsive and unresponsive cross-cultural supervision were studied using consensual qualitative research. In culturally responsive supervision, all supervisees felt supported for exploring cultural issues, which positively affected the supervisee, the supervision relationship, and client outcomes. In culturally unresponsive supervision, cultural issues were ignored, actively discounted, or dismissed by supervisors, which negatively affected the supervisee, the relationship, and/or client outcomes. European American supervisees' and supervisees' of color experiences diverged significantly, with supervisees of color experiencing unresponsiveness more frequently and with more negative effects than European American supervisees. Implications for research and supervision practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An examination of people of color supervision dyads: Racial identity matters as much as race.

Considering the growing racial and ethnic diversity among supervisees, the number of clinical supervision dyads comprised of supervisees and supervisors of Color is likely to increase dramatically. Although extant research has focused on supervision that involves White supervisors paired with racial, ethnic, and linguistic minority supervisees, few authors have explored the supervisory dynamics between clinicians of color and supervisees of Color. This study used a qualitative analysis of structured survey responses provided by supervisees of Color to argue that racial identity (i.e., supervisors’ and supervisees’ psychological experiences of race), more than race is essential for managing the racial dynamics of supervisory dyads involving two people of Color. Using Helms Racial Identity Social Interaction Model (Helms, 1990, 1995), we use a directed content analysis of participants’ responses to demonstrate common themes that emerge when race is introduced into the supervision relationship. Based on supervisees’ reported experiences, implications for the practice of supervision involving people of Color are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling supervision by developmental level.

Examined the validity of an elaboration of C. Stoltenberg's (see record 1981-06282-001) developmental counseling supervision model with 71 supervisors (mean age 37.5 yrs) and 107 supervisees (mean age 30.2 yrs) from 9 university counseling centers, resulting in 107 supervision dyads. A supervision level scale (SLS) was used to classify predominant developmental level of supervisees and supervision environments to avoid the use of training level as a proxy for developmental level. Supervisors completed the SLS, and supervisors and supervisees reported their satisfaction and opinion of supervisee's learning. Supervisors were found to generally match the level of their supervision to the level of the supervisee. Analyses of variance (ANOVAs) revealed that supervisee developmental level was related to mean semesters of supervisee supervised, but not nonsupervised, counseling experience. Supervision environment level was also related to mean semesters of supervisee supervised, but not nonsupervised, counseling experience. Mean satisfaction and learning ratings of supervisors and supervisees did not differ by person–environment congruency. Results provide support for conceptualizing supervisees and supervision environments developmentally, although not for congruency. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in supervision as counselors and therapists gain experience: A review.

Considerable research relevant to counselor and therapist development has been done since E. L. Worthington's (see record 1988-21517-001) review. Additional support has surfaced for Worthington's conclusions: There is support for general developmental models, perceptions of supervisors and supervisees are consistent with developmental theories, the behaviors of supervisors change as counselors gain experience, and the supervision relationship changes as counselors gain experience. Although the types of research used and the sophistication of data analysis have improved somewhat, too few studies directly address changes over time for trainees in supervision. Suggestions are given for future research in supervision to reflect the level of specificity necessary to investigate developmental models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of counselor supervision: An examination of Stoltenberg's model from the perspectives of supervisor and supervisee.

We used Stoltenberg's (1981) developmental model of counselor supervision in an examination of relational consequences of supervisors' and supervisees' disagreements about a supervisee's counseling sophistication. We also sought support for Stoltenberg's proposed optimal supervision environments. Eighty-seven supervisors and 77 supervisees from 31 randomly selected university counseling and clinical psychology programs around the United States categorized supervisees as belonging to one of four developmental levels. They also provided demographic information, estimated supervisory behavior frequencies, and made satisfaction and impact ratings. Results indicated that (a) supervisors perceived themselves as varying their behavior with supervisees of different developmental levels in a manner that accorded with Stoltenberg's model, (b) supervisees did not perceive the differences reported in supervisors' behaviors, and (c) supervisees reported significantly less satisfaction and impact when they were in mismatched pairs with supervisors, although supervisors did not. In subsequent analyses, we found that supervisees preferred supervision that was characterized by a collegial relation with a focus on trainee personal development and self-understanding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effective supervision as perceived by beginning counselors-in-training.

16 supervisors of beginning practicum counselors rated the importance to good supervision of 42 supervisor behaviors. At the end of their 1st semester of training, 31 beginning practicum counselors rated the frequency with which their supervisors actually performed each of the 42 supervisor behaviors. The counselors also rated the effectiveness of supervision on 3 dimensions: satisfaction with supervision, supervisor competence, and contribution of supervision to improved counselor ability. In general, supervisors perceived supervision as primarily providing feedback to supervisees. Beginning counselors rated their supervision as good, however, if (a) a personal and pleasant supervisor–supervisee relationship existed; (b) supervisors provided relatively structured supervision sessions, especially during early sessions; and (c) supervisors directly taught beginning counselors how to counsel (i.e., by using literature, and by didactic instruction) and then encouraged the new counselors to try out their new skills. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Nondisclosure and distortion in psychotherapy supervison.

Explored patterns of disclosure of 93 psychotherapy trainees to their supervisors by examining trainees' conscious concealment and distortion of events and feelings that occurred in therapy sessions. Ss completed a 66-item supervision questionnaire in reference to a supervisor with whom they were working at that time. Results indicated that most supervisees, while usually presenting an honest picture of the interaction with patients, also, at least some of the time, consciously distort and/or conceal some material; as many as 30–40% of supervisees withhold information (e.g., perceived clinical errors) at moderate to high levels of frequency. The findings suggest that nondisclosure, distortion, and concealment may be an inevitable aspect of supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Negative supervisory events: Effects on supervision and supervisory alliance.

What are the consequences when a supervisee experiences a negative event in supervision? Supervisee developmental level, supervisory working alliance, trainee attachment style, and negative supervisory events were examined to determine their relationship with one another. Findings underscore the destructive impact negative supervisory events can have on supervision and supervisee development. This impact varies depending upon a supervisee's developmental level or the strength of the supervisor--supervisee working alliance. Supervisors are encouraged to be more supportive of supervisees in early development, and suggestions are offered on ways to ensure a strong supervisory relationship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical supervision practices of licensed psychologists.

Surveyed 232 licensed psychologists from 1 midwestern state to assess the nature of clinical supervision for experienced practitioners. Data were collected concerning type, frequency, and content of supervision; supervisor goals, techniques, assessment methods, and roles; and most and least helpful aspects of supervision. There were few significant differences in supervision as a function of supervisee experience, gender, or degree (MA vs PhD), or supervisor gender. The supervisees generally appeared to have autonomous relationships with supervisors who were clinically skilled and highly supportive. Ethical concerns regarding supervisee informed consent, supervisor accountability, and gender-role stereotyping are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Microaggressions by supervisors of color.

Supervisors of color are not only targets of discrimination but also perpretators. The denial of supervisees’ identities reveals a lack of respect and empathy, creating significant barriers to a good supervisory relationship. An area of professional development for supervisors of color is understanding the diverse identities of our supervisees, who are increasingly multiethnic and transnational. Supervisors of color also need the opportunity to examine their experiences of microaggressions both as sender and receiver and reflect on their own identities and how they impede or enhance the quality of supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group supervision of paraprofessional counselors.

Group supervision of paraprofessional counselors was investigated at a short-term residential facility for emotionally disturbed children and adolescents. Four counseling teams' group supervision meetings were studied over a 45-day period. A behavior observation system was used to collect data about problem solving and member participation at these meetings. A questionnaire was designed to measure supervisees' satisfaction with and perceptions of their group supervision. Group supervision meetings tended to be highly task oriented: 69% of the comments at the meetings pertained to resolving the children's and adolescents' emotional problems. Supervisors participated at a marginally higher frequency (51%) than did supervisees (47%). Overall, supervisees tended to be satisfied with and have positive perceptions of their group supervision experiences. However, experienced supervisors' group supervision meetings received higher ratings of supervisee satisfaction than did novice supervisors' meetings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reflections on the importance of place.

The author describes her personal journey of finding her voice through the ’aina, the Hawaiian word for place or land. Loosely translated, ’aina represents an emotional connection to a safe place for physical, mental, emotional, and spiritual growth. By connecting with her upbringing, family struggles, and personal experiences, the author reflects on the meaning of supervision, and describes how she uses ’aina to help supervisees find their unique voices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variation in supervision process across trainee experience levels.

Explored whether (a) practicing supervisors perceived themselves as varying their supervision process across 4 trainee experience levels and (b) whether several supervisor demographic variables were related to the degree to which some supervisors might vary the supervision process more than others. Four experience levels were identified: 1st practicum, 2nd practicum, advanced practicum, and predoctoral intern. 37 experienced supervisors rated the degree to which the supervision they gave varied across trainee levels. Results show that Ss significantly varied supervision between 2nd-practicum and advanced-practicum supervisees, but they did not vary the other levels. Also, psychodynamically oriented Ss in contrast to humanistic and other orientations (e.g., cognitive-behavioral) were most likely to make this discrimination across trainee levels. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Opening the dialogue: Implications of feminist supervision theory with male supervisees.

There is a lack of scholarship examining the implications of feminist-informed theories of clinical supervision to guide practice with male supervisees. A critical discussion is needed to better understand the intersections of feminist supervision theory and masculine psychology lest ineffective supervisory interventions occur. The present article begins with a critical review of the intersections of male psychological theory and feminist supervision theory. A hypothetical case vignette is then presented to highlight a number of potential implications for supervisors working with male supervisees informed by feminist supervision theory. The article concludes with directions for future training and research, as well as limitations of the arguments presented. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

“Those who learn have a responsibility to teach”: Black therapists' experiences supervising Black therapist trainees.

This phenomenological study examined how 12 Black psychotherapists in college counseling centers around the country experienced the supervision of Black therapist trainees. Participants described how their relationships and methods of supervision differed when working in same-race dyads. They reported feeling closer to their Black supervisees in ways that often felt familial. The therapists described serving as mentors for their Black supervisees. They also reported discussing race more frequently in supervision, and they perceived that their Black supervisees felt safer having Black supervisors. The study also suggests implications for the training of ethnic minority therapists and supervisors. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Enhancing supervisee reflectivity in clinical supervision: A case study illustration.

Reflectivity has been described as the cyclical process whereby individuals engage in a critical evaluation of their affective, cognitive, and behavioral experiences to produce insight and fundamental shifts in their original beliefs. Developing reflectivity in supervisees is one of the most challenging, yet important, responsibilities of clinical supervisors, given its link to such skills as critical thinking, ethical decision making, and problem solving. This paper advances the literature by presenting a case example that demonstrates how reflectivity can be emphasized in clinical supervision, highlighting the barriers to reflectivity, and providing strategies that supervisors can utilize to encourage reflectivity within clinical supervision. The strategies and information discussed may be flexibly applied to supervisees of all developmental levels within the context of individual supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Informed consent through contracting for supervision: Minimizing risks, enhancing benefits.

Obtaining informed consent has become a routine part of both initiating and continuing clinical services. Psychologists are trained to anticipate the risks and benefits, identify alternatives, understand limits to privacy, explain these factors to prospective clients, and assist them in making decisions about their participation. Only in recent years have psychologists begun to more formally incorporate the principles of informed consent into their work with supervisees. Providing supervisees with relevant information at the outset helps to minimize risks for supervisors and supervisees and to maximize benefits for supervisees and their clients. This article addresses the objectives and benefits of obtaining informed consent to supervision, highlights relevant ethical standards and guidelines, and describes the elements of a supervisory informed consent document. (PsycINFO Database Record (c) 2010 APA, all rights reserved)