Clinical Supervision

Problematic substance use is a significant concern for Aboriginal communities across Australia. Most approaches to intervention are individualised, locating the problem and the solution in the substance user. When problematic use is common within a family and community, individual treatment is likely to be ineffective. A literature review of familyfocussed and culturally specific drug and alcohol interventions was conducted to inform the development of family-focussed interventions in the community setting. The review supports the development of family-focussed interventions, suggesting this approach will be culturally appropriate and effective for Aboriginal communities. The potential role of social work in working with Aboriginal communities on problematic substance use, and likely barriers for the profession, are discussed.

Abstract The supervisory relationship is perceived to be the foundation for the work that will occur in supervision. As supervision is different from therapy, the supervision alliance is considered to be one of the elements that make up the supervisory relationship. Historically, the supervisory alliance has increasingly emerged as an essential variable in the conceptualization and conduct of the supervision experience and has been embraced as the very heart and soul of supervision. This article, through a short review of the supervision research that has emerged over the past 50 years, addresses the two alliance perspectives that dominate supervision theory, practice, and research; the effects of certain variables on the supervisory alliance and relationship; and the implications an effective supervisory working alliance has on supervisor and supervisee, in order to achieve positive client outcome.Citation: Basa, V. (2017). Supervisor-Supervisee Relationship and Alliance. European Journal of Counselling Theory, Research and Practice, 1, 10, 1-5. Retrieved from:
https://ejctrap.nationalwellbeingservice.com/volumes/volume-1-2017/volume-1-article-10/

Author: Glenn E. Boyd

You Are Not Alone: A Student’s Guide to Clinical Supervision is surprisingly frank, funny, and encouraging. It urges beginning students to be proactive and engaged in the clinical supervision process without apology and without fear to combat the normal anxiety that comes with learning to be a clinical practitioner. It also encourages training programs to offer beginning students an orientation to supervision as soon as possible after they enter the program. It outlines the importance of the clinical supervision relationship while introducing key elements in the contemporary practice of supervision including a novel emphasis on collaborative learning communities, the results of common factors research, and the emerging importance of core competencies.

In recent years, researchers and practitioners alike have placed increasing emphasis on multicultural education and issues of race, gender, class, language, ethnicity, and sexual orientation. Additionally, various types of supervision have emerged as topics of study. However, in the field of education, little research exists on the intersection of these two elements: diversity and supervision. This article draws on theory and research from education, counseling, and social work (fields that all utilize supervision in professional training and development) to form some preliminary conclusions regarding how race and ethnicity might affect the supervisory relationship. The author calls educational practitioners and scholars to action, citing the need to fill a gap in the educational knowledge base with many different types of research on the ways that culture, race, ethnicity, class, language, and other forms of diversity affect the process of supervision.

Background: The extension of roles within the Primary Care Team is one approach recommended to address the shortage of GPs in the UK. A key aspect of care that Advanced Nurse Practitioners (ANPs) can undertake is acute home visits. Aim: To evaluate the perspectives of Advanced Nurse Practitioners performing acute in-hours home visits in Primary Care. Methods: The research methods consist of the collection of qualitative data in eight semi-structured interviews across a Primary Care locality which were then analysed via a process of thematic analysis. Findings: Three key themes were identified: providing holistic care; engaging with the home setting; and negotiating role ambiguity. Conclusion: Practices wishing to involve ANPs in acute home visits should ensure clear definition and good understanding of the ANP role. Effective inter-professional relationships should be fostered with appropriate mentorship and clinical supervision to support ANPs in optimising their contribution to acute home visits.

Background: Clinical supervisors are responsible for managing many facets of clinical learning
and face a range of challenges when the need for “difficult” conversations arises, including the
need to manage conflict and relationships.
Methods: Spotlight on Conversations Workshop was developed to improve the capacity of
clinical supervisors to engage in difficult conversations. They were designed to challenge the
mindset of clinical supervisors about difficult conversations with students, the consequences
of avoiding difficult conversations, and to offer activities for practicing difficult conversations.
Preworkshop, postworkshop, and 4-month follow-up evaluations assessed improvements in
knowledge, intent to improve, and confidence along with workshop satisfaction.
Results: Nine workshops were delivered in a range of locations across Victoria, Australia,
involving a total of 117 clinical supervisors. Preworkshop evaluations illustrated that more
than half of the participants had avoided up to two difficult conversations in the last month in
their workplace. Postworkshop evaluation at 4 months showed very high levels of satisfaction
with the workshop’s relevancy, content, and training, as well as participants’ intention to apply
knowledge and skills. Also shown were significant changes in participants’ confidence to have
difficult conversations not only with students but also with other peers and colleagues. In
follow-up in-depth interviews with 20 of the 117 participants, 75% said they had made definite
changes in their practice because of what they learned in the workshop and another 10% said
they would make changes to their practice, but had not had the opportunity yet to do so.
Conclusion: We conclude that the Spotlight on Conversations Workshop can improve the
clinical supervisor–student relationship as well as build general difficult conversation capacity
for a range of stakeholders in clinical settings.
Keywords: clinical, education, supervision, communication

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Group work trainees have benefited from experiential instructional methods that allow them to participate in actual group experiences. The reflecting team process can serve as one such instructional method. It provides an experiential component that allows group work students to participate in actual group experiences, with particular focus on group process. This article describes two methods for the use of reflecting teams in the training of group workers. The authors explain the procedures they followed in the application of reflecting teams to group work training and discuss their observations of and recommendations for the use of such teams.

Within the social work profession, supervision is highly valued. Yet it is not clear how supervision supports good practice or how supervision makes a difference for children and families. In this study, using paired observations of group supervision and family meetings alongside interviews with parents, we explored the link between supervision, practice, and engagement. Considering each data set separately, we found a range of skill levels within the supervision discussions and in the meetings with families. Parents reported generally high levels of satisfaction with the service and in relation to their individual worker. But more importantly, we found a "golden thread" between certain elements of supervision, more skilful practice, and improved parental engagement. We discuss these key elements in detail and consider what these findings tell us about good supervision and what difference it can make for families and children.

In recent years, researchers and practitioners alike have placed increasing emphasis on multicultural education and issues of race, gender, class, language, ethnicity, and sexual orientation.  Additionally, various types of supervision have emerged as topics of study.  However, in the field of education, little research exists on the intersection of these two elements: diversity and supervision.  This article draws on theory and research from education, counseling, and social work (fields that all utilize supervision in professional training and development) to form some preliminary conclusions regarding how race and ethnicity might affect the supervisory relationship.  The author calls educational practitioners and scholars to action, citing the need to fill a gap in the educational knowledge base with many different types of research on the ways that culture, race, ethnicity, class, language, and other forms of diversity affect the process of supervision.

The authors propose the Supervision of Leadership Model (SLM) as an integration and extension of the Discrimination Model (DM) and Socially Just and Culturally Responsive Counseling Leadership Model (SJCRCLM) to address the supervision of counseling leadership for doctoral students. Given the dearth of literature on the supervision of leadership, the SLM addresses a unique and emerging supervisory practice. This manuscript provides a case example and discussion to highlight the model’s enactment and future directions.

Commented [LG1]: Reminds me of Silberman's "mindlessness"-a key idea, I believe. {Silberman, C.E. (1971). Crisis in The Classroom, The Remaking of American Education. New York: Vintage. } Commented [LG2]: This entire pattern of "devolution" (in the sense of degeneration) is a troubling, and engaging theme. Good hook. Commented [LG3]: Aye, and there is the rub… without the Creator the vision and intent are lost… (maybe multiple creators can pass on the vision?) Commented [MOU4R3]: Commented [LG5]: Hmmm… not malpractice? Commented [LG6]: Bravo. The tend toward CEO status… and away from pedagogy? Commented [LG7]: and, when done artfully, good supervising employs and models good pedagogy? … especially that aimed at developing and employing "thinking skills"? Commented [LG10]: A point supported by Goldhammer, but not by Cogan. Commented [LG30]: Bravo… purpose for schools, as well. Commented [LG31]: And absent clear mission?

When invited to contribute a workshop to the BASPR conference I readily agreed. It wasn't until a few months later, when pressed for a title, that I became aware of what was of most interest to me. At this point I realised that several factors were leading me to a particular preoccupation that might usefully be explored -this was the relationship of theory and research to practice. The factors that influenced me included both of my professional posts and my own areas of study. One of my posts is as a trainer on a Doctoral training in Counselling Psychology where we adopt the model of the scientist-practitioner, and the second position is as a clinician in an NHS department of Psychology. In this second setting we are guided by NHS and Governmental forces related to 'evidence-based' practice. My efforts to complete my doctorate also had me thinking a great deal about the relationship between research and practice. Why was I doing this research if it would be completely unrelated to my practice as a therapist? Surely there was some link? Conversations with the conference organisers helped me conceptualise these preoccupations and so the idea for the workshop was formed! And a few months later the workshop was an actual entity, attracting twelve participants, primarily made up of women with one participant and the workshop leader being male. The professions represented included Clinical and Counselling Psychologists and Counsellors.

Because spirituality training for counselors and supervisors is vital to counselor development, the authors examined the relationships between purpose in life, the integration of spirituality into supervision, and the supervisory working alliance among a sample of supervisors and trainees. Supervisors reported a greater sense of purpose and spiritual discussion during supervision than trainees. Trainees' personal sense of purpose was positively related to spiritual discussions with a supervisor and to an emphasis on client issues in supervision.

The author discusses the need for counselor educators and supervisors to promote the intersectional nature of identities in counselor trainees and supervisees, especially as supervision serves as the vanguard for professional development and provides a more individually tailored space. This article introduces the concept of multicultural complexity, along with its current dearth in the counseling literature. The utility of multicultural complexity is explored, and recommendations made in the form of sample action plans (Appendix) regarding how counselor educators and supervisors can further incorporate the concept into the practice of clinical supervision.

This article discusses the importance of a renewed journey into self-exploration for the Child and Youth Care (CYC) supervisor. The article pays tribute to Gerry Fewster's (1990) seminal work Being in Child Care, A Journey into Self to convey a congruence between the historical emergence of Self in CYC practice and the future development of Self in CYC supervision. Through a reflection into parallel practice, power, control, boundaries, and responsibilities, this paper emphasizes the significance of Self in supervisory moments to effectively engage in competent supervision.

An overview of relational-cultural theory and Relational-Cultural Therapy (RCT) is provided. First, a summary of the overarching framework for relational-cultural theory is offered. The theory's roots in feminist and psychodynamic theories are discussed, along with distinguishing aspects of relationalcultural theory. The practice of RCT is reviewed, including research support regarding assumptions, practice applications, and effectiveness. The unique role that teaching RCT can play in building counseling competencies is explored with a focus on competencies related to therapeutic relationshipbuilding skills and awareness of individual-cultural diversity. It is contended that RCT can provide an organized, systematic structure for the development of therapeutic relationship-building skills and a framework on which to build when asking counseling trainees to reflect on issues of power, privilege, oppression, and marginalization, including the ways in which those issues influence counseling. Specific examples are provided to illustrate the application of RCT in fostering these counseling competencies.

Asthma is a disease characterized by wide variations in
pathogenesis that cause resistance to flow in intrapulmonary
airways. The dramatic changes in the architecture of the airway
walls are usually connected to allergic reaction or other forms of
hyper sensitivity, causing marked spasms that lead to difficulty in
breathing. It is possible to relieve or remove the symptoms in the
majority of patients by adopting the clinical guidelines for
pharmacotherapy of asthma which include inhaled corticosteroids,
long and short acting beta agonists, muscarinic antagonists,
leukotriene modifiers, xanthine drugs and some allergy medicines.
The proper use of these agents can aid in reducing or reversing
many symptoms of asthma. Certain methods of using medicines,
for example the correct use of the inhaler for relief and
maintenance therapy, are also associated with a significant
reduction in symptoms. This can be achieved by a pharmacist’s
intervention that can provide a detailed understanding of the
current rational drug choices and proper medication use to the
patient. Nowadays massive resources are being ploughed into
research in a concerted effort to halt the progress of this illness
that can strike in all ages.

The purpose of this article is to start a discussion around the importance of peer super- vision with social service volunteers (New Zealand Federation of Voluntary Welfare Organisations [NZFVWO], 2001, pp. 61-63). This will be achieved by addressing the history of volunteerism and the rise of Charitable Trusts (Styles, 1979, pp. 86-88). The structure of volunteerism changed, as policymakers identifi the importance of includ- ing specifi volunteer’s roles and functions in legislation. Furthermore, policymakers began introducing clarifi around peer supervision and peer support, linking the importance of supervision for volunteerism in the social services (NZFVWO, 2001, pp. 61). The introduction of peer supervision for volunteers in the social services is to pro- vide accountability around professional practice and registration for many social service professions. The importance of peer supervision for volunteers working in the social services should be viewed as a safeguard to provide better practice for the volunteer, client and agency (O’Donoghue, 1999, p. 7). Volunteering New Zealand (VNZ) off an alliance with supporting agencies and government around volunteering best practice in the support and development of managers and coordinators of volunteers (VNZ, 2014, para 1-15). An example of this is the Volunteer Army, which came to fruition around the Christchurch earthquakes, getting the community working alongside each other to support and help those in need. 
However, none of these professional bodies offer a code of ethics to provide guidelines to volunteers. The Aotearoa New Zealand Association of Social Workers (ANZASW) does offer a Code of Ethics, not only to social workers but to all social services and volunteers (Beddoe & Randal, 1994, p. 31), which could be incorporated and used as a guideline. Although social work has a code of ethics guideline there is still some debate around mandatory registration to provide accountability and safeguard clients and social work practice.

In this study, the written reactions of 34 White master's counseling students to a list developed by Peggy McIntosh describing her experience of White privilege were analyzed using qualitative methodology. Three general themes and corresponding subthemes were identified and revealed varied levels of awareness of White privilege. The three general themes represent increasing levels of awareness, from none, to demonstrated awareness but unwillingness to engage in proaction, to a more profound awareness of privilege and proactive efforts to eradicate privilege. Directions for future research and training are presented.

Trauma helpers require specialized supervision. Individual, group and team supervision for trauma counselors and therapists are described and evaluated. Originally published in:
Wilson, J.  P. & Drozdek B. (Eds) (2004),  Broken Spirits. Philadelphia: Bruner/Mazel

Supervisão é a acção e o efeito de supervisionar, isto é, fazer a inspecção de um trabalho ou de uma tarefa realizada por outra pessoa. Quem supervisiona encontra-se numa posição de superioridade hierárquica, uma vez que tem a capacidade ou a faculdade de determinar se a acção supervisionada está ou não a ser executada correctamente.
Esta actividade deve ser acompanhada por pessoal treinado, o que, para o caso de Moçambique, acontece de forma aleatória, realizada pela sociedade e alguns meios de comunicação, sem provas e informação adequada.
Daí que há uma necessidade de avaliação de queixas ou denúncias efectuadas pela sociedade face ao trabalho dos profissionais da Saúde em Moçambique.

The significant changes in social work education and industry sectors have led to an increase in alternative supervision structures. This study investigates how the different models of supervision stimulate or hinder a supervisee's perceived work performance. Using a web-based survey with both structured and closed-ended questionnaires, and a non-probabilistic, purposive sampling strategy, the sample consists of 400 subjects (social work students and social workers), measured by Cleak & Smith (2012)'s 4-point scale of supervision models. Implications cover all aspects of practice, as supervision is a crucial component to both academic and experiential learning inclusive of across all social work practitioners. Pinpointing an ideal form of supervision can lead to policy development. Further research is needed to foster an optimal form of supervision across all social work settings.

Definir a la psicoterapia únicamente desde los aspectos cibernéticos de la relación terapeuta-paciente, es quedarse varado en una parcialidad de su dialéctica. En esta dirección, con la finalidad de realizar un análisis completo –y con la aspiración de incrementar el grado de complejidad en el cual se encuentra inmersa tal relación- se deben tomar en cuenta las atribuciones cognitivas que devienen de los mapas que construyen los participantes de la sesión. Por lo tanto, cogniciones, interacciones y emociones del terapeuta deben ser analizadas, ya sea porque estimulan o bloquean a la dinámica de la psicoterapia y esto es la labor de la supervisión.

This thesis presents the construction of social work supervision from the perspectives of social work practitioners and supervisors. In particular, the research explored how social work supervision was constructed, the influence of the Aotearoa New Zealand context upon its construction, and where and how social work supervision can most effectively be improved. In order to provide a background for informed analysis and discussion of

For over 50 years common supervisory models are being proposed that can be used for different therapeutic approaches. Amongst them two categories are of major interests in order to build a common supervisory approach: structured and developmental models. In the present article we propose a unified model based in person-centred and experiential principles, also integrating principles from structured and developmental models. It can be used for supervision with practitioners originating from a number of modalities, who have completed their studies in psychotherapy and have (at least) some professional experience. The different supervisory details for each therapeutic approach are discussed. Special attention is given to the implementation of the person-centred and experiential model in medical and health settings, where the risk for compassion, fatigue, stress and burnout is important. In the present review we propose the person centred and experiential model as an appropriate common model for efficient supervision with psychotherapy and medicine professionals.

Like many teacher educators supervising teaching practice, we have spent countless hours in post-observation conferences (POCs) attempting to facilitate teacher candidates’ self-reflection, guided by the firm belief that through the non-judgmental feedback of an experienced observer (Fanselow, 1987, 1988), teachers will grow in their capacity to assess their own practice. However, due to the private nature of POCs, we lacked peer feedback on our effectiveness during these sessions and were often frustrated by a sense of insufficiently fostering self-reflection in our teacher candidates. In order to address this, we examined Bede’s supervisory conferences with two experienced and two inexperienced teacher candidates seeking their Master’s in Teaching English to Speakers of Other Languages (MA TESOL). This paper shares how we first analyzed these POCs, then examined our findings using an interactive journal, as tools to better understand how our post-observation conferencing might support or impede teacher candidate self-reflection. Two questions this paper sets out to explore are “What specific linguistic moves in Bede’s post-observation conferencing seemed to promote or inhibit self-reflection on the part of teacher candidates?” and “How did our journal exchange about this data serve to deepen our understanding of our supervisory role as teacher educators?”

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Following an appropriate personal and professional model of supervision is an integral part of conducting ethical and effective supervision. A model of supervision helps guide a supervisor in facilitating growth of the counseling trainee, teaching counseling skills, and evaluating the trainee's growth professionally. The authors describe an integration of the Adierian model of supervision with the integrated Developmental Model of supervision along with a description of each model and two case examples. The information includes an overview for supervisors following these models of supervision along with examples in which the authors illustrate how these models can be used together to facilitate greater professional growth of the trainee.

Despite the growing interest on making clinical practice accountable, research on how specific components of professional competence are relevant in actual training/supervision practice is as yet unspecified. This study explores this dynamic aspect of professional supervision. Three supervisory dyads, composed by an experienced supervisor and a doctoral counselling psychology student were used in the study. A qualitative, ethnomethodology-informed design was used to discursively analyze 16 significant episodes (SEs) in actual supervision meetings. This was complimented by 16 follow-up interviews. Three interpretative repertoires – “ideals” – influencing participants’ accounting practices were identified: efficacy, responsiveness, and authenticity. The article discusses how structural (competency-based) and dynamic (practice-based) approaches to accountability can be combined to guide the appraisal of relevant professional competencies.
Keywords: Accountability, Professional Competence, Clinical Supervision, Supervision Process.

Joaquin Gaete Silva - first author