Supervision is the primary teaching aid in the field of psychology. It is defined as “an intervention provided by a more senior member of a profession to a more junior member or members of that same profession. The relationship is evaluative and hierarchical, [and] extends over time” (Bernard & Goodyear, 2009, p. 7). Over time with the influence of the relational approach, supervisory relationship is trying to minimise the hierarchy, yet it is difficult to do away with it completely due to the professional requirements of the relationship. While the supervisor needs to play a therapeutic role and explore the supervisory relationship, the job demands a switching of roles into that of a teacher, mentor, gatekeeper and coach. The different models of supervisory relationship help the supervisor and supervisee to prepare for the tasks, while navigating the ‘I-Thou’ and ‘I-It’ requirements of the relationship (Leddick, 1094; Pack, 2009; Resnik & Estrup, 2000; Smith, 2009). Supervision is the primary teaching aid in the field of psychology. It is defined as “an intervention provided by a more senior member of a profession to a more junior member or members of that same profession. The relationship is evaluative and hierarchical, [and] extends over time” (Bernard & Goodyear, 2009, p. 7). Over time with the influence of the relational approach, supervisory relationship is trying to minimise the hierarchy, yet it is difficult to do away with it completely due to the professional requirements of the relationship. While the supervisor needs to play a therapeutic role and explore the supervisory relationship, the job demands a switching of roles into that of a teacher, mentor, gatekeeper and coach. The different models of supervisory relationship help the supervisor and supervisee to prepare for the tasks, while navigating the ‘I-Thou’ and ‘I-It’ requirements of the relationship (Leddick, 1094; Pack, 2009; Resnik & Estrup, 2000; Smith, 2009).

A deeper understanding of the different models of supervision like developmental models, integrated models and orientation-specific models are helpful to be cognisant of before one takes up the task of being a supervisor. Especially since this role is different from that of a therapist or teacher. Whatever models a supervisor may adhere to, certain goals of supervision and supervisor-supervisee responsibilities are common to all. The central goals of supervision are:

• Promoting supervisee developmental growth through teaching and supporting the supervisee’s knowledge and applied skills.
• Protecting the welfare of clients by ensuring that the clients the supervisee is working with are receiving high-quality professional services.
• Gatekeeping for the profession by making sure only those who have met particular developmental benchmarks and necessary qualifications are able to move forward in training or practice.
• Empowering supervisees with the capacity to reflect and self-supervise in the future by recognizing one’s strengths and limitations and knowing how to seek out additional support.
• Providing emotional support to supervisees to lessen stress, burnout, and problems of professional competence (Bernard & Goodyear, 2009; Corey, Haynes, Moulton, & Muratori, 2010; Newman, 2013).

Supervisor Guidelines

Clinical supervision has changed significantly in the last decade. Most professionals, academicians and practitioners recognise that clinical supervision is a distinct professional practice requiring specific training. Supervision in the past was undertaken without specific training, with supervisors practicing, what they learned from their own supervision experiences or as therapists. However, it has become apparent that, due to the hierarchical structure, boundary dilutions, lack of training and knowledge of supervisory models and insufficient clinical experience poor supervision can do significant harm. And lack of clarity about one’s role responsibilities can negatively impact supervisor- supervisee relationship. A supervisor needs to possess these skills to effectively supervise:

• Familiarity with the major models of clinical supervision, in terms of philosophical assumptions and practical implications, and the ability to compare and contrast them with other models.
• Accessibility, regularity and consistency
• Ability to create a clear contract in collaboration with the supervisee
• Balancing accountability of supervisee work within a safe reflective space that is respectful
• Willingness to work on any blocks or ruptures that are likely to arise in the relationship in a non-defensive manner
• The capacity to express a personal model of supervision, extracted from existing models of supervision and from preferred styles of therapeutic practice
• Ability to structure supervision and implement supervisory interventions within a range of modalities (e.g., case presentations; role plays; live supervision; review of transcribed or videotaped sessions)
• Knowledge about processes for working through ethical dilemmas in clinical supervision
• Awareness of legal issues which may arise in clinical supervision, and commitment to ensuring that supervisees are also aware of these (e.g., duty to report, limits of confidentiality, etc.)
• Skill in giving and receiving feedback in clinical supervision, both informally (e.g., in the course of supervision sessions) and formally (e.g., planned and documented reviews of supervision process and of supervisees’ clinical skills)
• The ability to reflect on one’s own supervisory practices, with peers and one’s own supervisor
• Advanced knowledge of the major issues experienced by clients (e.g., mental illness, alcoholism, suicidality, drug abuse)
• Understanding of one’s limitation to supervise certain clients based on their unique memberships and to communicate this to one’s supervisee (e.g. specific clinical population, cultural differences, child/adolescent, autism etc.)

Supervisee Responsibilities

Although the onus rests with the supervisor to develop and maintain effective supervision the supervisee must be committed to contributing to this through active preparation for and participation in supervision. 

• Actively participate in conveying the supervision contract at the beginning of the relationship. The supervisee is not responsible for initiating the contract but should be prepared to discuss practicalities such as scheduling, past experiences of supervision, goals and expectations of supervision, theoretical or philosophical paradigm, hopes and concerns about the supervisory relationship, current developmental level as a helping professional, particular skills and knowledge, and learning needs.
• Prepare for supervision sessions in whatever manner is agreed upon with the supervisor. The methods that will be used in the supervision process and to prepare for it (e.g., case presentation, audio, video etc)
• Supervisee should identify what one is hoping to achieve by raising a particular problem or issue in supervision (e.g., Why this client? What is the hoped outcome of the supervision session? What specifically is the query for supervision?).
• Keep records of supervision, as a reminder of helpful ideas and possible interventions, to ensure agreed-upon action is taken, and to refer to in future if needed.
• Be prepared for reflective processes. Supervision is about much more than the actual content of the work or reporting of each session or what the client said and you said; it is significantly about the process reflections, which includes the dynamics occurring between you and your client, and awareness of your affective state, your responses to the client are aiding or hampering the outcome.
• Be open to feedback and reflect on its implications for future practice. Also, be prepared to offer feedback to your supervisor about the experience of the supervisory process and relationship.
• Take responsibility for your own defensive responses, and be prepared to address them. This requires awareness of what is triggering a defensive reaction: Is it the supervisor, about whom one was given no choice? Is it the idea that supervision is only for novices? Is it that an uncomfortable dynamic in the relationship, such as perceiving the supervisor as overly moralising / pontificating as opposed to supporting and empathic? Is it fear of being seen as incompetent and unprofessional?
• Take responsibility for your own professional development and personal self-care. Develop a plan that helps to enhance your knowledge and skills as well as recognising fatigue and burnout. It is supervisees job to collaborate in this effort and to look after self needs and regulate in healthy ways.