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| Preface | |
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| Acknowledgments | |
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| Preparing to Supervise | |
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| What is Clinical Supervision? | |
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| What is Clinical Supervision? | |
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| Defining Clinical Supervision | |
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| The Prevalence of Clinical Supervision | |
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| The Purposes of Clinical Supervision | |
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| How Should Clinical Supervision be Conducted? | |
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| Supervisor Development | |
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| Toward Reflective Practice | |
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| Competent Supervision | |
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| Preparing for Effective Supervision | |
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| Supervisor Credentials and Training | |
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| State Licensing Boards | |
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| Professional Organizations and Accreditation | |
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| Standards of Supervision Practice | |
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| Characteristics of the "Ideal" Supervisor | |
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| The Supervisory Alliance | |
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| Availability and Approachability | |
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| Core Qualities | |
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| Role Clarity: Supervisor or Therapist? | |
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| Ability to Tolerate Powerful Affect | |
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| Effective versus Ineffective Supervision | |
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| A Model of "Lousy" Supervision | |
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| Effective Supervision | |
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| Identifying Your Model of Supervision | |
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| Supervision: Combining Science and Practice | |
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| The Importance of Using a Supervision Model | |
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| Evidence-Based Practice | |
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| Selecting a Model | |
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| Developmental Models | |
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| Counseling and Psychotherapy-Based Models | |
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| Cognitive-Behavior Therapy Supervision | |
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| Social Role Models | |
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| The Discrimination Model | |
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| The Systems Approach to Supervision | |
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| Preparing for the Initial Session | |
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| To Supervise or Not to Supervise? | |
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| The Pre-Supervision Interview | |
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| Supervision Fees | |
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| Scheduling | |
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| Setting The Stage for Supervision: The Supervision Contract, Informed Consent, and Professional Disclosure Statement | |
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| Supervision in Action | |
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| The Initial Session | |
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| The Supervision Environment | |
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| Beginning the Session | |
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| The First Session Checklist | |
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| Collaborative Goal Setting | |
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| The Supervisory Alliance: Building the Relationship | |
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| The Supervisory Alliance | |
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| Important Components of the Supervisory Alliance | |
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| Role Clarity: Managing Multiple Relationships | |
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| Managerial versus Clinical Supervision | |
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| The Supervision Alliance: Strains, Stressors, and Solutions | |
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| Counterproductive Supervision Events | |
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| Counterproductive Events Involving Ethical Nonadherence | |
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| Counterproductive Events Involving Supervisor Technical Skill | |
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| Counterproductive Events Involving Supervisor Personalization Skills | |
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| Conflict in Supervision | |
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| Defensive Strategies and Strategic Games | |
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| Beyond Self-Report: Supervision Modalities and Methods | |
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| Concurrent and Ex-Post Facto Supervision Methods | |
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| Concurrent Methods of Supervision | |
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| Ex-Post Facto Supervision | |
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| Technology-Assisted Remote Supervision | |
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| The Supervision Process: Technical Tools and Tips | |
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| Supervision Phenomena and Processes: Making Sense of It All | |
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| The Separation-Individuation Process | |
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| Self-Efficacy | |
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| Anxiety | |
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| Self-Presentation | |
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| Nondisclosure | |
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| Lying | |
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| Transference-Countertransference | |
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| Supertransference | |
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| Parallel Process | |
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| Emotions | |
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| Supervision Techniques | |
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| Models of Supervision: Triadic and Group Supervision | |
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| Triadic Supervision | |
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| Benefits and Drawbacks | |
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| Supervision Structure | |
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| Composing the Triad | |
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| Group Supervision | |
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| Goals of Group Supervision | |
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| Benefits and Drawbacks of Group Supervision | |
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| Group Supervisor Characteristics | |
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| Group Composition | |
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| Formatting the Group | |
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| Bringing the Group into Action | |
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| Engaging the Members | |
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| Problems in Group Supervision | |
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| Creativity in Supervision | |
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| The Scamper Model of Creativity | |
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| No-Tech Creativity: Techniques Using No Equipment Nor Materials | |
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| Low-Tech Creativity: Techniques Using Simple Technical Equipment and/or Simple Materials | |
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| Mid- And High-Tech Creativity: Techniques Using Complex Technology and/or Materials | |
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| Critical Components of Clinical Supervision | |
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| Legal and Ethical Matters | |
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| Ethics and Supervision | |
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| Competence | |
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| Due Process | |
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| Informed Consent | |
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| Confidentiality and Privilege | |
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| Malpractice | |
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| Direct Liability | |
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| Multiple Relationships | |
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| Ethical Decision-Making Model | |
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| Evaluation, Documentation, and Risk Management | |
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| Formal Evaluation: Professional Performance Assessment | |
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| Documentation in Supervision | |
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| The Supervision Chart | |
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| The Case Review Form | |
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| The Fine Art of Feedback | |
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| The Nature of Feedback | |
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| Content and Process | |
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| Content and Variables | |
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| Process Variables | |
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| The Technical Aspects of Feedback in Supervision | |
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| Working with Intention | |
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| Earning The Right To Challenge | |
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| The Three Constituents | |
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| Effective and Ineffective Feedback | |
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| Ethical Guidelines | |
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| Supervisee Information Form | |
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| AMCD Multicultural Counseling Competencies | |
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| Counseling Supervision Contract | |
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| Sample Professional Disclosure Statement | |
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| Supervision Session Report | |
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| References | |
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| Index | |