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| Preface | |
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| Introduction to Clinical Supervision | |
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| Context and Importance of Supervision | |
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| Clinical Supervision in the Preparation of Mental Health Professionals | |
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| Defining Supervision | |
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| Conclusion | |
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| Evaluation | |
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| Criteria for Evaluation | |
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| Favorable Conditions for Evaluation | |
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| The Process of Evaluation | |
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| Impairment and Incompetence | |
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| Additional Evaluation Issues | |
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| Conclusion | |
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| Ethical and Legal Considerations | |
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| Major Ethical Issues for Clinical Supervisors | |
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| Legal Ramifications for Clinical Supervisors | |
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| Ethical Decision Making | |
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| Conclusion | |
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| Supervision Models | |
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| Theory in Clinical Supervision | |
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| Supervision Models Grounded in Psychotherapy Theory | |
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| Developmental Approaches to Supervision | |
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| Social Role Models | |
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| Conclusion | |
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| The Supervisory Relationship: the Influence of Individual and Developmental Differences | |
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| The Uniqueness of Two Persons in Relationship | |
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| Cognitive Style, Cognitive Complexity, Theoretical Orientation, Cognitive Development, and Level of Experience of the Supervisee | |
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| Developmental Constructs: Pulling It All Together | |
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| Cultural Differences | |
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| Multicultural Constructs: Pulling It All Together | |
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| Conclusion | |
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| The Supervisory Relationship: Processes and Issues of the Supervisory Triad and Dyad | |
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| Supervision as a Triadic System | |
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| The Supervisory Dyad | |
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| Conclusion | |
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| The Supervisory Relationship: Supervisee and Supervisor Contributing Factors | |
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| The Supervisee in the Relationship | |
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| The Supervisor in the Relationship | |
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| Conclusion | |
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| Organizing the Supervision Experience | |
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| Importance of Competence in Organizing Supervision | |
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| The Role of Institutional Culture | |
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| The Essential Ingredient: A Supervision Plan | |
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| Context for Supervision: Two Different Worlds | |
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| Foundational Tasks for Organizing Supervision | |
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| Ongoing Organizational Tasks | |
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| Evaluation and Debriefing | |
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| Some Final Thoughts | |
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| Conclusion | |
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| Supervision Interventions: Individual Supervision | |
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| Initial Criteria for Choosing Supervision Interventions | |
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| Structured versus Unstructured Interventions | |
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| Methods, Forms, and Techniques of Supervision | |
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| Putting It All Together | |
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| Conclusion | |
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| Supervision Interventions: Group Supervision | |
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| Group Supervision: Definition and Conceptualization | |
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| The Utility of Group Supervision | |
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| Supervisor Roles, Tasks, and Strategies: General | |
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| Supervisor Roles, Tasks, and Strategies: Specific to Group Stage | |
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| Final Observations about the Performing Stage | |
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| Group Supervision Variants | |
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| Conclusion | |
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| Supervision Interventions: Live Supervision | |
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| Methods of Live Supervision | |
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| The Live Superivision Intervention | |
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| Presession Planning and Postsession Debriefing | |
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| Implementing Live Supervision | |
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| Advantages and Disadvantages | |
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| Team Supervision | |
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| Research Results and Questions | |
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| Live Supervision in Different Contexts | |
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| Conclusion | |
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| Teaching and Researching Supervision | |
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| Becoming Supervisors: Developmental and Teaching Processes | |
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| Supervision Process and Outcome Research | |
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| Conclusion | |
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| The Supervisor's Toolbox | |
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| Supervision Toolbox Contents | |
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| References | |
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| Name Index | |
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| Subject Index | |