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| Introduction to Supervision | |
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| Focus Questions | |
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| Introduction | |
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| Supervision Defined | |
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| The Evolution of Supervision | |
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| The Goals of Supervision | |
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| Objectives for the Supervisee | |
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| Perspectives on Supervision | |
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| Bob Haynes's Personal Perspective | |
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| Jerry Corey's Personal Perspective | |
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| Patrice Moulton's Personal Perspective | |
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| Summary | |
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| Suggested Activities | |
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| Roles and Responsibilities of Supervisors | |
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| Focus Questions | |
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| Introduction | |
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| Role of the Supervisor | |
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| Teacher | |
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| Mentor | |
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| Consultant | |
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| Counselor | |
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| Sounding Board | |
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| Adviser | |
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| Administrator | |
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| Evaluator | |
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| Recorder and Documenter | |
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| Empowerer | |
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| The Scope of Responsibility in Supervision | |
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| Responsibilities of the Supervisor | |
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| Teaching Supervisees How to Use Supervision Effectively | |
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| Assisting Supervisees in Taking an Active Role in Fieldwork Experiences | |
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| Summary | |
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| Suggested Activities | |
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| The Supervisory Relationship | |
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| Focus Questions | |
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| Introduction | |
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| Personal and Interpersonal Issues in Supervision | |
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| Supervisor-Supervisee Relationship | |
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| Power and Authority | |
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| Parallel Process | |
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| Personhood | |
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| Characteristics That Facilitate or Hinder the Supervision Process | |
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| Supervisor Characteristics | |
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| Supervisee Characteristics | |
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| Conflicts Between Supervisor and Supervisee | |
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| Challenges for Supervisees | |
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| Dealing with Doubts and Fears | |
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| Identifying Unresolved Personal Problems | |
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| Avoiding the Role of Problem Solver | |
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| Identifying Countertransference | |
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| Respecting Diverse Value Systems | |
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| Challenging Yourself | |
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| Challenges for Supervisors | |
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| Supervisee Anxiety | |
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| Supervisee Reactions to Client Failures | |
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| Summary | |
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| Suggested Activities | |
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| Methods of Supervision | |
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| Focus Questions | |
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| Introduction | |
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| Supervision Formats | |
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| Individual Supervision | |
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| Group Supervision | |
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| Dynamics of Group Supervision | |
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| Initial Stage | |
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| Transition Stage | |
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| Working Stage | |
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| Ending Stage | |
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| Value of Group Supervision | |
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| Methods Used in Supervision | |
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| Case Consultation | |
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| Co-Therapy | |
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| Live Observation | |
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| Videotaping | |
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| Audiotaping | |
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| Computer-Assisted and Online Techniques | |
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| Role Play and Role Reversal | |
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| Modeling and Demonstration | |
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| Coaching | |
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| Methods Using Written Information | |
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| Methods Based on Psychotherapy Models | |
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| Homework | |
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| What Supervisors Say to Supervisees | |
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| Other Considerations Regarding Supervision Methods | |
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| Summary | |
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| Suggested Activities | |
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| Models of Supervision | |
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| Focus Questions | |
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| Introduction | |
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| Understanding Models of Supervision | |
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| Developmental Models | |
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| Psychotherapy-Based Models | |
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| Psychodynamic Model | |
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| Person-Centered Model | |
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| Cognitive-Behavioral Model | |
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| Family Therapy Model | |
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| Feminist Model | |
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| Integrative Models | |
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| Discrimination Model | |
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| Systems Approach to Supervision | |
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| Additional Integrative Models of Supervision | |
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| Developing Your Own Model of Supervision | |
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| Summary | |
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| Suggested Activities | |
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| Becoming a Multiculturally Competent Supervisor | |
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| Focus Questions | |
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| Introduction | |
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| Defining Multiculturalism | |
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| Practicing Multicultural Supervision Competencies | |
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| Explore Racial Dynamics in the Supervisory Relationship | |
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| Include Multicultural Competencies in the Supervisory Agreement | |
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| Assist Supervisees in Developing Cultural Self-Awareness | |
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| Accept Your Limits as a Multicultural Supervisor | |
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| Model Cultural Sensitivity | |
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| Accept Responsibility to Provide Knowledge Regarding Cultural Diversity | |
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| Inform Supervisees About Multicultural Considerations in Assessment | |
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| Provide the Opportunity for Multicultural Case Conceptualization | |
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| Practice and Promote Culturally Appropriate Interventions | |
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| Provide and Model Social Advocacy | |
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| Acquiring Multicultural Competencies in Supervision | |
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| Assessing Multicultural Competencies in Supervision | |
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| Summary | |
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| Suggested Activities | |
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| Ethical Issues and Multiple Relationships | |
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| Focus Questions | |
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| Introduction | |
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| Ethical Issues in Clinical Supervision | |
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| The Supervisor's Roles and Responsibilities | |
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| The Impact of Negative Supervisory Events | |
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| Modeling Confidentiality | |
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| Teaching Supervisees How to Make Ethical Decisions | |
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| Competence of Supervisors | |
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| Journey Toward Competence | |
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| Incompetent or Impaired Supervisors | |
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| Incompetent or Impaired Supervisees | |
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| Multiple Roles and Relationships in the Supervisory Process | |
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| Ethical Standards and Multiple Roles and Relationships | |
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| Managing Multiple Roles and Relationships | |
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| Mentoring | |
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| Socializing Between Supervisors and Supervisees | |
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| Sexual Attraction in Supervision | |
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| Sexual Intimacies Between Supervisor and Supervisee | |
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| Sexual Intimacies Between Supervisee and Client | |
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| Combining Supervision and Counseling | |
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| Changing Roles and Relationships | |
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| Summary | |
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| Suggested Activities | |
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| Legal Issues in Supervision | |
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| Focus Questions | |
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| Introduction | |
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| Legal Primer | |
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| Standard of Care | |
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| Statutory Liability | |
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| Negligence | |
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| Negligent Liability | |
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| Vicarious Liability | |
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| Direct Liability | |
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| Privileged Communication | |
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| Duties to Warn, Protect, and Report | |
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| Risk Management | |
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| Don't Supervise Beyond Your Competence | |
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| Evaluate and Monitor Supervisees' Competence | |
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| Be Available for Supervision Consistently | |
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| Formulate a Sound Supervision Contract | |
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| Maintain Written Policies | |
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| Document All Supervisory Activities | |
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| Consult with Appropriate Professionals | |
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| Maintain Working Knowledge of Ethics Codes, Legal Statutes, and Licensing Regulations | |
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| Use Multiple Methods of Supervision | |
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| Practice a Feedback and Evaluation Plan | |
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| Purchase and Verify Professional Liability Insurance Coverage | |
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| Evaluate and Screen All Clients Under Supervisee's Care | |
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| Establish a Policy for Ensuring Confidentiality | |
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| Incorporate Informed Consent in Practice | |
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| Summary | |
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| Suggested Activities | |
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| Sample Forms Used by Students in Clinical Psychology Practicums | |
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| Managing Crisis Situations | |
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| Focus Questions | |
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| Introduction | |
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| A Framework for Managing Crisis Situations in Supervision | |
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| Understanding Specific Crisis Situations | |
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| Suicide and Suicide Attempts | |
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| Personal Threats by Clients | |
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| School Violence | |
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| Witnessing Disasters and Violent Events | |
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| Coping with Personal Crises | |
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| Summary | |
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| Suggested Activities | |
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| Evaluation in Supervision | |
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| Focus Questions | |
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| Introduction | |
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| Essential Features of Evaluation | |
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| Objective Versus Subjective Evaluation | |
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| Standardization of Methods | |
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| Criteria for Evaluation | |
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| Organization of Evaluation | |
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| Due Process | |
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| Long-Term Consequences of Evaluations | |
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| Empowering the Supervisee to Conduct Self-Evaluation | |
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| Evaluation of the Supervisor | |
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| Ethical and Legal Ramifications of Conducting Evaluations | |
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| Guidelines for Conducting Evaluations | |
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| Concerns of Supervisors | |
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| Concerns of Supervisees | |
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| Methods of Evaluation | |
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| Individual and Group Evaluation | |
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| Written Evaluation | |
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| Evaluation of Direct Observation | |
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| Objective Evaluation Tools | |
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| Writing Letters of Recommendation | |
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| Test Your Evaluation Skills | |
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| Summary | |
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| Suggested Activities | |
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| Becoming an Effective Supervisor | |
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| Focus Questions | |
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| Introduction | |
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| Qualities of the Ideal Supervisor | |
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| Graduate Student Perspectives | |
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| Supervisor Perspectives | |
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| Struggles as Supervisors | |
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| Our Thoughts on Becoming an Effective Supervisor | |
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| Finding Your Own Style as a Supervisor | |
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| Where Can You Go from Here? | |
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| Summary | |
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| Suggested Activities | |
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| References and Suggested Readings | |
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| Name Index | |
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| Subject Index | |