Validating social security cards
There may also be fears or anger; reticence to enter therapy; anxiety about entry, process, and the therapist; client, therapist, and supervisor expectations; paperwork that may seem to be a barrier; cultural or diversity considerations that may make therapy a dystonic experience; lack of familiarity with the system; fears that secrets may be revealed; and hopes for the future, among other factors.
In the supervisee’s domain, there are his current developmental state; uncertainty of role; feelings of inadequacy; a desire to apply what one has learned in graduate school; optimism; a sense of dominance and knowing the client better than anyone else; eagerness to help the client; eagerness to please the supervisor; fear of failure; theories and ideas of conceptualization, dynamics, and interventions; cultural diversity identification; personal factors including worldview, perspective, curiosity, and identification with the client and/or supervisor; and a desire to individuate and be a competent independent practitioner.
While the role of supervisor is weighty, it is also replete with potential for growth, development, inquiry, creativity, and excitement.
Until the last decade, remarkably little attention was devoted to the practice of supervision.
Through development of a schema of supervisor competency, increased attention may be devoted to competence evaluation, supervisee and supervisor development, and support of the supervisor’s skills, all of which will benefit the supervisees.
Unfortunately, over half of all supervisors still have not had formal training in clinical supervision.
It entails the transmission of knowledge and art, mentoring, gatekeeping, monitoring and evaluating, and developing a relationship that serves as the foundation for the process.
It is the way the profession is communicated and transmitted from generation to generation of practitioners.
That is, there is agreement on best practices of supervision across disciplines.
The purpose of this course is to provide background and methodology for the practice of high quality supervision.
ASPPB (2013), American Psychological Association Board of Educational Affairs (APA, 2014), and the National Association of Social Workers (NASW) have developed supervision guidelines and best practices for supervision.