Supervision Techniques
Supervision is a close and focused relationship between two people involving honing one individual at the hands of the other. If we were to go by the ACA Code of Ethics, the primary responsibility of looking after the services rendered by supervisees rests upon the shoulders of the counseling supervisor. To make this happen, they both meet regularly, allowing supervisors to check and balance how their supervisors are performing and assist them in areas they are lacking.
To understand the focused purpose of supervision consider the following points
- To provide a perfect environment to the supervisor to growth both personally and professionally
- To hone mentorship and make them competent
- To serve as the flag bearer of the profession
- To understand the significance of client safety and to contribute in the development of aspiring professionals
Supervision is not a walk in the park rather it comes with its own distinct challenges. In this article we will go through prevalent issues faced while rendering mental health and social services. You will come to terms with legal, ethical and risk-management concerns and strategies on how to appropriately address them. We will also dig deep into the duties of supervisor and their under command, telling you which objectives to ace if you want to be an accomplished supervisor.
Best Practices in Supervision
The supervisor is held accountable for the ethical conduct that their trainees portray. Therefore, it’s paramount that the trainee is familiar with adequate record-keeping skills, dealing with exceptional situations, and how to consider diversity and sexual feelings while making a decision. Establishing an apparent communication habit is highly important in this regard. To keep their expertise relevant, trainees must be told about the fluctuating market trends, changes to compliance protocols, and strategies to cope with both of them.
While doing supervision, it’s paramount to set clear boundaries as one does in the case of a client. Tell your trainees clearly about the do’s and don’ts of working with you. Just like a treatment plan, you can set achievable and realistic objectives and goals that improve the overall practice. A supervisor should seek feedback from the trainee and take it into account to improve. The supervisory approach should never surpass the trainees’ understanding and progress level.
Clinical supervision should aim to level up the practitioner’s skills and problem-solving abilities, giving the clients an out-and-out sense of security that they are safe. To cut short, a supervisor serves as a quality control, maintaining the relevance and appropriateness of the services provided by their supervisor. Additionally, giving consistent reviews must go hand in hand with it.
Supervisors function as quality control engineers and take on the crucial role of training and development officers. Their responsibility extends beyond overseeing case files; they actively guide and nurture supervisees, facilitating their growth into accomplished practitioners. The supervisory function, therefore, encompasses a dynamic process of ensuring that each supervisee reaches their full potential by leveraging their individual talents and skills. Adequate supervision goes beyond merely assessing service acceptability; it involves fostering a continuous journey of professional development.
Apart from the already mentioned responsibilities, supervisors have to serve as the training and development officers. They do not review case files but are actively involved; they direct the nurturing process of the trainees. A supervisor has to make sure that their under command performs at their full potential by extracting the best out of them. It is a much-needed relationship that allows for both parties’ professional growth, stretching beyond just service acceptability.
The essence of supervision lies in superioring the skills of the intern such that they always have options when facing a real-life professional dilemma. It can be achieved through well rounded strategies such as training, mentoring and serving as a role model allowing them to follow in your footsteps. To achieve this both training program and feedback mechanism serves as the guiding principles, telling the trainees about best practices that they should pursue if they want to thrive in their professional lives.
The exciting part is when the trainees come to the supervisor exclaiming about a recurring issue. In such a scenario, a supervisor must refrain from addressing the issue themselves or not paying heed to it in the first place. This will limit the growth of the intern. Rather, the one in command who is more experienced and skilled must capitalize on the opportunity and refine the problem-solving ability of the under command. They must uphold a collaborative approach towards finding the remedy to the presenting issue and how to prevent it from happening ever again.
While living up to all the above-mentioned responsibilities, a supervisor must never forget that their primary obligation is to prioritize the client’s well-being at all times. It is a harsh reality that there are individuals who are unfit to carry out their professional obligation, and this can be a potential risk. When you are serving as a supervisor, always keep in mind that any compromise on the training of your supervisees means compromise on the client’s well-being. So, a supervisor must be alive to identify and rectify issues promptly. They must go to great lengths to prevent any harm to the client.
Apart from the thorough evaluation of the supervisor, the supervisor must take up the responsibility for guiding, assessing and giving feedback for the performance shown by the supervisor. Apart from the momentous responsibility, the supervisor has immense power over shaping the future of the intern as their evaluation, decisions and recommendations will have a long lasting impact on the career of the supervisor. The licensure status and promotion to the next level of the intern all depends on the decisions and recommendations of the supervisor. This is what makes it different from the collegial relationship. This huge difference between the powers of both the parties raises concerns pertaining trust, safety and security. Though the supervisor has the power to write the professional destiny of the intern, they must not feel any insecurity about it and perform without any pressure.
Staying Current on Laws and Rules
Some specific rules and regulations govern supervision. Supervisors must be familiar with them and the repercussions of not following them. It becomes crucial in mental health as laws govern management, and there is little room for negligence. Sadly, we cannot cover all the rules and regulations in this course. However, it is advised to take the Florida Laws and Rules Update every two years to maintain themselves as licensed professionals.
Additionally, other rules and regulations in places such as the American Psychological Association encompass established guidelines serving as a valuable resource and helping supervisors stay compliant. Besides being familiar, compliance requires supervisors to keep up-to-date with the latest changes and evolve their practice accordingly. By accomplishing this, the supervisor ensures that every possible effort is made to provide clients with the best care.
Chapter 64b4-9 Client Records
If we were to go by the American Psychological Association, a professional can be held accountable so must maintain records of their clients for about seven years after the last formal meeting. In the wake of the professional terminating their practice or shifting to a new state, they are bound to announce this in a newspaper. Records in such a scenario must be maintained for 2 years even after the formal termination or relocation of the practice. Psychotherapy Records should be retained for about 7 years. Child Abuse Records should be maintained or at least 7 years or when the child turns 18.
Technology
As already discussed, maintaining records is crucial when it comes to psychotherapy. However, as healthcare progresses by leaps and bounds, technology has transformed this vital aspect
and introduced new challenges. Therapists can not depend on their memory alone to recall all minor yet significant details. Therefore, maintaining records is mandatory to ensure a consistent approach to handling the client’s issues and queries. Suppose the therapist does not heed guidelines and fails to maintain records. In that case, it not only deteriorates the level of care they provide, but it is also unethical and, in some states, punishable by law. There are many reported cases of therapy leading to a legal proceeding. In such cases, a therapist’s statement will be weighed by their professionalism. The regulatory board will review the client’s claim and decide whether it resonates with the maintained records. They can make decisions solely based on this, not requiring the therapist’s testimony.
In dire situations where a therapist cannot continue owing to different personnel or professionals, the records maintained by them become absolute gold dust. The meticulously recorded data is invaluable for the next therapist to continue the treatment. It provides them with all the essential information regarding the case.
In the modernist era, Electronic Devices or Software technology was employed to store all-important data. One must be highly vigilant while doing so and consider the following guidelines.
- Store the records in hard form in a completely secure place that protects from any breach, theft or any events such as earthquake or fire breakout.
- Data stored on electronic devices must be protected via a two factor authentication and complicated passcodes. Measures should be taken to prevent virus infiltration and phishing emails. Hard copy should also be maintained.
- Before formally starting the treatment, conduct a thorough session with the client in which you tell them about your office policies and take consent from them in this regard. This session covers all essentials such as confidentiality limitations, fees, third-party billing, client rights, and cancellation policies.
- Refrain from documenting any clinically insignificant details that could dent the reputation of the client if disclosed. Always exercise extra care while documentation as any malpractice will cause serious complications for the client.
Administrative Supervision vs. Clinical Supervision
The thin line that separates an accomplished supervisor from an underachieved one is the ability to make difference in the type of supervision rendered. It becomes the main issue especially when individuals are rendering services to an NGO or State Owned Body, where they are required to take on both administrative and clinical supervision. Handling diverse fields at same time makes things complicated for the supervisor, testing their mettle. This presents the supervisor with a unique challenge in which they not only hone the administrative side of their subordinates but also give input on clinical as well. This dual relationship is not unethical by any means but requires attention to details on the part of the supervisor.
You would wonder what are the key differences between administrative and clinical supervision. Basically they diverge in their core objectives and goals, and strategies hatched for obtaining them. Each has its distinct significance defined by particular rules and expectations. These differences might sometimes make it difficult for a supervisor to address both in a parallel manner. Supervisor roles demand a well rounded understanding of both allowing the maintenance of a perfect balance between both to avoid any conflict of interest.
As far as the administrative supervision is concerned, a supervisor is answerable to the entity, agency, foundation, or tax base funding the organization. The funding source that is already mentioned has some expectations and predetermined contractual obligations that the supervisor must fulfill. The fiduciary duty lies on the shoulders of the supervisor as this carries ethical and legal obligation. It is ethically and legally wrong on the part of the administrative supervisor to wrongfully waste the resources provided by the funding source. Not only finances fall under this umbrella but also the staff and supervisor entrusted to deliver the services.
Pertaining to the fiduciary responsibility, supervisors performing administrative duties try to hone their business skills. It has been seen that many of them possess prior training in business courses or are following courses side by side. Polishing their business perspective, administrative supervisors make informed decisions that are in the interest of the organization while not making any compromise on the growth of supervisee.
Administrative supervision primarily concerns the operational functionality of a setup. They ensure the health and survival of the organization by optimizing various processes of utmost importance such as hiring, promotions, raises, productivity, caseload size, cost per service, reimbursement rates, and more. While doing so, they might come across various challenges of diverse nature. While addressing such pressing issues administrative supervisors must prioritize institutional well being with the well-being of client and supervisor succeeding it.
When it comes to compliance, the administrative supervisor must abide by the national as well as the State laws that are applicable. Apart from that an organization has its distinct set of SOPs that a supervisor must take into account. Also in many situations they are entrusted with making decision regarding their supervisee such as merit raises, disciplinary action and placing a supervisee on a work plan. There is a high chance that this might coincide with the clinical supervisor’s emphasis on client services and the growth and development of the supervisee.
Contrary to the above, the clinical supervision is more focused on development of the supervisee’s skills. It operates outside the business model and all emphasis is on honing supervisee competence, ethical knowledge and professional growth to make sure that the client keeps on receiving quality care. It compels supervisors to provide the interns with feedback that improves their approach towards handling clients. For instance, a supervisee takes a decision which they think is in the best interest of the client. Now the clinical supervisor will analyze whether the decision was appropriate or are there any alternate ways that were better suited. The obligation of the clinical supervisor involves assessing legal restrictions, licensing mandates, and the Ethics Code. Unlike administrative supervision which includes yearly based
appraisals, clinical supervision is more reliant on continuous feedback and adjustments made in the light of this feedback.
The double investment of the clinical supervisor in the quality of services rendered and professional development, while the administrative supervisor mainly concerns communication, protocol, personnel policy, and financial issues. This can cause serious complications and lead to conflicts such as multiple, legitimate sets of needs operating at the same time. The client, supervisor, supervisee, and organization all have their distinct and specific needs that may clash. In such a case careful weighing of these competing needs in the decision-making process must be considered.
Recognizing and effectively managing the distinction between administrative and clinical supervision is deemed significant by the Canadian Psychological Association (2009), which defines supervision on two levels: Developmental (Clinical) and Administrative. Developmental supervision primarily aims at facilitating skill development through education, training, and mentoring, while administrative supervision is characterized by management that emphasizes quality control. Acknowledging the dual relationship and the inherent conflicting needs is the initial step in ethically navigating challenging situations.
Models of Supervision
There is a certain mindset, set of principles and some strategies that governs the approach towards supervision. They are collectively termed as the “Model of Supervision.” Although it must be the foremost decision for a supervisor which model they would adapt, still many struggle to clearly define their approach. Choosing a model and clearly communicating the pros it has for the practice, depicts the professionalism of a supervisor. Any shortcomings in the process of supervision can lead to potential liabilities. Therefore adapting a well rounded model that resonates with the training goals can yield benefits in extraordinary situations such as any legal proceeding. One cannot go ahead solely on their experience and claim that it is all thats required.
1) “No Model” Supervision
The No-Model refers to a Model of Supervision in which a supervisor decides to rely completely on their past experience without considering any need of using a proven methodology. In the past if an approach pays off and the supervisor decides to continue with it, it brings in the risk of mistakes that were somehow avoided in the past. This approach is not backed by any solid theoretical or practical evidence and only leads to challenges. It impedes the way for effective supervision and leaves the supervisor without any direction. The No-Model approach will ultimately lead to repeating the same eros from the past and potentially doubling it. To cut short, it is a supervisory model that does not have a solid foundation making it prone to failures.
Apprentice-Master Model
The Apprentice-Master Model, a very much ineffective form of supervision, traces its history back to at least the Middle Ages. In this model, an individual aspiring to learn a craft would apprentice themselves to an accomplished individual of the same craft. If we were to go by the essence of this model a supervisee possesses minimal knowledge, few skills, and is generally deemed incompetent in the profession. The model highlights a clear power differential between the parties involved, sometimes reinforcing the feeling of unfulfillment in the supervisee.
Basically the model revolves around the mystical concept that through close observation and spending sufficient time with an accomplished professional, the supervisee will learn the target through a form of osmosis ( by absorbing) and grow to become a proficient clinician. However, this is a mere assumption and rests on quick sand. Most of the time it will not pay off.
The Expert Model
The Expert Model is still in practice today in many healthcare settings. However, even it is not immune to concerns and faces tough questions regarding its effectiveness. Actually it operates on several questionable assumptions that can pose challenges in the supervision process.
In the Expert Model, supervision follows a “top-down” approach, which gives supervisor an out and out power and even allows them to punish the supervisee. This big difference in the pecking order may hinder or impede the growth of the supervisee creating an environment in which they might begin to feel insecure. They tend to hide their mistakes fearing punishments or criticism from the supervisor. . The model’s “right-wrong” atmosphere implies that the supervisee has little to contribute and, due to perceived incompetence, requires close direction and monitoring. Experienced clinicians, already confident in their skills, may find this model unsuitable as it implies a lack of competence and overlooks their desire for supervision to enhance rather than micromanage their existing skills. The Expert Model’s potential for creating a stifling and punitive atmosphere can hinder the development and refinement of skills in a collaborative learning environment.
The One-Size-Fits-All Model
The One-Size-Fits-All Model is characterized by the one in command treating all the supervisees in the same manner, regardless of their distinct needs or development methodology. It undermines the fact that not all individuals are the same and they have their own limitations and strengths, thus cannot be treated similarly. Supervision is a holistic process that requires a supervisor to shape their strategies and methodology in accordance to the needs of each supervisor, drawing a line between an inexperienced individual and an accomplished one. If one decides to continue without considering this important fact, they would not be able to cater to the needs of their subordinates. Consider the example of a practicum student and someone with 10 years of experience come to the same supervisor presenting their individual issues. It is writing on the wall that the issues will be poles apart. This would compel the supervisor to teach them in different ways and address their issues. Recognizing the diverse
skill-set that each supervisor holds, taking their experience into consideration and identifying their distinct issues, are all the traits of a good supervisor.
The Therapist-As-Patient Model
The Therapist-As-Patient Mode was most in practice in the 1970s and 80s. It involves a supervisor acting as therapist for their supervisee, with a fundamental goal to therapize their supervisee.The motive behind this is to dig deep, unearth and address idiosyncrasies, psychopathologies, and Axis II Disorders. If these are discovered the next step is that the supervisor helps the supervisee combat these issues. All of this is deemed necessary because the supervisee personal issues might affect their performance as a therapist. This model is more focused on honing emotions of therapist and lack any significant input on imparting concrete therapeutic skills. The emphasis in such a model is on addressing supervisee’s personal issues rather than equipping them with skills to address the needs of the clients. The Therapist-As-Patient Model, though well-intentioned, cannot be considered adequate for preparing a supervisee for the challenges they will face as a therapist.
The Parallel Process Model
The Parallel Process Model is a well reputed approach to supervision. It basically functions on the assumption that the supervisee’s interactions with the supervisor are more or less reflected in their relationship with the clients, and vice versa . This model examines both relationships with the belief that interaction and experiences on one level has a direct impact on the other. Whatever transpires between the client and the supervisee is somehow mirrored in the relationship between the supervisee and the supervisor. So both client-supervisee and supervisee-supervisor relationships are parallel to one another.
In this model, the supervisor can observe from the supervisee’s cases to discuss how those dynamics might be positively or negatively impacting the effectiveness of supervision. For instance if any issue is discovered in the supervisor-supervisee relationship, such as difficulty handling conflicts, are likely to be expressed in the therapy. Recognizing the existence of parallel processes, the systemic approach promotes an analysis of the supervisee’s client interactions as well as the supervisory relationship. A more thorough comprehension and advancement of both therapeutic and supervisory dynamics are made possible by this holistic viewpoint.
The Interactional Model/ Relationship Model
Interactional Model and Relationship Model both function on the fundamental principle of approaching supervision by emphasizing the quality of the relationship between the supervisor and supervisee. One of the most early practitioners of this model was Borden, who coined the idea of the Supervisory Working Alliance. This rests on the concept of establishing a relationship on predetermined goals and objectives, along with strong mutual respect fueled by care and trust.
These models cater to the mutual needs of both the parties involved leading to the creation of reciprocal relationships. Basically the mindset behind this is that the way the needs are fulfilled in this relationship will eventually lead to the fulfillment of needs once the relationship is with the client. If the supervisory relationship pans out, clients will also receive high quality services. This is well reputed by many supervisors. Kaiser (1997) identified four foundational elements that fuels a supervisory relationship: accountability, personal awareness, trust and power dynamics, and the appropriate use of authority. These elements contribute to a well-functioning supervisory relationship.
The Developmental Model
The Supervisor Complexity Model by Watkins (1997) and Inman and Ladany (2008), the Integrated Developmental Model by Stoltenberg and McNeil (1998, 2009), and the Discrimination Model by Bernard (1997) are only a few examples of the approaches that are included in the Developmental Models. The fundamental idea that not every supervisee should receive the same kind of supervision is what ties these models together. By means of an evaluation procedure, the supervisor ascertains the competencies of every supervisee and customizes the supervision to facilitate their advancement to the subsequent phase of growth.
According to this concept, a rookie therapist needs very different supervision to go to the next developmental level than a seasoned veteran with fifteen years of expertise. The supervisor’s interactions with the supervisee reveal the extent of their skill set. According to developmental models, supervisors must tailor their supervision strategies and tactics to each supervisee’s unique developmental needs. These models are predicated on the knowledge that the supervisee’s growth and development are mirrored in the gradual evolution of the supervisor, supervisee, and supervisory relationship.
The Holistic Model
Campbell (2000) and 2006) established the Holistic Model, which places a strong emphasis on fostering a climate of safety, trust, and education in clinical supervision. This strategy places more emphasis on enhancing each supervisee’s unique assets than it does on addressing issues or deficiencies. The maxim is to “catch a supervisee doing something right,” but it also emphasizes growth and development while addressing mistakes or poor services.
According to the holistic model, the supervisor’s job is to help the supervisee discover their innate talents and hone those skills so they can be used therapeutically with clients. For instance, the objective is to develop a supervisee’s interpersonal skills in order to improve service delivery.
Making the distinction between clinical and administrative monitoring is essential. Administrative oversight prioritizes efficiency and organizational objectives in accordance with a business model. Clinical supervision, on the other hand, is centered on ethical service delivery and professional development and operates on a non-business paradigm.
Several theoretical frameworks, such as the Holistic Model, the Developmental Model, the Relationship Model, the Parallel Process Model, and the Interactional Model, can all be used to explain how clinical supervision functions. Creating a safe and non-hostile learning environment is a common problem, regardless of the model that is selected.
According to Campbell (2006), establishing a safe learning environment is key to effective supervision. Components such as genuineness, respect, availability, consistency, and reliability contribute to a positive atmosphere. The supervisor’s ability to infuse humor into the process is a powerful tool to prevent supervision from becoming a dreaded and painful experience, ensuring that learning and skill development continue unabated.
Supervisory Formats and Techniques
Individual Supervision
Individual Supervision is the most prevalent used supervisory technique. This technique which has been in practice since Freud’s involved dedicated one-on-one sessions in which the supervisor reviews the work of the trainee who is working on case records. It is deemed mandatory by licensing boards and training programs. If we were to talk about its advantages, it provides the supervisee with personalized attention allowing them to learn better and build confidence. It also allows the supervisor to analyze the progress of their subordinate and then shape their strategies to suit the needs of the trainee. It also allows the trainee to function without the pressure of competition. As far as the disadvantages are concerned, the supervisor might develop a wrong perception about the supervisee that might be influenced by biases or preconceptions. In this form of supervision, a supervisor completely relies on trainer reports about their cases, inducing a potential risk of on-purpose or by mistake deception. Being completely reliant on trainees’ way of seeing things can tamper with the supervisor’s decision making, as the information might not be portrayed in its true sense.
Group Supervision
Group Supervision is not as much in practice as individual supervision but that does not mean that it is not effective. It has its own spectrum of advantages that includes cost effectiveness as multiple clients are getting services at the same time. Different people think and process things differently, that open ways for different perspectives and ideas, making the supervisory process more effective. Group Supervision is most used for students undergoing assessment practice, as going through these solely can be boring. It also paves the way for multiple technical analysis which is a luxury not found in individual supervision. This cross-fertilization of ideas can be beneficial. With all its benefits, group supervision also has its drawbacks. It includes insecurity, confidentiality issues, and trust. Supervisor must appropriately address these and never allow room for situations in which one student dominates the proceeding while the rest remain
reluctant. Prior to all this, while forming the group, a supervisor must consider factors such as size, skill levels, and client populations. In such proceedings, success relies on the ability of the supervisor to act as a leader and manage its dynamics. Also, it has been seen, due to distinct demands of both supervisory techniques, some supervisors thrive more in groups than in individual supervision.
Team Supervision
It has been observed that in certain settings there is a team of supervisors dedicated to an individual who works in various programs within an organization. Consider the example of a psychiatrist who will supervise a supervisee concerned with leading client groups in an inpatient setting. But if the setting is outpatient, then psychologist, social worker or family therapist will take the role of supervisor. Plus if they have expertise in other areas such as eating disorders they will have a different supervisor for that as well. To cope with this headache of having many supervisors, organizations have introduced Team Supervision technique, where all supervisors meet the supervisee and work collaboratively. The benefits that stand out is that a supervisee gets his hands over a variety of skill-sets and distinct experiences that help a lot in their professional growth. As one might call it odd, a supervisee sitting with three different supervisors, yet this supervision has proven to be quite effective. As information is coming from three different heads and rightly so, it tells the supervisee that there are many ways of approaching an issue. It helps them in understanding that different types of efforts for the same issue can bear equal fruit. With its good features, team supervision has its disadvantages. Some supervisee just to somehow manage team supervision, might play supervisor against one another. It might become difficult for different supervisors to agree upon a specific time for meeting, as they all are busy individuals. Plus, the right decision for members of the team might not always be mutual which can lead to conflicts. Despite this, the majority of supervisee prefer team supervision over other techniques, due to the variety of learning paths that it has on offer. It can also be beneficial for supervisors who struggle due to conflicts with supervisee.
Peer Consultation
Though not commonly employed, peer consultation is also a supervisor technique. It is called peer consultation for legal clarity. As the name suggests, supervisees working on their different cases come together to consult their issues with one another. Though it cannot be deemed a well rounded supervisory technique yet it can serve as a valuable addition. It is effective if the supervisees have similar types of skills and work on cases of more or less similar nature. As it is not an established form of supervisory, one might fear legal liability which is not the case. Peer consultation strengthens the position of a professional and is valuable for different stages of training, licensure, or experience. However in situations where a consultant is being paid for peer consultation then there can be a chance for liability if any mishap occurs. Apart from that, court or licensing boards are unlikely to hold someone liable for a mere informal consultation.
Case Consultation
It is a rule in certain organizations that independent licensed practitioners may be required to undergo what is termed as “supervision,” although a more appropriate description would be case consultation, coordination, administrative supervision, or professional development. This technique is designed in such a way that a supervisor or consultant of the case has minimal chances of facing potential liability. The benefit of case consultation is that the professional can better identify issues, organize information, take notes and decide on intervention in a well structured manner. It also allows the practitioner to see the greater good and understand the importance of ethical considerations in a given case. Although it has one significant drawback that there is limited information on offer to the consultant, which might prove to be insufficient for making the right decision. The adequacy of the advice relies on the conceptual and observational skills of the practitioner who is seeking consultation
Live Supervision
As the name suggests, live supervision refers to the supervisor observing the supervisor directly as they render services to a client. There are different types of methods in place to do this that include supervisor sitting in on sessions, using a one-way mirror, watching through closed-circuit television, online video conferencing, or audio/video recording. Now a question might strike you, what is the need of live supervision? Actually, it allows the supervisor to have firsthand experience of how the supervisor goes about things and what are the areas that they need to work on. They can identify areas for improvement and can give immediate feedback to the supervisee to work on them. It also make things supervisee as the services provided are still fresh in their mind and they can easily recall them and make necessary adjustments. There are other well known methods of live supervision, for instance, a supervisor might assume the duty of co-therapist and actively take part in the therapy process. The motive is to serve as a role model for the supervisee and allow them to follow in the footsteps of supervisors. Apart from this, buzzing in, calling in and providing consistent feedback through technology like a “bug-in-the-ear is also used. One can also record a therapy session and then review it. This minimizes the limitation of the supervisor for just relying on self reports. It also fosters self-awareness and self-correction in the supervisee Obtaining prior and informed consent from clients regarding recording is mandatory to avoid any legal complication. Consent should breifly explain thatl how the recording will be used, who will have access to it, whether it will be used in public or not, and the safeguarding, retention, and destruction of the recording. Policies should address issues of consent, access, privacy, and the potential subpoena of media by a court. Physical security, access, storage, and retention periods for media must be carefully considered. Recordings serve as both a preventative measure against liability and documentation of liability, depending on the content.
Computerized (On-line) Supervision
In the modernist era, technology has transformed nearly all sectors. The field of supervisory is no exception. It has brought in many benefits but, at the same time, some challenges as well. Consider the example of teleconferencing, which has become a vital tool, especially in situations involving long distances between the supervisor and trainee. However, some licensing still adheres to conventional means and need to recognize this modernist approach as it does not fulfill all the traditional criteria of supervision. Organizations are still evolving, and some have cautiously opted for On-Line Supervision. For instance, AAPC acknowledges that distance supervision can meet live supervision requirements in real-time through telephone conversations, video-teleconferences, or live internet chat technology. In the recent past, professionals have been vocal about confidentiality issues, as On-Line Supervision can be prone to data breaches due to hacking or other cybersecurity crimes. Providers also face hard times while contracting video-conferencing services for supervision. Despite these pressing issues, computerized supervision is expected to grow shortly.
Additionally, supervision done via phone or email further complicates things, as there is an extreme lack of non-verbal cues and body language, compromising communication effectiveness. Having said this, online supervision knows no geographical boundaries, allowing easy access to expert professionals, making it a go-to option for clinicians to hone their skills.
Didactic Supervision
Didactic supervision refers to a supervisory approach that revolves around a concept of teaching and imparting knowledge in addition to the conventional way which focuses majorly on case review and technique improvement. It has been deemed a pressing issue that supervision has become overly reliant on these aspects, potentially undermining key aspects such as professional growth and the socialization of the supervisor into the profession.
Supervisors, often with extensive service provision experience, are equipped with valuable insights and skills. It’s crucial to make the most of this knowledge and teach specific skills, impart knowledge, and provide professional insights during supervision. At the same time, focus on case discussions and quality control is also important, but incorporating didactic elements can improve the overall supervisory experience.
A list of professional topics that a supervisor can introduce during supervision does the world of good. Topics such as intervention techniques, self-awareness development, assessment and diagnostic issues, cultural differences, documentation, theoretical perspectives, practicing within one’s competence, client boundaries, ethical practice, professionalism, and utilizing community resources can enrich the supervisory experience. It’s essential to build a balance, avoiding making supervision solely a teaching or lecturing experience but recognizing that imparting information enhances the overall quality of supervision.
MCQS
1) In supervision, what is a primary responsibility of a supervisor to ensure the ethical conduct of their trainees?
A) Focus on business skills development
B) Provide continuous feedback on client care
C) Prioritize administrative duties
D) Establish clear communication habits
Answer: B) Provide continuous feedback on client care
2) What is a key consideration for supervisors when engaging in both administrative and clinical supervision?
A) Separate the roles to avoid conflicts
B) Prioritize administrative responsibilities
C) Focus solely on financial issues
D) Rely on past experiences without a model
Answer: A) Separate the roles to avoid conflicts
3) According to the content, what is a potential risk associated with the No-Model Supervision approach?
A) Well-rounded supervision
B) Proven methodology
C) Challenges and mistakes
D) Solid foundation for supervision
Answer: C) Challenges and mistakes
4) What is a characteristic of the Apprentice-Master Model of supervision?
A) Minimal power differential
B) Power dynamics favoring the supervisee
C) Osmostic learning approach
D) Mutual collaboration
Answer: C) Osmotic learning approach
5) In the Expert Model, what potential challenge may arise due to the “top-down” approach?
A) Collaborative learning environment
B) Supervisor micromanagement
C) Increased competence of the supervisee
D) Positive and supportive atmosphere
Answer: B) Supervisor micromanagement
6) What is a crucial aspect of maintaining records in psychotherapy, especially when using electronic devices?
A) Avoid two-factor authentication for simplicity
B) Use simple passcodes for easy access
C) Regularly update software and applications
D) Disclose clinically insignificant details
Answer: C) Regularly update software and applications
7) According to the content, what is the responsibility of supervisors concerning the records when a therapist is unable to continue due to personal or professional reasons?
A) Ignore the records
B) Share the records with colleagues
C) Maintain records meticulously
D) Request the client to keep personal records
Answer: C) Maintain records meticulously
8) What does clinical supervision primarily focus on, as opposed to administrative supervision?
A) Skill development through education and mentoring
B) Optimizing operational functionality
C) Handling financial issues
D) Prioritizing administrative duties
Answer: A) Skill development through education and mentoring
9) What is a characteristic of the No-Model Supervision?
A) Relying on proven methodologies
B) Backed by solid theoretical evidence
C) Risk of repeating past mistakes
D) Well-defined direction for supervision
Answer: C) Risk of repeating past mistakes
10) In the context of the Apprentice-Master Model, what power differential is highlighted between the apprentice and the master?
A) Minimal power differential
B) Equal power dynamics
C) Unidirectional power favoring the apprentice
D) Shared power and decision-making
Answer: C) Unidirectional power favoring the apprentice
11) A supervisor is observing a therapy session in real-time, providing immediate feedback to the supervisee. What type of supervision is being employed in this scenario?
a) Peer Consultation
b) Group Supervision
c) Live Supervision
d) Individual Supervision
Correct Answer: c) Live Supervision
12) A supervisor emphasizes fostering a climate of safety, trust, and education in clinical supervision, focusing on enhancing each supervisee’s unique assets. Which supervisory model does this represent?
a) Developmental Model
b) Interactional Model
c) Holistic Model
d) Didactic Supervision
Correct Answer: c) Holistic Model
13) Which model of supervision is characterized by a “top-down” approach, allowing the supervisor to have an out-and-out power with the potential to punish the supervisee?
a) Interactional Model
b) Developmental Model
c) Expert Model
d) No-Model Supervision
Correct Answer: c) Expert Model
14) A supervisor customizes supervision based on the unique developmental needs of each supervisee. What type of model is being employed here?
a) Interactional Model
b) Holistic Model
c) Developmental Model
d) Relationship Model
Correct Answer: c) Developmental Model
15) A supervisor decides to rely completely on past experience without using any proven methodology. What kind of supervision is this?
a) Peer Consultation
b) No-Model Supervision
c) Didactic Supervision
d) Group Supervision
Correct Answer: b) No-Model Supervision
16) What is the primary emphasis of administrative supervision?
a) Skill development
b) Ethical knowledge
c) Quality control and efficiency
d) Professional growth
Correct Answer: c) Quality control and efficiency
17) Supervisors in an organization collaborate to supervise an individual working in various programs within that organization. What supervisory technique is being described here?
a) Individual Supervision
b) Team Supervision
c) Peer Consultation
d) Case Consultation
Correct Answer: b) Team Supervision
18) A supervisor is providing feedback during a live therapy session using online video conferencing. What type of supervision is this?
a) Computerized (On-line) Supervision
b) Live Supervision
c) Didactic Supervision
d) Group Supervision
Correct Answer: a) Computerized (On-line) Supervision
19) What is the fundamental principle of the Interactional Model and Relationship Model?
a) Quality control and efficiency
b) Fostering a climate of safety
c) Emphasizing the quality of the relationship
d) Teaching and imparting knowledge
Correct Answer: c) Emphasizing the quality of the relationship
20) A supervisor is conducting sessions where they teach specific skills, impart knowledge, and provide professional insights. What type of supervision is being described here?
a) Group Supervision
b) Live Supervision
c) Didactic Supervision
d) Case Consultation
Correct Answer: c) Didactic Supervision
