Attending to Power and Diversity in Supervision: An Exploration of Supervisee Learning Outcomes and Satisfaction With Supervision

Abstract

Diversity is becoming more important in clinical training programs as clients, students, and supervisors become more diverse. At the same time there is a focus on learning outcomes in order for programs to graduate competent therapists. Supervision that attends to power and diversity can provide a supportive environment where the supervisor can model the importance of addressing these issues to influence (a) positive clinical outcomes for clients because of isomorphism, (b) satisfaction with supervision, and (c) enhanced learning outcomes for supervisees. The purpose of this study was to explore the use and influence of feminist supervisory practices on satisfaction and learning outcomes from the perspective of supervisees and supervisors in Commission on Accreditation for Marriage and Family Therapy Education-accredited programs who completed a 70-question online survey. Results indicated that from supervisees' perspective attending to power and diversity in supervision influenced satisfaction with supervision (β = .793, p < .001) and learning outcomes (β = .806, p < .001). From supervisors' perspective there were no significant effects of attending to power and diversity in clinical supervision on supervisor satisfaction with supervision or supervisee learning outcomes.