Abstract
Visual Literacy refers to a group of competencies composed of: (1) the ability to read and interpret visuals; (2) to express oneself honestly and accurately by translating the visual symbols into verbal language and vice-versa. Videotape recording (VTR) is frequently used by clinical supervisors (acting in the three roles of operator, performer, and instructor) in training programs, as well as on-the-job supervision. This paper emphasizes the need and outlines a program for clinical supervisors to become visually literate in the areas of: knowledge of the concept of Visual Literacy, equipment operation, critical observation, communication, and confrontation.
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