Supervisee's Experience Research Articles

Implementing the Supervision Framework for the Social Work Profession: Supervisors’ Views and Experiences

This study focused on social work supervision and its impact on the occupational development and service delivery of supervisees, specifically within the South African Department of Social Development (DSD). While previous research has often examined the views and experiences of supervisees and student social workers, the study uniquely explored the perspective of social work supervisors. Utilising the systems theory as a theoretical framework, qualitative research with semi-structured interviews and thematic analysis was employed. The findings revealed significant structural challenges that hindered the alignment of social work supervision with the DSD’s established Supervision Framework. As the scope of the study was limited to the Mahikeng Service Point, North West, South Africa, generalisation is cautioned, necessitating further research in other welfare organisations for a broader understanding.

Adlerian-informed supervision: Protecting counselors from burnout and improving client outcomes in the juvenile justice system.

Mental health professionals working in the juvenile justice system work with clients who have complex mental health needs putting them at increased risk of burnout and vicarious trauma. Clinical supervision can help beginning counselors provide competent services and, at the same time, protect them from burnout. This article shows how supervisors can use an Adlerian-informed supervision method that integrates the Respectfully Curious Inquiry/Therapeutic Encouragement (RCI/TE) framework with the discrimination model of supervision to increase the supervisee's experience of the Crucial Cs. Supervisors can protect supervisees from burnout and vicarious trauma by increasing feelings of connection, significance, competence, and courage. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Exploring the supervisory relationship in the context of culturally responsive supervision: a supervisee’s perspective

Abstract Clinical supervision is a relationship-based education, considered crucial in providing clinicians with emotional support, skill development and improving client outcomes. Culturally responsive supervision assumes that culture permeates clinical practice and supervision. Culturally responsive supervisors promote the development of cultural competence in supervision, through modelling, reflective discussion and responsivity. Research has demonstrated that greater perceived cultural responsivity in supervision may result in greater satisfaction for supervisees, particularly those from racially or ethnically minoritised (REM) backgrounds. The current study explores supervisee perceptions of culturally responsive supervision and supervisory relationships between different supervisory dyads, comprising supervisees from REM and White backgrounds. This was a cross-sectional design incorporating a between-groups comparison. Trainee and qualified clinical psychologists, counselling psychologists and CBT therapists (n = 222) completed an online survey. Perceptions of cultural responsivity and the supervisory relationship were explored. Participants provided information about their supervisor’s race and ethnicity and their own, and were organised into four supervisory dyads. Participants from REM backgrounds in dyads with White supervisors perceived their supervision as significantly less culturally responsive, with significantly lower quality supervisory relationships. Greater perceived cultural responsivity in supervision significantly predicted better supervisory relationships (regardless of participant cultural background). Findings suggest that culturally responsive supervisory practices may play an important role in developing cultural competence and strengthening the supervisory relationship, particularly in cross-cultural supervisory dyads. Findings present important clinical and theoretical implications. Key learning aims (1) To understand the need for cultural responsivity within the context of clinical supervision. (2) To explore the differences between cross-cultural and culturally similar supervisory dyads in perceptions of cultural responsivity in supervision. (3) To explore the differences between cross-cultural and culturally similar supervisory dyads in perceptions of the quality of the supervisory relationship. (4) How does culturally unresponsive supervision impact supervisee experiences?

상담수퍼비전에서 수퍼바이지의 실제관계(real relationship) 경험에 관한 사례연구

The purpose of this study is to find out and understand in-depth real relationship experiencein counseling supervision through qualitative case study methods. Accordingly, three participantswho have been receiving supervision until recently and have an understanding of realrelationship were recruited as a purposeful sampling and conducted in-depth interviews. Theelements of the real relationship experience in supervision that three participants experienced in common were found to 5 categories and 15 subcategories in 2 areas. The real relationshipexperiences commonly found during supervision in each case were found in 'supervisor'sattitude and behavior' and 'supervisee's experience', and the influence after the real relationshipexperiences were found in 'as a counselor', 'in counseling', and 'in supervision'. The elementsof experience characteristically appearing in each case were 'involvement in life', 'influencingother areas of life', and 'experience achieved together'. This study is meaningful in that itprovides academic and clinical knowledge of the real relationship in counseling supervision byexploring what the real relationship experiences by supervisees.

From the voices of supervisees: A theoretical model of reflective supervision (Part II).

Empirical study of reflective supervision/consultation (RS/C) has been gaining ground over the past decade. However, much of this literature is focused on the supervisor perspective of what RS/C is, what makes it effective, and how it impacts the work of the supervisee. This paper, Part II of a two-part series, presents a theoretical model of RS/C that was developed from the perspectives and experiences of supervisees who work with infants, young children, and families and participate in either group or individual RS/C. This qualitative study built upon themes that emerged from data obtained from 50 IECMH professionals in the United States who participated in focus groups or individual interviews aimed at investigating their experiences of RS/C. Data were analyzed using a Grounded Theory approach. A developmental and ecological theoretical model of RS/C emerged from the data that includes three domains of influence - individual, relational, and contextual - on the supervisee's capacity to understand and use their experience of RS/C in their work. These novel data contribute to our understanding of RS/C from the supervisee perspective. The theoretical model provides a framework from which to investigate outcomes, train supervisors and supervisees, and advocate for RS/C within agencies and programs.

The good, the bad, and the less than ideal in clinical supervision: a qualitative meta-analysis of supervisee experiences

ABSTRACT . With qualitative studies increasingly published on different aspects of supervision, this qualitative meta-analysis synthesized existing qualitative research and explored what aspects therapy trainees find helpful and unhelpful in individual supervision. A sample of 29 studies (755 participants) was selected by conducting a systematic literature search and a critical appraisal process to ensure a suitable level of methodological rigor. Data analysis followed a descriptive and interpretative framework. Results yielded 6 main meta-categories: three in the helpful aspects domain (i) Supervisor establishes a secure learning environment, (ii) Supervisor demonstrates ability to facilitate learning, and (iii) Supervisor demonstrates willingness and ability to acknowledge and negotiate differences; and three in the unhelpful aspects domain (i) Supervisor demonstrates behaviour that lacks sensitivity, accountability, and ethical consideration, (ii) Supervisor fails to create a safe and supportive environment, and (iii) Supervisor demonstrates limitations in the appropriate maintenance and sharing of knowledge and skills. Influenced by the quality of the supervisory alliance, supervision can be helpful, but it may also be experienced as unhelpful and potentially harmful. Issues of power and diversity need to be negotiated in a manner that maintains ethical and professional standards of practice and care. Implications for supervision training, practice, and research are discussed.

Best Practices in Multicultural Supervision in Counseling

<p>The latest U.S. Census Bureau listed an increase in ethnic and racial diversity in the United States. Contributing to this are the growing statistics of refugees and immigrants whose intrapersonal experiences vary from the mainstream culture. Considering this growth, it is vital that counseling supervisors are aware of various cultures, ethnicity, social, and spiritual experiences of supervisees in training in order to provide ethical and competent supervision. This paper discusses supervisory issues, directions and trends, social justice issues, and the use of technology in multicultural supervision.</p>

Best Practices in Multicultural Supervision in Counseling

<p>The latest U.S. Census Bureau listed an increase in ethnic and racial diversity in the United States. Contributing to this are the growing statistics of refugees and immigrants whose intrapersonal experiences vary from the mainstream culture. Considering this growth, it is vital that counseling supervisors are aware of various cultures, ethnicity, social, and spiritual experiences of supervisees in training in order to provide ethical and competent supervision. This paper discusses supervisory issues, directions and trends, social justice issues, and the use of technology in multicultural supervision.</p>

Supervisees' experiences of a metacommunication intervention in clinical supervision

ObjectiveThis study aimed to explore the experiences of supervisees who completed a metacommunication intervention in supervision.MethodsForty‐eight supervisees completed the supervisory intervention and gave post‐intervention written feedback. Their responses were thematically analysed.ResultsOverall, supervisees responded positively to the intervention, with high willingness to engage in metacommunication again in supervision. Thematic analysis of the reflective written responses completed post‐intervention revealed a rich array of supervisee experiences of the metacommunication exercise. Supervisees spoke of anticipated/intended impacts on supervision and their therapy practice, including: greater depth of reflection, attending to parallel process, discussion of roles, increased closeness, improved openness, and increased confidence in metacommunication. In regard to challenges associated with the supervisory intervention, participants reflected on difficulties with timing, experiences of discomfort and concerns about potential negative reactions from the supervisor, and consideration of power dynamics in supervision.ConclusionThis study shows promising preliminary results of the acceptability and perceived impacts of an experiential intervention involving the use of metacommunication in supervision.

Relational processes and the emergence of harmful supervision events: A narrative analysis of a single case

AbstractBackgroundHarmful supervision practices have been found to be fairly common in clinic supervision. Although a number of possible factors linked to harmful supervision have been identified, the relational processes and dynamics associated with the emergence of harmful supervision events still remain largely unexplored.AimThis study explores a case of harmful supervision with the aim of understanding relational factors that contributed to the difficulties encountered. Both the supervisor's and supervisee's perspectives are considered.MethodNarrative inquiry was used to analyse supervisor and supervisee interviews. Interviews focused on reconstructing supervision stories associated with critical incidents.FindingsPoor orientation to the goals and tasks of supervision and the early undermining of the supervisee's experiences appeared to set up a negative relational process. This led to a cycle of escalating anxiety, amplification, avoidance and non‐disclosure on both sides of the supervisory dyad. In turn, this seemed to contribute towards the emergence of a pseudo‐supervisory alliance. Given the erosion of trust, unresolved issues constantly re‐emerged. The relational processes associated with the case are explored using Jessica Benjamin's Recognition Theory.

Assessing the Quality of Supervision Experiences in the Different Research Stages at Postgraduate Level

<p><em>The nature of supervisory relationship is dynamic that changes over the course of candidacy. Subsequently, the supervision demands of supervisees also change to help them in performing certain tasks at specific research stages. In this context, this research is proposed to investigate the supervision experiences of supervisees in four different research stages (i.e. Stage 1: developing synopsis, Stage 2: collecting data, Stage 3: writing thesis and Stage 4: submitted thesis). In the light of six supervision aspects (i.e. Project management, Intellectual support, pertinent research skills, Inter-personal communication skills, Workload management and Supportive skills) the quality of supervision was assessed from supervisees’ perspective. Cross-sectional survey design was used to assess the supervision experiences of (N=422) supervisees in four distinct stages of research supervision. The data were collected from 12 public and private universities of the Punjab. For this study, a multi-sectioned, self-constructed Supervisor-Supervisee Relationship Questionnaire (Saleem, 2014) was used. The findings of the study highlighted the need to train the supervisors to manage their time not just in terms of teaching and supervision of research students, but also keeping the stages of their research in mind. By addressing the stage specific needs of supervisees the quality of supervision could be improved.</em></p><p><strong>Keywords</strong>: quality of supervision, research stages, supervision dynamics, supervision experiences</p>

Publication trends in telesupervision: A content analysis study

ABSTRACT Thirty-five empirical studies from 25 peer-reviewed journals and one book chapter were analyzed through a content analysis for trends in publication, methodological, and research foci in telesupervision between 1990 and 2016. The most significant increase in publications occurred in the past decade. Methodological trends revealed that video-conferencing, webcam, and cybersupervision were frequent terminologies used to describe telesupervision. Studies were focused on supervisee experiences, used an individual supervision method, a videoconferencing medium of supervision delivery, and a qualitative methodology with both male-female samples. Studies examined three topics: effectiveness of telesupervision, counselor development, and supervisory relationship. Implications and future research directions are discussed.

Influence of the Supervision Related Background Variables on the Supervisees’ Supervision Experiences at Postgraduate Level

This research aims to investigate the influence of some supervision related background variables on the supervisees’ supervision experiences during their research at postgraduate level. We conducted a survey from (N= 422) supervisees using Supervisor-Supervisee. Relationship Questionnaire (SSRQ, 65 items) scored on six point scale. The items of SSRQ were developed on six supervision aspects to find the supervision related experiences in addition to the selected background variables. The subscale wise content validity and reliability of the SSRQ was ensured. Inferential statistics were applied to achieve the main objectives of the research. The findings of the research highlighted the importance of supervisors’ expertise and research skills in the supervisees’ area of research. The supervisees who were not given choice for the selection of the supervisor have reported negative supervision experiences. Giving choice to the selection of a supervisor can improve the supervision experiences of supervisees and can minimize the potential personality and research interest related anomalies. Supervisees from the social sciences disciplines reported the problem of workload management during the supervision process. On the basis of findings it is suggested that supervision allotment procedure, alignment between supervisors’ area of specialization and supervisee research topic and discipline specific supervision trainings may be initiated.

Clinical supervision in the bush: is it any different?

Introduction : The complexities of rural and remote health professional practice in countries with a highly dispersed population are well-acknowledged. These professionals often feel isolated in their roles whilst dealing with resource constraints, geographical barriers and complex, generalist caseloads. Professional support mechanisms, such as clinical supervision (CS), are often paramount to recruitment and retention of the rural and remote health workforce. Although the value of CS in these contexts is realised, research into this is lacking. This presentation will draw upon a recent mixed methods study in this area, and other available literature, to outline the best practice in rural and remote CS. Methods : Two recent systematic reviews and a recent Australian mixed methods study were examined. The systematic reviews investigated rural supervision experiences and telesupervision (CS undertaken using technology) respectively (Ducat & Kumar, 2015; Martin et al. 2017). The primary research study investigated the factors that contributed to high quality rural/remote CS using a standardised survey as well as explored supervisee experiences at the coal face through individual interviews (Martin, 2017). Information obtained was then organised into themes. Results : Numerous factors were identified that contributed either positively or negatively to the quality of CS received in rural and remote areas including work setting, choice of supervisor, supervisee discipline and time in work role. Supervisees also shared their perspectives on the importance of context in CS, the unique characteristics of rural and remote CS, role of supervision on workforce retention, challenges with hands-on skills development activities and the need for accessing multiple forms of professional support. Ideal CS in rural and remote settings appears to be a regular, evolving and flexible arrangement, with face-to-face interaction and utilising more than one mode. Various enablers of and barriers to high quality CS in rural and remote settings were also identified. Discussions : Research investigating the CS practices and experiences of rural and remote health professionals in Australia is lacking. Recent studies have shed light on the value and uniqueness of rural and remote CS. Information is now emerging on the factors that contribute to high quality CS as well as the associated enablers and barriers. Conclusions : High quality CS is essential for clinical governance in health organisations. CS, when conducted efficiently, can lead to safer and higher quality health care. CS in rural and remote areas is unique given the geographical barriers and resource constraints. Information is now emerging on what works and what doesn’t in rural and remote CS. These findings are expected to be useful to health professionals, employing organisations and policy makers to enhance the rural and remote workforce recruitment and retention. Lessons learned : Rural and remote CS has unique characteristics reflecting the complex nature of generalist roles. Some conditions need to be met to facilitate high quality CS. Limitations/Future Research : Further studies with health professionals and bigger sample sizes are necessary to progress the evidence in this area.

A CBT formulation of supervisees’ narratives about unethical and harmful supervision

ABSTRACTThere is growing evidence that clinical supervision may be experienced as harmful (Ellis et al., 2013). The 11 narrative accounts of supervision that form the focus of this Special Issue of The Clinical Supervisor corroborate this evidence, providing vivid and alarming accounts of supervisee experiences of unethical and harmful supervision. In order to treat these worrying reports of supervision with the seriousness that they deserve, we adopt a CBT formulation approach and apply it systematically to these narratives. First, we formulate the data contained in these narratives within a framework for judging unethical supervision. Then we develop proposed solutions to address the problems reported. Last, we describe practical implications for improvements in identifying and addressing unethical supervision and for minimizing harm to supervisees.

Effectiveness of clinical supervision of physiotherapists: a survey.

Limited literature exists on the practice of clinical supervision (CS) of professional physiotherapists despite current Australian safety and quality health standards stating that CS is to be provided to all physiotherapists. The aim of the present study was to evaluate the effectiveness of CS of physiotherapists working in an Australian public health service. CS was measured using the allied health-specific 26-item modified Manchester Clinical Supervision Scale (MCSS-26). Subscales of the MCSS-26 were summed for three domain scores (normative, restorative and formative) and a total score was calculated, which was compared with the reported threshold score of 73 for effective supervision. Sixty registered physiotherapists (response rate 92%), working for a large metropolitan public health service, with six different site locations, completed the survey. The mean (± s.d.) total MCSS-26 score was 71.0 ± 14.3 (95% confidence interval (CI) 67.4-74.6). Hospital site was the only variable that had a significant effect on total MCSS-26 score (P=0.005); there was no effect for supervisor or supervisee experience, or hospital setting (acute vs subacute). Physiotherapists scored a significantly lower mean percentage MCSS-26 score on the normative domain compared with the restorative domain (mean difference 7.8%; 95% CI 2.9-12.7; P=0.002) and the formative domain (mean difference 9.6%; 95% CI 6.3-13.0; P<0.001). Of the two subscales that form the normative domain, 'finding time' had a significantly lower mean percentage MCSS-26 score than 'importance/value of CS' (mean difference 35.4%; 95% CI 31.3-39.4; P<0.001). Within this publicly funded physiotherapy department there was uncertainty about the effectiveness of CS, with more than half the physiotherapists rating their supervision as less than effective, suggesting there is opportunity for improvement in the practice of physiotherapy CS. Physiotherapists scored lowest in the normative domain, indicating that they found it difficult to find time for CS.

‘I wouldn't dream of ending with a client in the way he did to me’: An exploration of supervisees' experiences of an unplanned ending to the supervisory relationship

AbstractAim: To explore supervisee experiences of unplanned endings to the supervisory relationship, a previously under-researched aspect of counselling and psychotherapy. Method: Interviews were conducted with five counsellors identified through purposive sampling; all had experienced an unplanned ending to at least one supervisory relationship. A semi-structured interview schedule was utilised for data collection and Interpretative Phenomenological Analysis (IPA) was employed for data analysis. Findings: Eight emergent themes were identified within four domains: the ending; the existing supervisory relationship; the new supervisory relationship and the legacy of the supervisee experience as a trainee on the supervisory relationship. Boundary issues and power dynamics within the supervisory relationship featured in two domains. The importance of managing a good ending was highlighted and the impact of an abrupt ending was identified. Conclusion: Unplanned endings to the supervisory relationship can somet...

Participant Supervision: Supervisor and Supervisee Experiences of Cotherapy

Participant supervision is a unique application of live supervision in which a supervisor and supervisee see clients conjointly. Although minimally discussed in the family therapy literature, it has notable advantages, chief among them being a shared clinical experience that increases attunement to supervisee skill and development, the modeling of skillful intervention, and a higher degree of collegiality. However, it is not without its challenges, including supervisee vulnerability and anxiety, diffusion of responsibility, and limited time for case discussion. This article highlights the experience of one supervisor and three doctoral-level supervisees engaging in participant supervision over the course of a 2-year period. Using illustrative examples, we discuss our experience of the advantages and challenges of participant supervision, and provide recommendations for establishing a collaborative relational context within which supervisory benefits can be maximized.

Direct Observation of Psychology Supervisees' Clinical Work: A Snapshot of Current Practice

Supervisory methods that allow for direct observation of supervisee performance have been noted to contribute to supervisee satisfaction with supervision, and contribute to supervisors’ ability to perform their supervisory responsibilities thoroughly and ethically. However, there is little data available on how frequently observational methods are employed in clinical supervisory practice. In this study, surveys completed by 150 professional psychology supervisees at all levels of training (from beginning practicum through postdoctoral training) and from all regions of the country provided data on supervisory practices during a two-week snapshot period as well as from their longer supervisory relationships. Results demonstrated that methods permitting direct observation of supervisee work were used very infrequently, that the most frequent methods involved supervisee-initiated case presentations, that supervisees believed that their supervisors were very knowledgeable about supervisees’ clinical functioning, and that there was little variability associated with supervisee experience or level of training. Results are discussed in terms of how these supervisory practices limit supervisors’ ability to fulfill key elements of their professional responsibilities and may increase their ethical vulnerability.

The supervisee experience of group supervision: Implications for research and practice.

The supervisee experience of group supervision: Implications for research and practice.