Supervision provides us with the space to broaden and deepen our understanding of our reactions to clients and the clinical decisions we make.
Times when we have strong countertransference reactions, when boundaries are potentially blurred, when there are ruptures in the therapeutic relationship, all require us to pause and reflect. This allows us to examine and understand the particular situation or dynamic from a variety of perspectives in close detail.
The process of reflection can be uncomfortable. Reflective practice requires an openness and honest dialogue in which we intentionally seek to understand differing perspectives and entrenched patterns from a non-evaluative stance.
Bringing a mindful attention to our work deepens our understanding and empathy so that we can address and correct unhelpful relational patterns and take responsibility for action. Supervision provides a critical role and space for engaging in reflective practice.
Supervisors perform a critical function for the profession in the training and assessment of core competencies for supervisees and in the ongoing professional development and maintenance of best practice for colleagues. Supervisors should attempt to develop strong collaborative relationships with supervisees and to provide a safe, respectful and reflective space that allows for the training and development of skills and provision of feedback to ensure best evidence-based practice.
This involves providing appropriate time and space in busy schedules for regular supervision. Supervisees should feel able to discuss: areas where they feel less competent, difficult issues that arise in their practice, ethical dilemmas they are facing as well as strong countertransference reactions.
Setting clear supervision goals, encouraging reflective practice, assessing progress toward goals and identifying needs for further training and skills development are important elements of the role.
Supervisors are also required to engage in their own reflective practice, to take responsibility for addressing any ruptures or difficulties within the supervisory alliance, particularly given that they are often responsible for the formal assessment and evaluation of supervisees.
Supervisor training is now mandated for beginning and maintaining a role as an effective and competent clinical supervisor. It is a privilege to learn from our supervisors and to have their support, just as it is a privilege to supervise others, who in turn teach us so much.
Supervision is the foundation of our development as competent psychologists and essential to our identity and reputation as a profession. Carroll, M. On being a supervisee: Creating learning partnerships, 2 nd edition. Victoria: PsychOz Publications. Falender, C.
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Need to speak with us? We recommend you make a web enquiry and we'll get back to you in business days. It's peak registration time and we're experiencing some disruptions in our call centre due to COVID The supervisor should ensure that the supervisee practises within accepted professional standards, providing evidence-based assessments and interventions.
Further, the supervisor should ensure that the supervisee does not practise beyond his or her competence. Tribunals have been particularly critical of supervisors for failing to safeguard the public, particularly when they have not ensured that supervisees have completed appropriate risk assessments or made mandatory notifications to child protection agencies.
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