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The self-assessment that is the foundation of supervision planning should be conducted using a competencies measure, described later in this course.

Contextually, supervision consists of relationships among client(s), supervisee (therapist), supervisor, clinical setting of therapy, community, and the associated influences of culture/diversity in its broadest sense (ethnicity, religion, race, gender, gender identity, educational level, age, etc.) and the discipline(s) in which one is practicing.

In competency-based approaches, (Falender & Shafranske, 2004), there is an explicit framework and method for initiating, developing, implementing, and evaluating the processes and outcomes of supervision.

The trainee is now evaluated against a standard rather than in comparison to others.

It entails the transmission of knowledge and art, mentoring, gatekeeping, monitoring and evaluating, and developing a relationship that serves as the foundation for the process.

It is the way the profession is communicated and transmitted from generation to generation of practitioners.

Supervision may well be the highest calling in psychology and other mental health professions.

We now realize the need for a formal process as the fields have evolved and supervision has become a core competency in mental health.

Supervision requires the supervisor to assess and evaluate levels of supervisee readiness, competence, and affect, reflect upon these in the supervisor oneself, and to weave a tapestry of thought and feeling which translates into effective clinical intervention.

Through development of a schema of supervisor competency, increased attention may be devoted to competence evaluation, supervisee and supervisor development, and support of the supervisor’s skills, all of which will benefit the supervisees.

There is evidence that there are few differences in concepts, attitudes, or practice between psychologists and other mental health professionals (Kavanagh, Spence, Strong, Wilson, Sturk, & Crow, 2003).


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