This slide show explores ethics in clinical supervision and models of clinical supervision.

1. CLINICAL SUPERVISION:
INTEGRATED HEALTH
PSYCHOLOGY TRAINING I
Developing our selves in
the role of training
psychologists.

2. WHAT HAS MADE GOOD SUPERVISION
FOR YOU IN THE PAST?
WHAT HELPS YOU GROW?
Group Discussion

3. SOME RESEARCH ON QUALITIES
OF GOOD SUPERVISORS ARE…
1. Openness to
discussion
2. Availability
3. Ability to
offer support
4. Understandin
g
5. Ability to
provide
meaningful
feedback
6. Expertise
7. Flexibility
8. Empathy
9. Ethical

4. CLINICAL SUPERVISION
Supervision is a distinct professional practice
employing a collaborative relationship.
Supervision role has both facilitative and evaluative
component
Supervision reaches towards the goal of enhancing the
professional competence and science-informed
practice of the supervisee
Supervisors have a role monitoring the quality of
services provided and protecting the public.

5. SEVEN CORE DOMAINS OF
HEALTH PSYCHOLOGY
SUPERVISION
1. Supervisor Competence
2. Diversity & Cultural Humility/Responsive
Care
3. Supervisory Relationship
4. Professionalism
5. Assessment/ Evaluation/ Feedback
6. Developing Professional Competence
7. Ethical, Legal, and Regulatory
Considerations

6. ETHICAL CONSIDERATIONS IN
SUPERVISION
“Valuing and modelling ethical
behavior and adherence to
relevant legal and regulatory
parameters in supervision is
essential to upholding the
highest duty of the supervisor,
protecting the public.”

7. ETHICAL CONSIDERATIONS IN
SUPERVISION
Supervisors model ethical practice
and decision making and conduct
themselves in accord with ethical
guidelines.1. Supervisors support the acculturation of the supervisee
into the ethics of the profession
2. Supervisors ensure that supervisees develop the
knowledge, skills, and attitudes necessary for ethical
and legal adherence.
3. Supervisors are role models for ethical and legal

8. ETHICAL CONSIDERATIONS IN
SUPERVISION
1. Supervisors uphold their primary ethical and legal obligation
to protect the welfare of the client/patient.
2. Supervisors provide clear information about the expectations
(Supervisor Agreement/Contract) see article on supervision in
health psychology (read aloud).
3. Supervisors maintain accurate and timely documentation
of supervisee performance related to expectations for
competency and professional development.
4. Supervisors receive training regularly on supervision
(6 hs per lisc. Renewal Cycle.)

9. HEALTH PSYCHOLOGY: IHPTP
SUPERVISORS SKILLS
1. Assessment: Screening, functional assessment, diagnostic assessment,
clinical triaging, biopsychosocial factors.
2. Treatment Planning: 1. Developing context of support and change, 2.
Identifying key treatment goals and overlapping objectives, 3. Session
length, session amount, dose response curve, 4. Define success.
3. Cultural Humility: 1. Developing skills of self-reflection about cultural
location,
2. Skills in cultural Awareness, 3. Culturally responsive interventions, 4.
Cultural sensitivity, 5. Cultural knowledge.
4. Treatment Implementation/Clinical Relationship: Shadowing, video,
audio recording, discussions.
5. After Care Planning and Relapse Prevention Planning
Termination: 1. Start with termination conversations, 2. Internalization
of change, 3. Addressing loss and grief, 4. Developing after care and
relapse plan.
6. How to Fxn as a beh. health consultant: Provider, Nurses, Patient, and
Organization.

10. SUPERVISORS HAVE MULTIPLE
ROLES
These can include teacher, coach, cheerleader,
consultant, collaborator, mentor, counselor (while
not stepping into the role of therapist) and
disciplinarian. Effective supervision
adapts the roles needed by each student at a
given time in their development.

11. SUPERVISOR APPROACH ADAPTS TO
CLINICAL NEEDChoose how you Supervise Based on Developmental Needs:
At any given moment a supervisee may have a different
developmental need. Matching your intervention style to the
current developmental need can help supervision be more
effective.
1. Directive Supervision: When the supervisee has limited
experience, is struggling with an aspect of their role, is
impacted emotionally or safety issues to address.
2. Coaching Supervision: When the supervisee has a basic
competence, is managing their duties effectively and is
managing the clinical role in their relationships well.
3. Consultant;/Collaborator: When the supervisee is fxn highly
and is able to dialog effectively about clinical realities.

13. MODES OF SUPERVISION
Group Supervision: Groups of trainees explored and
discuss cases, develop a learning context and support
one another’s growth.
Direct Supervision: When the supervisor is present for
the clinical service delivery.
Individual Supervision: A clinical supervisor and a
supervisee work together to develop clinical plan’s,
discuss cases and support professional development.
Tape/Video Tapes: Recordings of sessions are
reviewed in clinical supervision and discussed as
opportunity for learning and growth.

14. MAJOR MODELS OF CLINICAL
SUPERVISION
Developmental Supervision: Takes the approach of adapting
supervision techniques to the developmental level of a
clinician. This has both an arch of development across a
training year and the process of training from beginning to
ongoing growth.
Theory Based Supervision: Theory based supervision
supports the growth in the development of the application
of a clinical theory to a client, type of client or in clinical
work.
Supervisee Focused Supervision: Seeks to train the
supervisee in the emotional skills of becoming a therapist.
The focus is on the emotional and skill development of

15. MAJOR MODELS OF CLINICAL
SUPERVISIONPatient Focused Supervision: Focuses supervision on the
interventions used with a client. The supervisee brings in their
clinical work and the focus is on helping the patient. The
supervisor supervisee relationship is secondary to clinical work.
Competency Based Supervision: Is a trans-theoretical approach
that uses core competencies that are vital for effective clinical
work as an anchor for training in supervision. It starts with a
behaviorally anchored identified competency and develops
learning experiences that develop those competency.

16. DEVELOPMENTAL SUPERVISION
MODELS – IDM
Integrated Development Model: One of the most researched
developmental models of supervision is the Integrated
Developmental Model (IDM) developed by Stoltenberg (1981).
Level 1 supervisees are generally entry-level students who are
high in motivation, yet high in anxiety and fearful of
evaluation;
Level 2 supervisees are at mid-level and experience
fluctuating confidence and motivation, often linking their own
mood to success with clients;
Level 3 supervisees are essentially secure, stable in
motivation, have accurate empathy tempered by objectivity,
and use therapeutic self in intervention. (Falender &

17. DEVELOPMENTAL SUPERVISION
MODELS – IDM
Integrated Development Model: One of the most researched
developmental models of supervision is the Integrated
Developmental Model (IDM) developed by Stoltenberg (1981).
Level 1 supervisees are generally entry-level students who are
high in motivation, yet high in anxiety and fearful of
evaluation;
Level 2 supervisees are at mid-level and experience
fluctuating confidence and motivation, often linking their own
mood to success with clients;
Level 3 supervisees are essentially secure, stable in
motivation, have accurate empathy tempered by objectivity,
and use therapeutic self in intervention. (Falender &

18. SUPERVISOR VALUES
CLARIFICATION EXERCISE
1.Make a list of core values of as clinical supervisor
as a group (List Together on Board).
2.Brake into small groups of 2-4 and discuss why
these values matter to you.
3.Write a brief letter to your self on how you would
like to be remembered in your supervisee’s
minds when they move on from your supervision.