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Fundamentals of Clinical Supervision, 4/E
Janine M. Bernard, Syracuse University
Rodney K. Goodyear, University of Southern California

ISBN-10: 0205591787
ISBN-13: 9780205591787

Publisher: Merrill
Copyright: 2009
Format: Cloth; 456 pp
Published: 08/13/2008

Suggested retail price: $91.33
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Comprehensive, interdisciplinary, and authoritative, Fundamentals of Clinical Supervision continues to be the most widely used and respected supervision text in the field. Recognizing the overlap of the mental health disciplines and of supervision modalities, the authors have integrated psychology, counseling, marriage and family therapy, and social work to fully cover the central themes that dominate the study and practice of clinical supervision. With a focus on developing the supervision relationship, the text contains all content areas required for certification as an Approved Clinical Supervisor, offering a complete review (and informed appraisals) of all leading models, interventions, and research.

 

A valuable resource for practitioners and students alike, the revised fourth edition of Fundamentals of Clinical Supervision includes a new emphasis on global contributions to the field and diversity as well as new material on technological advances, spirituality, impaired supervisees and boundary violations.

  • Offers a comprehensive look at the supervision relationship that must develop if supervision is to be successful and includes a thorough discussion of how diversity issues affect the supervision working alliance.
  • Includes contributions from psychology, counseling, marriage and family therapy, and social work to offer a thorough discussion of central themes that dominate the study and practice of clinical supervision.
  • Presents a review of major models of supervision (Ch. 4).
  • Covers ethical issues, legal issues, and evaluation (Chs. 2 & 3).
  • Contains a strong emphasis on different supervision modalities, including a complete chapter on live supervision (Chs. 9, 10, &11).
  • Includes a singular chapter on administrative issues in supervision (Ch 8).

  • A comprehensive new emphasis on contributions for other countries. As our fields have become more global in perspective, key contributions from authors in other countries are more imperative in helping our students increase their perspectives on diversity.
  • Increased emphasis on working with international supervisees. The United States continues to be a popular context for the study in mental health disciplines by students from other countries, which poses unique challenges for new supervisors in the field all over the world.
  • Increased attention to technology in the delivery of clinical supervision. A new section that looks at a categorization of technological advances helps students to appreciate ways in which technology assists supervisors as opposed to ways that technology fundamentally changes supervision.
  • Inclusion of spirituality as an aspect of diversity. As aspects of cultural diversity such as spirituality continue to expand and become more important in the field, they are integrated into the text.
  • Expansion of all diversity literature. The areas of multicultural competence in supervision continue to receive a great deal of attention in the supervision research, and all new and pertinent research is reported in this edition.
  • New material on professionally impaired supervisees and boundary violations. These two topics of great concern to supervisors have received renewed attention in research and professional literature in recent years and are reviewed in depth for this edition.

ix

CHAPTER 1 INTRODUCTION TO CLINICAL

SUPERVISION 1

Foundational Premises 2

Supervision’s Centrality to the Professions 2

State Regulatory Boards 3

Professional Credentialing Groups 3

Accrediting Bodies 3

Clinical Supervision in the Preparation of Mental

Health Professionals 4

Science—Practice Integration 4

Supervised Practice: Key to the Development

of Competence 4

Necessary Preparation to Supervise 5

Defining Supervision 7

Supervision Is a Distinct Intervention 8

Member of Same Profession 10

Supervision Is Evaluative and

Hierarchical 11

Supervision Extends over Time 12

Purposes of Supervision 12

Person-Specific Understandings of Supervision 14

Family Metaphors 16

A Conceptual Model of Supervision 17

Parameters of Supervision 17

Supervisee Developmental Level 18

Supervisor Tasks 18

Using the Model 18

CHAPTER 2 EVALUATION 20

Criteria for Evaluation 22

Favorable Conditions for Evaluation 25

The Process of Evaluation 27

The Supervision—Evaluation Contract 28

Choosing Supervision Methods for

Evaluation 28

Choosing Evaluation Instruments 29

Contents

Communicating Formative Feedback 31

Encouraging Self-Assessment 34

Communicating Summative Evaluations 37

Problematic Students, Impairment, and

Incompetence 40

Definitions 40

Incidence 41

Additional Evaluation Issues 44

The Subjective Element 44

Consequences of Evaluation 48

CHAPTER 3 ETHICAL AND LEGAL

CONSIDERATIONS 50

Major Ethical Issues for Clinical Supervisors 51

Due Process 51

Informed Consent 53

Multiple Relationships 57

Competence 65

Confidentiality 67

Marketplace Issues 69

The Supervisee’s Perspective 69

Legal Ramifications for Clinical Supervisors 70

Malpractice 70

Direct Liability and Vicarious Liability 72

Preventing Claims of Malpractice 74

Ethical Decision Making 74

CHAPTER 4 SUPERVISION MODELS 77

Attributes of Theories or Models 77

Theory in Clinical Supervision 79

Psychotherapy-Based Models of Supervision 81

Psychodynamic Supervision 81

Person-Centered Supervision 83

Cognitive—Behavioral Supervision 84

Systemic Supervision 85

Constructivist Approaches 86

Developmental Approaches to Supervision 89

Stage Developmental Models: The Integrated

Developmental Model (IDM) 89

Process Developmental Models 92

Life-Span Developmental Models: The Rønnestad

and Skovholt Model 97

Conclusions about Developmental

Models 100

Social Role Models 101

The Discrimination Model 101

x CONTENTS

The Hawkins and Shohet Model 105

Holloway’s Systems Approach to Supervision

(SAS) Model 106

CHAPTER 5 THE SUPERVISORY RELATIONSHIP:

THE INFLUENCE OF INDIVIDUAL,

CULTURAL,AND DEVELOPMENTAL

DIFFERENCES 109

The Uniqueness of Each Relationship 109

Cognitive Style, Cognitive Complexity, Theoretical

Orientation, Cognitive Development, and Level

of Experience of the Supervisee 110

Cognitive or Learning Styles 110

Theoretical Orientation and Cognitive

Style 116

Cognitive Complexity, Cognitive Development,

and Level of Experience 117

Supervision Environment 122

Developmental Constructs: Pulling It All

Together 124

Cultural Differences 126

Political Nature of the Helping

Professions 127

Culture Treated Holistically 128

Racial and Ethnic Issues Within Multicultural

Supervision 129

Gender Issues Within Multicultural

Supervision 138

Sexual Minority Issues Within Multicultural

Supervision 144

Spirituality Issues Within Multicultural

Supervision 146

Multicultural Constructs: Pulling It All

Together 147

CHAPTER 6 THE SUPERVISORY RELATIONSHIP:

PROCESSES AND ISSUES OF THE

SUPERVISORY TRIAD AND DYAD 149

Supervision as a Three-Person System 149

Parallel Processes and Isomorphism 150

Interpersonal Triangles 155

Supervision as a Two-Person System 156

The Working Alliance as a Means to Frame the

Supervisory Relationship 157

Antecedents and Consequences of Effective

Supervisory Alliances 159

CONTENTS xi

The Dynamic Nature of the Supervisory

Alliance 167

CHAPTER 7 THE SUPERVISORY RELATIONSHIP:

SUPERVISEE AND SUPERVISOR

CONTRIBUTING FACTORS 171

Supervisee Factors 171

Supervisee Resistance 171

Supervisee Attachment 175

Supervisee Shame 176

Supervisee Anxiety 177

Supervisees’ Need to Feel and Appear

Competent 182

Supervisee Transference 183

Supervisor Factors 184

Supervisor Attachment 185

Interpersonal Power 185

Supervisor Countertransference 189

CHAPTER 8 ORGANIZING THE SUPERVISION

EXPERIENCE 193

The Importance of Competence in Organizing

Supervision 194

The Role of Institutional Culture 197

Selectivity 197

Temporal Sensitivity 197

Accountability 197

Measurement and Management 198

Inquisitiveness 198

Negotiation 198

Agency 198

The Essential Ingredient: A Supervision Plan 199

Contexts for Supervision: Two Different

Worlds 200

The Graduate Program as Context for

Supervision 200

The Field Site as Context for Supervision 201

Foundational Tasks for Organizing

Supervision 203

Advising Supervisees for Clinical

Instruction 203

Selecting Sites 203

Initial Communication between Graduate

Program and Site 204

The Interview 205

xii CONTENTS

Orientation 205

The Supervision Contract 205

Supervisee Bill of Rights 207

Professional Disclosure Statements 207

Ongoing Organizational Tasks 208

Communication, Communication,

Communication 208

Managing Time 210

Record Keeping 212

Planning for the Exceptions 215

Evaluation and Debriefing 216

Some Final Thoughts 216

Get Support 216

Know Yourself 216

Gather Data 217

Get Feedback 217

Be Intentional 217

CHAPTER 9 SUPERVISION INTERVENTIONS:

INDIVIDUAL SUPERVISION 218

Initial Criteria for Choosing Supervision

Interventions 218

Structured Versus Unstructured Interventions 219

Methods, Forms, and Techniques of

Supervision 220

Self-Report 220

Process Notes and Case Notes 222

Audiotape 222

Videotape 226

The Reflective Process 231

Live Observation 235

Technology and Supervision 236

Timing of Supervision 238

Beyond Methods 240

Putting It All Together 241

CHAPTER 10 SUPERVISION INTERVENTIONS:

GROUP SUPERVISION 244

Group Supervision in Broad Strokes: Definition,

Advantages, Limitations 244

Benefits and Limitations of Group

Supervision 245

A Conceptual Model for Group Supervisors:

Supervisee Developmental Level, Supervisor Style,

and Group Stage 247

CONTENTS xiii

Supervisor Style 248

Stages of Group Supervision 251

Final Observations about the Performing

Stage 257

Peer Supervision Groups 260

The Process of Peer Supervision Groups 261

Advantages and Disadvantages of Peer

Supervision Groups 261

CHAPTER 11 SUPERVISION INTERVENTIONS: LIVE

SUPERVISION 263

Methods of Live Supervision 264

Bug-in-the-Ear 264

Monitoring 264

In Vivo 265

The Walk-In 265

Phone-Ins and Consultation Breaks 265

Using Computers and Interactive Television

for Live Supervision 265

The Live Supervision Intervention 266

Bug-in-the-Ear Interventions 267

Telephone Interventions 267

Consultation Break Interventions 268

Dimensions of Live Supervision

Interventions 269

Presession Planning and Postsession

Debriefing 269

Implementing Live Supervision 270

Advantages and Disadvantages 272

Advantages 272

Disadvantages 273

Team Supervision 274

The Reflecting Team 275

Team Dynamics 277

Advantages and Disadvantages of Team

Supervision 278

Research Results and Questions 280

CHAPTER 12 TEACHING AND RESEARCHING

SUPERVISION 284

Preparing and Supervising Supervisors 284

Training Supervisors 284

Supervising Supervisors 288

Research on Supervision Training

Outcomes 292

xiv CONTENTS

Supervisor Development 292

Alonso’s Model 293

Hess’s Model 294

Rodenhauser’s Model 294

Stoltenberg et al.’s Integrated Developmental

Model (IDM) 294

Watkins’s Model 295

Conclusions Regarding Supervisory Development

Models 296

Supervision Process and Outcome Research 297

Trends 298

Issues on Which to Focus in Future

Research 301

THE SUPERVISOR’S TOOLBOX 303

Documents for Use in Supervision

Sample Counseling Supervision

Contract 305

Example of a Professional Disclosure

Statement 308

Supervisee’s Bill of Rights 311

Supervision Agreement 314

Descriptive Criteria for Professional Performance

Review Policy Standards 317

The Practicum Competencies Outline 322

Measures for Supervision Research and Practice

Supervisory Satisfaction Questionnaire 326

Group Supervision Scale 327

Supervisee Levels Questionnaire—Revised 328

Anticipatory Supervisee Anxiety Scale

(ASAS) 331

Role Conflict and Role Ambiguity

Inventory 333

Evaluation Process Within Supervision

Inventory 335

Supervisory Working Alliance (SWA)—Supervisor

Form 337

Supervisory Working Alliance (SWA)—Supervisee

Form 339

Supervisory Styles Inventory 341

The Feminist Supervision Scale (FSS) 343

Counselor Supervisor Self-Efficacy Scale 346

Multicultural Supervision Competencies

Questionnaire 349

CONTENTS xv

    The most widely-used and respected supervision text in the field, this authoritative text covers all content areas required for certification as an Approved Clinical Supervisor, offering a comprehensive review (and informed appraisals) of all leading models and interventions.

  • 0205388736Fundamentals of Clinical Supervision, 3/E
    Bernard & Goodyear
    © 2004 | Merrill | Cloth; 432 pages | Instock
    ISBN-10: 0205388736 | ISBN-13: 9780205388738
    Brief Description

Janine M. Bernard was educated at Purdue University and is currently a professor in the counseling and human services department at Syracuse University. She is the author of numerous books and articles focused on clinical supervision, lifespan human development, multicultural issues, and professional credentialing.

 

Rodney K. Goodyear earned his doctorate in counseling psychology from Illinois University. An expert in his field for over thirty years, Goodyear currently teaches at the University of Southern California.

Comprehensive, interdisciplinary, and authoritative, Fundamentals of Clinical Supervision continues to be the most widely used and respected text in its field. Recognizing the overlap between the mental health disciplines and supervision modalities, the authors have integrated psychology, counseling, family therapy, and social work to fully cover the central themes that dominate the study and practice of clinical supervision. With a focus on developing the supervision relationship, the text contains all content areas required for certification as an Approved Clinical Supervisor, offering a complete review and informed appraisals of all leading models, interventions, and research.

 

New to this edition:  
  • A comprehensive emphasis on contributions from other countries, including key writings from international authors that help students increase their perspectives on diversity.
  • Increased attention to technology in the delivery of clinical supervision, including a new section that helps students look at the ways in which technology assists supervisors.
  • The inclusion of spirituality as an aspect of diversity, whichkeeps students up to date on aspects of cultural diversity such as spirituality that continue to expand and become more important in the field.
  • New material on professionally impaired supervisees and boundary violations, which isreviewed in-depth, familiarizing students with two topics of great concern to all supervisors.

To package this title withClinical Supervision: A Handbook for Practitioners by MarijaneFall and John M. Sutton, Jr.,use ISBN# 0132076195.

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