Supervisee Self‐disclosure: A Clinical Psychology Perspective

Spence, Nicola; Fox, John R. E.; Golding, Laura; Daiches, Anna

doi:10.1002/cpp.1829

Cited by 24 publications

(33 citation statements)

References 28 publications

(48 reference statements)

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“…2 For a discussion of relational ethics, boundary setting and process management, see Gabriel (2009). 3 For further research on the supervisory relationships' influence on supervisee self disclosure, see Spence et al (2012), Webb and Wheeler (1998) and Godwin (2006).…”

Section: Resultsmentioning

confidence: 99%

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Mentoring or Monitoring: Formulating a Balance in Systemic Supervision

Shaw¹

2013

ANZ J of Family Therapy

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Contemporary supervision practice has increasingly involved tasks previously associated with line management; this has been uncomfortable and unresolved for both supervisors and supervisees. Context, individual preference and circumstance can drive the relationship more into surveillance or more into support, and each will have important implications for practice. This article argues for a balance between monitoring and mentoring, both are crucial for effective supervision to occur. Supervisors need to know the boundaries of their delegated task, given that supervision can be the intervention of choice for any number of organizational difficulties. However they also need to integrate the leadership and critical appraisal tasks required, commencing supervision relationships with these components being transparent and clear, such that all participants can meet their obligations to practice competently, ethically and in the clients' interests. The systemic model provides an effective framework to conceptualise and intervene in relation to the various stakeholders, relationships, service systems and political context in which arrangements for supervision are negotiated. Keywords: mentoring, systemic supervision, clinical governance, professional ethics Key Points1 Effective clinical governance requires a balance of mentoring and monitoring function where supervisors are resolved and well-integrated in tasks associated with gate-keeping and assessment. 2 The systemic model provides a useful way to conceptualise the intersections and imperatives of having multiple stakeholders, relationships and tasks in the supervision space. 3 Effective supervision requires a supervision alliance that is robust, transparent and clear, such that all participants meet their obligations to practice competently, ethically and in the clients' interests. 4 A balance of monitoring and mentoring provides containment in relation to the core tasks of supervision, is congruent with systemic traditions and fosters relational ethics. 5 Supervisees need supervisors who can be excellent mentors and excellent monitors.

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Section: Resultsmentioning

confidence: 99%

“… For further research on the supervisory relationships' influence on supervisee self disclosure, see Spence et al (), Webb and Wheeler () and Godwin (). …”

mentioning

confidence: 99%

Mentoring or Monitoring: Formulating a Balance in Systemic Supervision

Shaw¹

2013

ANZ J of Family Therapy

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“…Likewise, openness in supervision is one way that supervisees contribute to a strong working alliance and positive supervision outcomes (Spence, Fox, Golding, & Daiches, 2014 (Farber, 2006). Facilitating such openness is considered one of the most effective behavior skills of supervisors (Ladany, Mori, & Mehr, 2013).…”

Section: Supervisory Working Alliancementioning

confidence: 99%

Differences in Perceptions of Supervisee Contribution: Supervisors’ vs. Supervisees’ Evaluations

Stark¹,

Greggerson²

2016

JCPS

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“…Non-disclosure is defined as a CIT's unwillingness to share information that is relevant to clinical work with a client and is a barrier to effective supervision (Mehr, Ladany, & Caskie, 2010). Non-disclosure may take the form of not discussing clinical mistakes, issues related to the supervisory-relationship, personal/countertransference reactions to clients, and personal issues (Spence, Fox, Golding, & Daiches, 2014). The process of clinical supervision becomes impeded by non-disclosure, which negates the objective of supervision in its aim to help CITs develop their skills and meet competencies (Mehr et al, 2010).…”

Section: Non-disclosure and Multicultural Competence In Clinical Supementioning

confidence: 99%

Mindfulness and Free Association for Multicultural Competence: A Model for Clinical Group Supervision

Schauss¹,

Steinruck²,

Brown³

2011

JCP

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Clinical supervision is a critical process used to foster the development of professional competencies among counselors in training (CITs) in the counseling profession. Despite the significance of clinical supervision, CITs often report nondisclosure; that is, an unwillingness to share certain information regarding their work with a client for fear of negative evaluation from their supervisor. To address this barrier, the authors of this article propose a model integrating mindfulness and free association for use in group supervision. The goal is to foster and enhance CITs self-disclosure in supervision, to increase mindful awareness, openness to feedback, and ultimately to foster multicultural competence. Implications for using this model in group supervision with CITs are discussed.

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Supervisee Self‐disclosure: A Clinical Psychology Perspective

Abstract: Supervision is a key process in supporting qualified clinical psychologists and the use of disclosure appears to be important in facilitating useful supervision. It appears that clinical psychologists go through a number of complex processes in deciding whether to self disclose.

Cited by 24 publications

References 28 publications

Mentoring or Monitoring: Formulating a Balance in Systemic Supervision

Mentoring or Monitoring: Formulating a Balance in Systemic Supervision

Differences in Perceptions of Supervisee Contribution: Supervisors’ vs. Supervisees’ Evaluations

Mindfulness and Free Association for Multicultural Competence: A Model for Clinical Group Supervision

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