Unheard Voices: The Experiences of Supervisors in Training

The Tadros Theory: A Clinical Supervision Framework for Working with Incarcerated Individuals and Their Families

“…The role of the supervisor is to inspire change. Change happens when the supervisor empowers the therapist through demonstrating, challenging, and encouraging (Miehls, 2010 ; Okafor et al, 2014 ). It is the role of the supervisor to teach different techniques and interventions (Bursky & Cook, 2016 ).…”

“…Individuals, couples, and families “bring with them a myriad of diversity factors into therapy, multicultural competency has also become a crucial component in the development of clinicians during clinical supervision and training” (Tohidian & Quek, 2017 , p. 573). Interestingly, the literature indicates it was historically uncommon for therapists in training to be given the chance to work with a supervisor of a different ethnicity (Okafor, et al, 2014 ; Wieling & Marshall, 1999 ). Additionally, individuals who did have this opportunity reported positive outcomes linked with this relationship.…”

“…Additionally, individuals who did have this opportunity reported positive outcomes linked with this relationship. Further, research indicates that therapists considered ethnic differences as an additional benefit of the supervisory relationship due to the distinct insights and the stimulating of future dialogues of cultural differences (Okafor, et al, 2014 ; Wieling & Marshall, 1999 ).…”

Preparing to Be a Clinical Supervisor: Avoiding a “Trial by Fire” and Using Reflection

“…This descriptive literature provides sparse information about program or class structure and components or processes, but rather aims to understand the experience of learning to become a supervisor and inform supervisory needs and development (e.g., Borders & Fong, 1994;Duffy & Guiffrida, 2014;Gazzola, De Stefano, Thériault, & Audet, 2013;Gazzola, De Stefanob, Theriault, & Audet, 2014;Majcher & Daniluk, 2009;Okafor, Wojciak, & Helfrich, 2014;. These perspectives highlight the unique facets of learning to be a supervisor, further confirming that becoming a competent clinical supervisor requires more training beyond showing competence as a therapist.…”

“…These trainees also described the benefit of ongoing reflection and feedback on their developing theoretical conceptualization and supervisory skills. Other tools for preparing supervisors-in-training have been described and include writing in weekly supervision journals to assist processing and managing the experiences of beginning a new supervisor role (Okafor et al, 2014). Writing supervision documentation notes (Bernard, 2014), formulating a supervision genogram (i.e., symbolizing a supervisee's supervision relationships and experiences; Aten, Madson, & Kruse, 2008), and conducting co-therapy with supervisors-in-training using a reflecting mirror approach (McGee & Burton, 1998) are additional tools described.…”