When Is Counseling an Appropriate and Ethical Supervision Function?

Neufeldt, Susan Allstetter; Nelson, Mary Lee

doi:10.1300/j001v18n01_08

Cited by 9 publications

(9 citation statements)

References 14 publications

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“…Participants in the current study felt that some space to process this material as it related to their client work would have greatly helped with their willingness to British Journal of Guidance & Counselling 219 disclose the difficult material and further improve their supervisory working alliance (Sumerel & Borders, 1996). The complexity of boundary management in relation to dealing with personal supervisee issues in supervision has been an area of discussion in the literature (Allstetter Neufeldt & Nelson, 1999;Hermansson, 1997), with Ladany, Friedlander, and Nelson (2005) stating that while personal issues may need to be acknowledged as impacting upon the therapy work and addressed in this context, 'the goal is not to work through the supervisee's personal problems as a therapist would ' (p. 196).…”

Section: Discussionmentioning

confidence: 99%

What's not being said? Recollections of nondisclosure in clinical supervision while in training

Sweeney

Creaner

2014

British Journal of Guidance & Counselling

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The aim of this qualitative study was to retrospectively examine nondisclosure in individual supervision while in training. Interviews were conducted with supervisees two years post-qualification. Specific nondisclosures were examined and reasons for these nondisclosures were explored. Six in-depth semi-structured interviews were conducted and data analysis drew on Consensual Qualitative Research. The findings revealed four categories relating to: (i) the nature of the difficulty; (ii) reasons for nondisclosure; (iii) the supervisory relationship; and (iv) facilitative factors. The quality of the supervisory relationship was a significant element in nondisclosure. A key recommendation was that role induction for supervisees should be incorporated into training programmes to assist supervisees in learning how to use supervision more effectively. Limitations of the study and further research are provided in light of current findings.

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Section: Discussionmentioning

confidence: 99%

What's not being said? Recollections of nondisclosure in clinical supervision while in training

Sweeney

Creaner

2014

British Journal of Guidance & Counselling

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“…Furthermore, in some instances, the supervisor may attribute the cause of deficits in clinical skills to personal issues of the supervisee that would benefit from clinical intervention. Neufeldt and Nelson (1999) pointed out that there are serious ethical issues relating to the dual relationship that may develop when the supervisor moves into the role of therapist of the supervisee. These authors ask whether a supervisee can give genuine informed consent to therapy in supervision situations.…”

Section: Perceptions Of Good and Bad Supervisionmentioning

confidence: 99%

Clinical Supervision in Four Mental Health Professions: A Review of the Evidence

et al. 2001

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This paper examines a range of theoretical issues and the empirical evidence relating to clinical supervision in four mental health professions, namely clinical psychology, occupational therapy, social work, and speech pathology. Despite the widespread acceptance of the value of supervision among practitioners and the large quantity of literature on the topic, there is very little empirical evidence in this area. It is not clear whether supervision actually produces a change in clinician behaviour, nor whether it produces benefits in terms of client outcomes. To date, there is insufficient evidence to demonstrate which styles of supervision are most beneficial for particular types of staff, in terms of their level of experience or learning style. The data suggest that directive forms of supervision, rather than unstructured approaches, are preferred by relatively inexperienced practitioners, and that experienced clinicians also value direct supervision methods when learning new skills or dealing with complex or crisis situations. The available evidence suggests that supervisors typically receive little training in supervision methods. However, to date, we have little information to guide us as to the most effective ways of training supervisors. While acknowledging the urgent need for research, the paper concludes that supervision is likely to form a valuable component of professional development for mental health professionals.The authors thank

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“…This definition does distinguish therapy from supervisionÐ an important distinction, given the ethical problems than can arise in a dual relationship of this kind [2]. However, there remains a potential for some functional overlap when the supervision reviews clinical material that is distressing, discouraging or traumatic.…”

Section: Introductionmentioning

confidence: 99%

“…In this paper we define supervision as a working alliance between practitioners in which they aim to enhance clinical practice, fulfil the goals of the employing organization and meet ethical, professional and best-practice standards of the organization and the profession, while providing personal support and encouragement in relation to the professional practice [1]. This definition does distinguish therapy from supervisionÐ an important distinction, given the ethical problems than can arise in a dual relationship of this kind [2]. However, there remains a potential for some functional overlap when the supervision reviews clinical material that is distressing, discouraging or traumatic.…”

Section: Introductionmentioning

confidence: 99%

Achieving effective supervision

Kavanagh

Spence

Wilson

et al. 2002

Drug and Alcohol Review

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Supervision probably does have benefits both for the maintenance and improvement of clinical skills and for job satisfaction, but the data are very thin and almost non-existent in the area of alcohol and other drugs services. Because of the potential complexity of objectives and roles in supervision, a structured agreement appears to be an important part of the effective supervision relationship. Because sessions can degenerate easily into unstructured socialization, agendas and session objectives may also be important. While a working alliance based on mutual respect and trust is an essential base for the supervision relationship, procedures for direct observation of clinical skills, demonstration of new procedures and skills practice with detailed feedback appear critical to supervision's impact on practice. To ensure effective supervision, there needs not only to be a minimum of personnel and resources, but also a compatibility with the values and procedures of management and staff, access to supervision training and consultation and sufficient incentives to ensure it continues.

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When Is Counseling an Appropriate and Ethical Supervision Function?

Cited by 9 publications

References 14 publications

What's not being said? Recollections of nondisclosure in clinical supervision while in training

What's not being said? Recollections of nondisclosure in clinical supervision while in training

Clinical Supervision in Four Mental Health Professions: A Review of the Evidence

Achieving effective supervision

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