Ethical considerations in the supervision of applied sport psychology graduate students

Abstract

Some of the most important relationships that a sport psychologist experiences in his or her career are between the supervisor and supervisee in applied practica and internships. These relationships may become models for future professional and ethical behavior with colleagues, students, and clients, and thus deserve careful examination. Ethics form a foundation for practice, and while classroom discussions of ethical issues help educate graduate students, the supervisor-supervisee relationship may provide a hands-on experience of ethical dilemmas and ethical problem solving. Ethics in supervisor-supervisee relationships cover at least two broad areas. First, there is the supervisor's monitoring and mentoring of ethical considerations in the supervisee's relationship with the athlete-client. Second, ethical questions arise in the relationship between the supervisor and the supervisee. The present paper includes discussion of general supervisory issues (e.g., modeling ethical behavior, helping develop counseling skills) and explores the specific ethical problems of referring for counseling, intimacy, and exploitation. Also, three case examples illustrate ethical concerns that may appear in the process of applied sport psychology supervision. Broadening education in ethical issues in supervision for both psychology and exercise science graduate programs may help future practitioners better serve their clients.