A proposed framework for addressing supervisee-supervisor value conflict

ABSTRACT

Value conflicts between supervisees and supervisors can adversely affect supervisee development, service provision, and the supervision relationship. However, the role of value conflicts in supervision has been minimally considered. Building on the Farnsworth and Callahan (2013) model for addressing client-clinician value conflict, we propose a supervision-specific framework to help supervisors and supervisees navigate value conflicts that emerge during supervision. The proposed framework consists of three steps: (a) detection of value conflict in supervision; (b) identification and articulation of value conflicts; and (c) determination of appropriate recommendations for supervisees. Neither punitive nor corrective in purpose, the model is eminently exploratory and educational in nature.

KEYWORDS:

• Training
• supervision
• values
• ethics
• conflict

Notes

^1. Quotation excerpts from McCarthy Veach and colleagues (2012) are verbatim responses provided by 17 clinical supervisors participating in their study’s focus groups exploring value conflicts in supervision.

^2. Values are not to be confused with prejudice and discrimination, which are uniformly unprofessional and harmful to clients (American Psychological Association [APA], 2010).

^3. Consideration of client-supervisor value conflicts is largely unconsidered herein so that we may focus on the complexities of supervisee-supervisor dyads in conflict. However, in our opinion, the original Farnsworth and Callahan (2013) model is applicable and transferable to navigating client-supervisor conflict in essentially the same manner as client-supervisee conflicts.

^4. To some extent this resembles the Farnsworth and Callahan (2013) model in that a supervisory referral is being made because the supervisor is not demonstrating sufficient competence to assist the supervisee.

^5. It is important to note that there are certain practices (e.g., conversion therapy, imposing personal values on clients) that the American Psychological Association has clearly identified as unethical.

Additional information

Notes on contributors

Rose Dunn

Rose Dunn earned her PhD from the clinical psychology program of the Department of Psychology at the University of North Texas. She completed her internship at the VA Central Texas Health Care Center and is currently a postdoctoral resident at the Rehabilitation Institute of Michigan/Wayne State. Her clinical and research interests span assessment and psychotherapy, including supervision.

Jennifer L. Callahan

Jennifer L. Callahan earned her PhD in clinical psychology from the University of Wisconsin-Milwaukee, completed her internship and postdoctoral training at Yale University, is a Fellow of Division 29 (Society for the Advancement of Psychotherapy), and holds board certification in clinical psychology. She is currently professor and director of clinical training for the clinical psychology program in the Department of Psychology at the University of North Texas, where she directs the Evidence-based Training and Competencies Research Lab.

Jacob K. Farnsworth

Jacob K. Farnsworth earned his PhD from the clinical psychology program in the Department of Psychology at the University of North Texas. He completed his internship at the Palo Alto VA and is now on staff at the Denver VA Eastern Colorado Health Care System. His research interests include moral injury, trauma, and constructivist approaches to psychotherapy.

C. Edward Watkins

C. Edward Watkins, Jr. is professor of psychology, Department of Psychology, University of North Texas. His primary professional interests focus on psychotherapy supervision and psychoanalytic theory, practice, and research. He is Editor of the Handbook of Psychotherapy Supervision and coeditor of The Wiley International Handbook of Clinical Supervision. He is a Fellow of Divisions 29 (Psychotherapy) and 17 (Counseling Psychology) of the American Psychological Association.