1,048
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Clinical supervisor training: a ten-year scoping review across counseling, psychology, and social work

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Adams, L., Gross, G., Doran, J. M., & Stacy, M. (2022). Clinical supervisors’ experiences with and barriers to supporting trainees who have experienced identity-based harassment. Training and Education in Professional Psychology, 16(4), 403–411. https://doi.org/10.1037/tep0000384
  • *Amaro, C. M., Mitchell, T. B., Poppert Cordts, K. M., Borner, K. B., Frazer, A. L., Garcia, A. M., & Roberts, M. C. (2020). Clarifying supervision expectations: Construction of a clinical supervision contract as a didactic exercise for advanced graduate students. Training and Education in Professional Psychology, 14(3), 235–241. https://doi.org/10.1037/tep0000273
  • Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. Jossey-Bass.
  • American Psychological Association, Commission on Accreditation. (2015). Standards of accreditation for health-service psychology. https://www.apa.org/ed/accreditation/about/policies/standards-of-accreditation.pdf
  • Asakura, K., Gheorghe, R. M., Borgen, S., Sewell, K., & MacDonald, H. (2021). Using simulation as an investigative methodology in researching competencies of clinical social work practice: A scoping review. Clinical Social Work Journal, 49(2), 231–243. https://doi.org/10.1007/s10615-020-00772-x
  • Australian Psychological Society. (n.d.) Supervisor training. https://psychology.org.au/training-and-careers/education/supervisor-training
  • Bailin, A., Bearman, S. K., & Sale, R. (2018). Clinical supervision of mental health professionals serving youth: Format and microskills. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 800–812. https://doi.org/10.1007/s10488-018-0865-y
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359–373. https://doi.org/10.1002/j.1556-6978.2014.00047.x
  • Barrett, J., Gonsalvez, C. J., & Shires, A. (2020). Evidence-based practice within supervision during psychology practitioner training: A systematic review. The Clinical Psychologist, 24(1), 3–17. https://doi.org/10.1111/cp.12196
  • Bearman, M., Tai, J., Kent, F., Edouard, V., Nestel, D., & Molloy, E. (2018). What should we teach the teachers: Identifying the learning priorities of clinical supervisors. Advances in Health Science Education, 23(1), 29–41. https://doi.org/10.1007/s10459-017-9772-3
  • *Bearman, S. K., Bailin, A., & Sale, R. (2020). Graduate school training in CBT supervision to develop knowledge and competencies. The Clinical Supervisor, 39(1), 66–84. https://doi.org/10.1080/07325223.2019.1663459
  • Bearman, S. K., Schneiderman, R. L., & Zoloth, E. (2017). Building an evidence base for effective supervision practices: An analogue experiment of supervision to increase EBT fidelity. Administration and Policy in Mental Health and Mental Health Services Research, 44(2), 293–307. https://doi.org/10.1007/s10488-016-0723-8
  • Bearman, S. K., Weisz, J. R., Chorpita, B. F., Hoagwood, K., Ward, A., Ugueto, A. M., Bernstein, A., & The Research Network on Youth Mental Health. (2013). More practice, less preach? the role of supervision processes and therapist characteristics in EBP implementation. Administration and Policy in Mental Health, 40(6), 518–529.
  • Beckman, M., Forsberg, L., Lindqvist, H., & Ghaderi, A. (2020). Providing objective feedback in supervision in motivational interviewing: Results from a randomized controlled trial. Behavioural and Cognitive Psychotherapy, 48(4), 383–394. https://doi.org/10.1017/S1352465819000687
  • Bennett Levy, J. (2006). Therapist skills: A cognitive model of their acquisition and refinement. Behavioural and Cognitive Psychotherapy, 34(1), 57–78. https://doi.org/10.1017/S1352465805002420
  • *Bennett, S., Mohr, J., Deal, K. H., & Hwang, J. (2013). Supervisor attachment, supervisory working alliance, and affect in social work field instruction. Research on Social Work Practice, 23(2), 199–209. https://doi.org/10.1177/1049731512468492
  • Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education & Supervision, 19(1), 60–68. https://doi.org/10.1002/j.1556-6978.1979.tb00906.x
  • Bernard, J. M. (1997). The discrimination model. In C. E. Watkins Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310–327). Wiley.
  • Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
  • *Bjornestad, A., Johnson, V., Hittner, J., & Paulson, K. (2014). Preparing site supervisors of counselor education students. Counselor Education & Supervision, 53(4), 242–253. https://doi.org/10.1002/j.1556-6978.2014.00060.x
  • Bogo, M., Sewell, K. M., Mohamud, F., Kourgiantakis, & Kourgiantakis, T. (2020). Social work field instruction: A scoping review. Social Work Education, 41(4), 391–424. https://doi.org/10.1080/02615479.2020.1842868
  • Borders, L. D. (1992). Learning to think like a supervisor. The Clinical Supervisor, 10(2), 135–148. https://doi.org/10.1300/J001v10n02_09
  • Borders, L. D. (2010). Principles of best practices for clinical supervision training programs. In J. R. Culbreth & L. L. Brown (Eds.), State of the art in clinical supervision (pp. 127–150). Routledge.
  • Borders, L. D. (2014). Best practices in clinical supervision: Another step in delineating effective supervision practice. American Journal of Psychotherapy, 68(2), 151–162. https://doi.org/10.1176/appi.psychotherapy.2014.68.2.151
  • *Borders, L. D. (2019). Science of learning: Evidence-based teaching in the clinical supervision classroom. Counselor Education & Supervision, 58(1), 64–79. https://doi.org/10.1002/ceas.12124
  • Borders, L. D., Bernard, J. M., Dye, A., Fong, M. L., Henderson, P., & Nance, D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education & Supervision, 31(3), 58–80. https://doi.org/10.1002/j.1556-6978.1991.tb00371.x
  • Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., DeKruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33(1), 26–44. https://doi.org/10.1080/07325223.2014.905225
  • Borders, L. D., Lowman, M. M., Eicher, P. A., & Phifer, J. K. (2022). Trauma-informed supervision of trainees: Practices of supervisors trained in both trauma and clinical supervision. Traumatology, Advance online publication. https://doi.org/10.1037/trm0000382
  • Borders, L. D., Welfare, L. E., Sackett, C. R., & Cashwell, C. (2017). New supervisors’ struggles and successes with corrective feedback. Counselor Education & Supervision, 56(3), 208–224. https://doi.org/10.1002/ceas.12073
  • Branco, S. F., & Bayne, H. B. (2020). Carrying the burden: Counselors of color experiences with client microaggressions in counseling. Journal of Counseling & Development, 98(3), 272–282. https://doi.org/10.1002/jcad.12322
  • *Brott, P. E., Stone, V., & Davis, T. E. (2016-2017). Growing together: A developmental model for training school counseling site supervisors. Professional School Counseling, 20(1), 139–148. https://doi.org/10.5330/1096-2409-20.1.139
  • *Brown, C. H., Olivárz, A., Jr., & DeKruyf, L. (2017-2018). The impact of the school counselor supervision model on the self-efficacy of school counselor site supervisors. Professional School Counseling, 21(1), 152–160. https://doi.org/10.5330/1096-2409-21.1.152
  • Canadian Psychological Association. (2011). Accreditation standards and procedures for doctoral programmes and internships in professional psychology (5th rev .). https://cpa.ca/docs/File/Accreditation/Accreditation_2011.pdf
  • Chinese Psychological Society. (2007). Code of ethics for clinical and counseling psychological practice of Chinese psychological society. ACTA Psychological Sinica, 39, 947–950.
  • Choy-Brown, M., Baslock, D., Cable, C., Marsalis, S., & Williams, N. J. (2022). In search of the common elements of clinical supervision: A systematic review. Administration and Policy in Mental Health and Mental Health Services Research, 49(4), 623–643. https://doi.org/10.1007/s10488-022-01188-0
  • Chu, W., Wippold, G., & Becker, K. D. (2022). A systematic review of cultural competence trainings for mental health providers. Professional Psychology, Research and Practice, 53(4), 362–371. https://doi.org/10.1037/pro0000469
  • Council for the Accreditation of Counseling and Related Programs. (2016). 2016 CACREP standards. https://www.cacrep.org/for-programs/2016-cacrep-standards/
  • *Danzi, B. A., Tawfik, S. H., Mora Ringle, V. A., & Saez-Flores, E. (2020). Enhancing profession-wide competencies in supervision and assessment: An evaluation of a peer mentorship approach. Training and Education in Professional Psychology, 14(3), 176–184. https://doi.org/10.1037/tep0000256
  • *Duan, C., Falender, C., Goodyear, R., Qian, M., Jia, X., & Jiang, G. (2019). Telesupervision-of-supervision across national boundaries: United States and China. Journal of Clinical Psychology, 75(2), 302–312. https://doi.org/10.1002/jclp.22723
  • *Egizio, L. L., Smith, D. C., Bennett, K., Campbell, C., & Windsor, L. (2019). Field supervision training for a screening brief Intervention and referral to treatment (SBIRT) implementation project. Clinical Social Work Journal, 47(1), 53–60. https://doi.org/10.1007/s10615-018-0686-1
  • Ellis, A. E., Gold, S. N., Courtois, C., Araujo, K., & Quinones, M. (2019). Supervising trauma treatment: The contextual trauma treatment model applied to supervision. Practice Innovations, 4(3), 166–181. https://doi.org/10.1037/pri0000095
  • Ericsson, K. A. (2014). Adaptive expertise and cognitive readiness: A perspective from the expert-performance approach. In H. F. O’Neil (Ed.), Teaching and measuring cognitive readiness (pp. 179–197). Springer. https://doi.org/10.1007/978-1-4614-7579-8_10
  • Falender, C. A., Erickson Cornish, J. A., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G., Shafranske, E., Sigmon, S. T., Stoltenberg, C., & Grus, C. (2004). Defining competencies in psychology supervision: A consensus statement. Journal of Clinical Psychology, 60(7), 771–785. https://doi.org/10.1002/jclp.20013
  • Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. American Psychological Association.
  • Falender, C. A., & Shafranske, E. P. (2021). Clinical supervision: A competency-based approach (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000243-000
  • Ferguson, S., Harper, S., Platz, S., Sloan, G., & Smith, K. (2016). Developing specialist CBT supervision training in Scotland using blended learning: Challenges and opportunities. The Cognitive Behaviour Therapist, 9(e26). https://doi.org/10.1017/S1754470X15000732
  • *Foxwell, A. A., Kennard, B. D., Rodgers, C., Wolfe, K. L., Cassedy, H. F., & Thomas, A. (2017). Developing a peer mentorship program to increase competence in clinical supervision in clinical psychology doctoral training programs. Academic Psychiatry, 41(6), 828–832. https://doi.org/10.1007/s40596-017-0714-4
  • Gazzola, N., De Stefano, J., Thériault, A., & Audet, C. T. (2013). Learning to be supervisors: A qualitative investigation of difficulties experienced by supervisors-in-training. The Clinical Supervisor, 32(1), 15–39. https://doi.org/10.1080/07325223.2013.778678
  • Gonsalvez, C. J., & Milne, D. L. (2010). Clinical supervisor training in Australia: A review of current problems and possible solutions. Australian Psychologist, 45(4), 233–242. https://doi.org/10.1080/00050067.2010.512612
  • Goodyear, R. K., Baraka, M. K., Kirzman, D., Lin, X., & Karani, O. (2022, June 30). Learning from each other: A cross-national dialogue about clinical supervision. Opening International Symposium Plenary (panel) at the 16th International Interdisciplinary Conference on Clinical Supervision, Washington, DC.
  • Goodyear, R. K., Borders, L. D., Chang, C. Y., Guiffrida, D. A., Hutman, H., Kemer, G., Watkins, C. E., Jr., & White, E. (2016). Prioritizing questions and methods for an international and interdisciplinary supervision research agenda: Suggestions by eight scholars. The Clinical Supervisor, 35(1), 117–154. https://doi.org/10.1080/07325223.2016.1153991
  • Gordon, P. K. (2012). Ten steps to clinical supervision. The Cognitive Behaviour Therapist, 5(4), 71–82. https://doi.org/10.1017/S1754470X12000050
  • Gosselin, J., Barker, K. K., Kogan, C. S., Pomerleau, M., & d’Ioro, M. -P. -P. (2015). Setting the stage for an evidence-based model of psychotherapy supervisor development in clinical psychology. Canadian Psychology, 56(4), 379–393. https://doi.org/10.1037/a0039344
  • *Gruman, D. H., & Purgason, L. L. (2019). A brief experiential school counseling site supervisor training approach. The Clinical Supervisor, 38(2), 243–261. https://doi.org/10.1080/07325223.2019.1635061
  • *Harris, T., & O’Donoghue, K. (2020). Developing culturally responsive supervision through yarn up time and the CASE supervision model. Australian Social Work, 73(1), 64–76. https://doi.org/10.1080/0312407X.2019.1658796
  • Hendricks, S., Cartwright, D. J., & Cowden, R. G. (2021). Clinical supervision in South Africa: Perceptions of supervision training, practices, and professional competencies. South African Journal of Science, 117(3–4), 1–9. https://doi.org/10.17159/sajs.2021/7428
  • *Herbert, J. T., Byun, S. -Y., Schultz, J. C., Tamez, M., & Atkinson, H. A. (2014). Evaluation of a training program to enhance clinical supervision of state vocational rehabilitation supervisors. Journal of Rehabilitation Administration, 38(1), 19–34.
  • *Herbert, J. T., Schultz, J. C., Lei, P., & Aydemir-Doke, D. (2018). Effectiveness of a training program to enhance clinical supervision of state vocational rehabilitation personnel. Rehabilitation Counseling Bulletin, 62(1), 3–17. https://doi.org/10.1177/0034355217725721
  • Hoffman, L. W. (1994). The training of psychotherapy supervisors: A barren scape. Psychotherapy in Private Practice, 13(1), 23–42.
  • *Hutman, H., Enyedy, K., Ellis, M., Goodyear, R., Falender, C., Campos, A., Bahadur, M., Dickey, L., Duan, C., Ferdinand, L., Nolan, S., Tribitt, T., Tsong, Y., Wood, L., & Zetzer, H. (2021). Training public sector clinicians in competency-based clinical supervision: Methods, curriculum, and lessons learned. Journal of Contemporary Psychotherapy, 51(3), 227–237. https://doi.org/10.1007/s10879-021-09499-3
  • Inskipp, F., & Proctor, B. (2001). Becoming a supervisor. Cascade.
  • Karel, M. J., Sakai, E. Y., Molinari, V., Moye, J., & Carpenter, B. (2016). Training for geropsychology supervision and practice: Perspectives of geropsychology program graduates. Training and Education in Professional Psychology, 19(1), 37–44. https://doi.org/10.1037/tep0000101
  • *Keenan-Miller, D., & Corbett, H. I. (2015). Metasupervision: Can students be safe and effective supervisors. Training and Education in Professional Psychology, 9(4), 315–321. https://doi.org/10.1037/tep0000090
  • Kilminster, S., & Jolly, L. (2000). Effective supervision in clinical practice settings: A literature review. Medical Education, 34(10), 827–840. https://doi.org/10.1046/j.1365-2923.2000.00758.x
  • Knight, C. (2018). Trauma-informed supervision: Historical antecedents, current practice, and future directions. The Clinical Supervision, 37(1), 7–37. https://doi.org/10.1080/07325223.2017.1413607
  • Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. ELTHE: A Journal for Engaged Educators, 1(1), 7–44. https://doi.org/10.46787/elthe.v1i1.3362
  • Kühne, F., Maas, J., Wiesenthal, S., & Weck, F. (2019). Empirical research in clinical supervision: A systematic review and suggestions for future studies. BMC Psychology, 54(7), 1–11. https://doi.org/10.1186/s40359-019-0327-7
  • Lambert, M. J., Hansen, N. B., Umphress, V., Lunnen, K., Okiishi, J., Burlingame, G. M., & Reisinger, C. R. (1996). Administration and scoring manual for the Outcome Questionnaire (OQ-45.2). Wilmington, DE: American Professional Credentialing.
  • *Loades, M. E., & Armstrong, P. (2016). The challenge of training supervisors to use direct assessments of clinical competence in CBT consistently: A systematic review and exploratory training study. The Cognitive Behaviour Therapist, 9e27, 1–20. https://doi.org/10.1017/S1754470X15000288
  • Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist, 10(1), 3–42.
  • Luke, M., & Bernard, J. (2006). The school counseling supervision model: An extension of the discrimination model. Counselor Education & Supervision, 45(4), 282–295. https://doi.org/10.1002/j.1556-6978.2006.tb00004.x
  • Lyon, R. C., Heppler, A., Leavitt, L., & Fisher, L. (2008). Supervisory training experiences and overall supervisory development in predoctoral interns. The Clinical Supervisor, 27(2), 268–284. https://doi.org/10.1080/07325220802490877
  • Maynard, S. P. (2021). Standardized simulations in social work supervision courses: MSW students’ perceptions. Journal of Social Work Education, 57(3), 557–568. https://doi.org/10.1080/10437797.2019.1671274
  • *Merlin, C., & Brendel, J. M. (2017). A supervision training program for school counseling site supervisors. The Clinical Supervisor, 36(2), 304–323. https://doi.org/10.1080/07325223.2017.1328629
  • Milne, D. L., & Dunkerley, C. (2010). Towards evidence-based clinical supervision: The development and evaluation of four CBT guidelines. The Cognitive Behaviour Therapist, 3(2), 43–57. https://doi.org/10.1017/S1754470X10000048
  • Milne, D. L., Reiser, R. P., Cliffe, T., & Raine, R. (2011a). SAGE: Preliminary evaluation of an instrument for observing competence in CBT supervision. The Cognitive Behaviour Therapist, 4(4), 123–138. https://doi.org/10.1017/S1754470X11000079
  • Milne, D. L., Sheikh, A. I., Pattison, S., & Wilkinson, A. (2011b). Evidence-based training for clinical supervisors: A systematic review of 11 controlled studies. The Clinical Supervision, 30(1), 53–71. https://doi.org/10.1080/07325223.2011.564955
  • Mondal, M., Dua, B., & Duggal, C. (2021). A path of opportunity and challenge: Perspectives of psychotherapy supervisors in India. Psychological Studies, 66(4), 408–421. https://doi.org/10.1007/s12646-021-00626-7
  • *Motley, V., Reese, M. K., & Campos, P. (2014). Evaluating corrective feedback self-efficacy changes among counselor educators and site supervisors. Counselor Education & Supervision, 53(1), 34–46. https://doi.org/10.1002/j.1556-6978.2014.00047.x/
  • National Association for Social Workers and Association of Social Work Boards. (2013). Best practice standards in social work supervision. https://www.socialworkers.org/LinkClick.aspx?fileticket=GBrLbl4BuwI%3D&portalid=0
  • National Institute for Health and Care Excellence. (n.d.) Improving access to psychological therapies (IAPT). https://www.nice.org.uk/about/what-we-do/our-programmes/nice-advice/iapt
  • *Nečasová, M. (2018). Teaching social work supervision to part-time students of distance studies: Challenges and opportunities. Social Work Education, 37(6), 731–745. https://doi.org/10.1080/02615479.2018.1487549
  • Nelson, M. L., Barnes, K. L., Evans, A. L., & Triggiano, P. J. (2008). Working with conflict in clinical supervision: Wise supervisors’ perspectives. Journal of Counseling Psychology, 55(2), 172–184. https://doi.org/10.1037/0022-0167.55.2.172
  • *Newman, C. F. (2013). Training cognitive behavioral therapy supervisors: Didactics, simulated practice, and “meta-supervision. Journal of Cognitive Psychotherapy: An International Quarterly, 27(1), 5–18. https://doi.org/10.1891/0889-8391.27.1.5
  • Newman, D. S., Hazel, C. E., Faler, A., Pomerantz, & Pomerantz, L. (2021). Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi. Training and Education in Professional Psychology, 25(3), 176–188. https://doi.org/10.1037/tep0000310
  • *Newman Taylor, K. N., Gordon, K., Grist, S., & Olding, C. (2012). Developing supervisory competence: Preliminary data on the impact of CBT supervision training. The Cognitive Behaviour Therapist, 5(4), 83–92. https://doi.org/10.1017/S1754470X13000056
  • NHS Education for Scotland (NES). (2020September9update). Supervision of psychological therapies and interventions. https://www.nes.scot.nhs.uk/our-work/supervision-of-psychological-therapies-and-intervention/
  • *O’Donovan, A., Clough, B., & Petch, J. (2017). Is supervisor training effective? A pilot investigation of clinical supervisor training program. Australian Psychologist, 52(2), 149–154. https://doi.org/10.1111/ap.12263
  • *O’Neill, N., Albiston, M., Ferguson, S., & Nicklas, L. (2020). Improving CBT supervision. four years of implementing NES specialist supervision training for CBT in Scotland. The Cognitive Behaviour Therapist, 13, e18. https://doi.org/10.1017/S1754470X20000136
  • *Patterson, F., & Whincup, H. (2018). Making the transition from practitioner to supervisor: Reflections on the contribution made by a post-qualifying supervisory course. European Journal of Social Work, 21(3), 415-327. https://doi.org/10.1080/13691457.2017.1318833
  • *Paulson, L. R., & Casile, W. J. (2014). Building bridges: A pilot program for training and support of rural supervisors. The Clinical Supervisor, 33(2), 204–227. https://doi.org/10.1080/07325223.2014.981990
  • Pebdani, R. N., Ferguson-Lucas, T. K., Dong, S., & Oire, S. N. (2016). Examining the status of supervision education in rehabilitation counsellor training. Australian Journal of Rehabilitation Counselling, 22(1), 51–56. https://doi.org/10.1017/jrc.2016.2
  • Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–2126. https://doi.org/10.11124/JBIES-20-00167
  • Pugh, M., & Margetts, A. (2020). Are you sitting (un)comfortably? action-based supervision and supervisory drift. The Cognitive Behaviour Therapist, 13(e17), 1–19. https://doi.org/10.1017/S1754470X20000185
  • Rees, C. E., Lee, S. L., Huan, E., Denniston, C., Edouard, V., Pope, K., Sutton, K., Waller, S., Ward, B., & Palermo, C. (2020). Supervision training in healthcare: A realist synthesis. Advances in Health Sciences Education, 24(3), 523–561. https://doi.org/10.1007/s10459-019-09937-x
  • *Rosenfield, L. (2012). Web-based supervisor training: Real relationships in cyberspace. Smith College Studies in Social Work, 82(2-3), 216–229. https://doi.org/10.1080/00377317.2012.693025
  • Roth, A. D., & Pilling, S. (2007). A competence framework for the supervision of psychological therapies. UCL Centre for Outcomes Research and Effectiveness. http://www.ucl.ac.uk/CORE/
  • Safran, J. D., & Segal, Z. V. (1990). Cognitive therapy: An interpersonal process perspective. Basic Books.
  • *Sharma, R. N. (2015). Experiential exposure to the supervision competency in graduate education. Training and Education in Professional Psychology, 9(2), 183–186. https://doi.org/10.1037/tep0000078
  • *Shea, S. E. (2019). Reflective supervision for social work field instructions: Lessons learned from infant mental health. Clinical Social Work Journal, 47(1), 61–71. https://doi.org/10.1007/s10615-018-0677-2
  • *Shea, S. E., Goldberg, S., & Weatherston, D. J. (2016). A community mental health professional development model for the expansion of reflective practice and supervision: Evaluation of a pilot training series for infant mental health professionals. Infant Mental Health Journal, 37(6), 653–669. https://doi.org/10.1002/imhj.21611
  • Shulman, L. S. (2005a, February). The signature pedagogies of the professions of law, medicine, engineering, and the clergy: Potential lessons for the education of teachers. Math Science Partnership Workshop.https://taylorprograms.com/wp-content/uploads/2018/11/Shulman_Signature_Pedagogies.pdf
  • Shulman, L. S. (2005b). Pedagogies of uncertainty. Liberal Education, 91(2), 18–25.
  • Shulman, L. S. (2005c). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. https://doi.org/10.1162/0011526054622015
  • Singh, A., & Chun, K. Y. S. (2010). “From the margins to the center”: Moving towards a resilience-based model of supervision for queer people of color supervisors. Training and Education in Professional Psychology, 4(1), 36–46. https://doi.org/10.1037/a0017373
  • Stoltenberg, C. D., & McNeill, B. W. (2010). IDM supervision: An integrative developmental model for supervising counselors and therapists (3rd ed.). Routledge.
  • *Swank, J. M., & Tyson, L. T. (2012). School counseling site supervisor training: A web-based approach. Professional School Counseling, 16(1), 40–48. https://doi.org/10.1177/2156759X1201600105
  • Tarshis, S., & Baird, S. L. (2021). Applying intersectionality in clinical supervision: A scoping review. The Clinical Supervisor, 40(2), 218–240. https://doi.org/10.1080/07325223.2021.1919949
  • *Tawfik, S. H., Landoll, R. R., Blackwell, L. S., Taylor, C. J., & Hall, D. L. (2016). Supervision of clinical assessment: The multilevel assessment supervision and training (MAST) approach. The Clinical Supervisor, 35(1), 63–79. https://doi.org/10.1080/07325223.2016.1149751
  • Tebes, J. K., Matlin, S. L., Migdole, S. J., Farkas, M. S., Money, R. W., Shulman, L., & Hoge, M. A. (2011). Providing competency training to clinical supervisors through an interactional supervision approach. Research on Social Work Practice, 21(2), 190–199. https://doi.org/10.1177/1049731510385827
  • Tricco, A. C., Lillie, E. Z., O’Brien, W., K, K., Colquihoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., Straus, S. E. … Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-Scr): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
  • Turpin, G., & Wheeler, S. (2011). IAPT supervision guidance. (http://www.iapt.nhs.uk/silo/files/iaptsupervision-guidance-revised-march-2011.pdf).
  • Vandette, M.-P., & Gosselin, J. (2019). Conceptual models of clinical supervision across professions: A scoping review of professional psychology, social work, nursing, and medicine literature in Canada. Canadian Psychology, 60(4), 302–314. https://doi.org/10.1037/cap0000190
  • Veillux, J. C., Schwartz-Mette, R. A., & Gregus, S. J. (2022). Development of the standardized supervisee framework as a novel approach to supervision training. Training and Education in Professional Psychology, 16(4), 341–353. https://doi.org/10.1037/tep0000373
  • Watkins, C. E., Jr. (2012). Educating psychotherapy supervisors. American Journal of Psychotherapy, 67(3), 279–307. https://doi.org/10.1176/appi.psychotherapy.2012.66.3.279
  • *Watkins, C. E., Jr. (2014). Leading and learning in the psychotherapy supervision seminar: Some thoughts on the beginnings of supervisor development. Journal of Contemporary Psychotherapy, 44(4), 233–243. https://doi.org/10.1007/s10879-014-9268-x
  • Weck, F., Kaufmann, Y. M., & Witthöft, M. (2017). Topics and techniques in clinical supervision in psychotherapy training. The Cognitive Behaviour Therapist, 10(e3), 1–17. https://doi.org/10.1017/S1754470X17000046

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.