inadequate supervision — not meeting your agreed-on
schedules or other duties with supervisees, for example.
Supervisory incompetence also includes harmful supervision,
which may include sexual boundary violations or poor or
otherwise erroneous feedback on performance, for example,
the document states.
A major point in the guidelines is that supervision should be
viewed as a unique set of skills, independent of therapy skills or
for that matter other seemingly related skills, such as consulting,
teaching, therapy, management, administrative supervision
and case management, says task force member Michael V. Ellis,
PhD, who is division director of counseling psychology at the
University at Albany in New York.
“There has been very little recognition that supervision
really is a discipline in and of itself that requires discrete skills,
knowledge and attitudes,” says Ellis, who has studied supervision
for some 30 years. “A lot of people who are practicing clinical
supervisors are untrained or unknowledgeable, and that’s where
a lot of harmful or inadequate supervision is coming from.”
The guidelines also discuss research that provides clues about
what constitutes good supervision and which areas need further
As with therapy, a main issue is the quality of the
supervisory relationship. For Ellis, that includes more than an
agreement on goals and tasks, or the emotional bond, which
are commonly studied variables. It also incorporates safety and
trust issues, for example.
“If supervisees can’t come in and talk to us about the places
they’re messing up, then how will they learn to be effective as
opposed to doing something inept or harmful?” he says.
To this end, good supervision also entails giving consistent,
high-quality feedback, adds task force member and University
of Redlands professor Rod Goodyear, PhD, who with Janine M.
Bernard, PhD, wrote “Fundamentals of Clinical Supervision”
(Merrill), now in its fifth edition.
Good feedback is thorough, timely, honest and helpful, while
poor feedback ranges from vague and unclear to blindsiding
(for example, a student who thought she was doing well
discovers that her supervisor thinks she has important deficits).
Getting accurate feedback is intimately connected to the ethical
issue of gatekeeping, or keeping poor students from continuing
on if there’s concern they might harm clients.
“Gatekeeping — rarely easy for supervisors anyway — is
made all the more difficult when supervisors feel vulnerable to
The APA Continuing Education Committee is now accepting
half- and full-day workshop proposals for the 2015 APA
Convention that represent the lifelong learning needs of
psychologists. Workshops are offered on a range of topics
(ethics, assessment, geriatrics, psychopharmacology, and
trauma, among many others). Submit a continuing education
(CE) workshop proposal and share your expertise with
colleagues at this event.
As a presenter, you have the opportunity to:
• Share your knowledge with fellow psychologists from
around the world
• Broaden your professional network
• Attend one complimentary CE workshop
• Receive an honorarium of $175 per instructional
hour per workshop
TORONTO, ONTARIO, CANADA AUGUST 6–9, 2015
123RD ANNUAL CONVENTION OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION
CALL FOR CONTINUING EDUCATION (CE) WORKSHOP PROPOSALS
Submit a proposal online at
(All proposals must be submitted
online; no exceptions)
Monday, November 10, 2014
Marcia E. Segura
email: firstname.lastname@example.org ALL TOPICS WELCOME