Integrated Approaches to Clinical Supervision—A Vital Component of Professional Development

by Deslynne R. Roberts, MSW, LCSW

     Clinical supervision is one of the most important professional activities that early career and experienced social workers will participate in throughout their careers. The quality of supervision, the approach, and the style are unique to the supervisor. More recently, there has been a shift toward a competence-based approach in clinical supervision. This emphasis orients the supervisor and supervisees to the tasks needed to develop professional competence (Falender & Shafranske, 2017) by providing processes and systems through training, coaching, and mentorship. Other approaches to clinical supervision are credible styles that provide a holistic approach to professional development, and have the potential to build on individual strengths and explore the career aspirations of the supervisee.

     As early and experienced social workers evolve in their chosen career, levels of competence increase when clinical supervision has been effective. The supervisor-supervisee relationship highlights power differentials, often accompanying a range of anxiety-provoking thoughts and behaviors. In situations when a perceived lack of supervisee competence is demonstrated, this may be a tell-tale sign that the supervisee has limited knowledge about the function, process, expectations, and structure of clinical supervision.

     Integrated approaches to supervision are the bedrock of the clinical supervision framework. Supervisees should familiarize themselves with these approaches and the quality of the supervisee-supervisor relationship to maximize the full effect of the supervisory process.

Supervisor-Supervisee Relationship

     The supervisor-supervisee relationship is reciprocal. It can be defined as a professional activity that is facilitated through a collaborative interpersonal process (Falender & Shafranske, 2004, 2017). It is designed to support and enhance clinical skills and the professional development needs of social workers in clinical practice. As with any relationship, an alliance should be established and mutual goals agreed on to increase competence and enhance professional practice. The effectiveness of the supervisory experience is also a matter of the supervisor’s competence. There is a presumption that supervisor personal experience with the supervisory process denotes a level of competence. There is, however, growing concern that many supervisees have experienced inadequate, ineffective, and poor supervision. Therefore, it is important for social workers to discuss approaches to supervision early on and seek ways to build an alliance with their supervisors.

Competence-Based Supervision

     Competence-based supervision is a widely researched method of supervision used by psychologists who challenge the notion that being a recipient of supervision in the past doesn’t necessarily qualify you for the position of supervisor. Conducting supervision requires clinical competence and other skills and qualities of the supervisor. Competence can be defined as “the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values and reflection in daily practice for the benefit of the individual and the community being served (Epstein & Hundert, 2002, p. 224).

     Competence-based supervision goes beyond a training approach that relies on an assumption that competence has been achieved in formal education (Falender & Shafranske, 2017). Competence-based supervision focuses on upholding ethical standards and accountability, as well as establishing expectations for maintaining professional standards that are beneficial to the development of the supervisory alliance. Having a shared understanding of training goals, supervisees’ self-assessment of their learning needs, cumulative assessments, and lifelong career development are positive outcomes of this approach. Ultimately, the collaborative effort by both parties in supervision found in this approach is reliant on an effective supervisee-supervisor relationship.

Teaching and Learning in Supervision

     Teaching and learning in supervision is a mode of education that serves multiple purposes in both education and practice. It also includes the modeling of practice norms, imparting practice knowledge, and orienting the developing professional to clinical practice. The teaching and learning component may also form part of the social worker’s field education experience and continues to be present for early and experienced professionals in clinical practice. Supervision sessions can take the form of educating and coaching the developing professional.

Administrative Supervision

     Administrative supervision focuses on ensuring that policy, procedures, and evidence-based practices are maintained so that developing professionals can practice to the best of their ability. Early social work practitioners benefit from the opportunity to be advised by seasoned professionals in the field. In contrast, experienced practitioners in leadership tend to receive a greater degree of administrative supervision indicative of the scope and nature of the leadership position. Opportunities for professional growth into leadership positions are endless and form a significant aspect of administrative supervision.

Person-Centered Supervision

     Person-centered supervision emerges from a collaborative trust-based relationship that is supportive and, possibly, therapeutic. Person-centered supervision should not be an alternative for therapy with a licensed professional, especially when the personal and professional lives of the supervisee collide. Person-centered supervision should be the space to process professional matters derived from transference/countertransference issues and burnout. It provides a space for the supervisee and supervisor to be transparent and vulnerable about their work and the impact that it is having on their overall well-being.

Conclusion

     Clinical supervision is still the most valuable aspect of professional development for early and experienced social workers. An awareness of different approaches to clinical supervision can provide insight into supervisor competence, as well as career development needs of the supervisee. Each approach to supervision should be integrated within a wider framework of clinical supervision, as all elements have their unique contribution to professional development.

     Interpersonal dynamics are inevitable, and the professional dyad often predicts the degree to which the supervisee is satisfied with the supervisory experience. Supervisee resistance, cultural differences, power dynamics, and interpersonal conflict may occur.

     Clinical supervision is an ethical, professional practice that is a vital component of social work practice and the advancement of the profession.

References

Epstein R. M., & Hundert, E. M. (2002, January 9). Defining and assessing professional competence. JAMA, 287(2), 226-35. doi: 10.1001/jama.287.2.226. PMID: 11779266.

Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. American Psychological Association. https://doi.org/10.1037/10806-000

Falender, C. A., & Shafranske, E. P. (2017). Groundwork and rationale. In C. A. Falender & E. P. Shafranske, Supervision essentials for the practice of competency-based supervision (pp. 3–16). American Psychological Association. https://doi.org/10.1037/15962-001

Deslynne Roberts, MSW, LCSW, is a mental health consultant and trainer. She is passionate about emotional wellness; self-care practices; diversity, equity, and inclusion issues in clinical practice; and professional development of early career and experienced social workers.