Clinical Supervision The Subject Supervisor Research Paper

Length: 8 pages Sources: 8 Subject: Psychology Type: Research Paper Paper: #64456789 Related Topics: Gestalt Therapy, My Ideal Community, Theoretical Orientation, Microbiology
Excerpt from Research Paper :

In certain countries, an effective supervisor possesses basic teaching skills, facilitation skills, negotiation and assertiveness skills, counseling and appraisal skills, mentoring skills, and knowledge of learning resources and certification requirements (Kilminster).

The most important aspect of the role of an effective supervisor is giving supervisee responsibility and the opportunity to practice it (Kilminster, 2000). Supervisees come to view the supervisor as a colleague and this leads them to become self-directed. Some supervisees consider teaching skills and techniques, interpersonal style and professional competence the most important characteristics of an effective supervisor. An effective supervisor shows empathy, is supportive, and exhibits flexibility, instruction, knowledge, interest in supervision and good tracking of supervisees. He is interpretative, respectful, focused ad practical. In contrast, an ineffective supervisor is rigid, shows little empathy and provides low support. He fails to consistently track supervisee concerns, teach or instruct. He is indirect and intolerant. He is close-minded. He lacks respect towards individual differences. He is non-collegial, seldom compliments and encourages. He is sexist, and is weak in deficient in evaluating (Kilminster).

Both supervisors and supervisees point to certain supervision events as helpful in making a supervisor effective (Kilminster, 2000). These include direct guidance on clinical work, shared problem-solving, reassurance and theory practice linking. Feedback and the provision of advice and a role model are also critical. Training is both valuable and necessary for supervisors to become effective or ideal (Kilminster).

Other issues that surface in effective or ideal supervision are time, race, gender and sexuality (Kilminster, 2000). Dealing with the difficulty of finding time for supervision may require better planning and time management as well as extra time for clients or supervisees. Supervision always involves a power relationship between the supervisor and supervisee. It is inevitable for individual social position and circumstances to come in, such as race, gender, social class and sexuality. Women and Black people are frequently subordinated in many situations of supervision. These issues affect the supervisory relationship. Studies suggested mentoring by someone from a similar social background may make supervision more effective for these special groups or sectors. The mentor should be matched with the personal and social characteristics of the clients or supervisees. The effective or ideal supervisor understands issues of power and social categorization, such as institutional racism. Some programs address the aspects of multicultural working and the supervisor should take advantage of these. He understands that trans-cultural relationships assert transforming effects. An effective supervisor is, thus, teacher, a counselor and a mentor. This is another trait of a good supervisor or clinical supervisor. He compares a supervisor to an apprentice who shapes the supervisee according to the "what's" and "why's" of their profession or trade.

He underscores the need for providing feedback as a basic skill that every student or supervisee should fulfill. This is another trait of a good clinical supervisor. He views a good clinical supervisor as enthusiastic and connects well with the supervisee in their developmental journey. He describes this as a key element. He also describes the good clinical supervisor as a cheerleader, a wise risk-taker, and an explorer of new things. He possesses adequate training. His education and training provide the evidence that he is a good clinical supervisor.

He holds a Masters-level biology degree in estuary ecology with keen interest in related sciences. He trained in Gestalt and the systems theory, which he is now able to apply in his supervision work. He was an apprentice at UNC-G. He considers these the underlying tenets of his idea of a model clinical supervisor. He served as one of DiAnne Borders' subjects in one of her earliest researches. He also completed two formal supervision courses. His sees his past and current experiences as fitting his ideal concept in clinical supervision. He considers this fulfilled ideal and concept the keystone of clinical mental health, which is his work. And he believes that a supervisor never stops being a supervisee and a learner, which is another trait of the ideal. Possessing many of the traits found by many studies, he is on the way to becoming the ideal. #


Borders, L.D. (1994). The good supervisor. ERIC Digests: ERIC Clearinghouse on Counseling and Student Services. Retrieved on October 28, 2011 from

Joslin, v. (2008). Ten traits of a good supervisor. Associated Content: Yahoo. Inc. Shine.

Retrieved on October 28, 2011 from

Kilminster, S.M. (2000). Effective supervision in clinical practice settings. Vol 34

9th Cambridge Conference. Medical Education: Blackwell Science Ltd. Retrieved on October 28, 2011 from

Maddux, J. And Mohr, J. (2011). Theory and practice of clinical supervision. A Power

Point Presentation. George Mason University. Retrieved on October 28, 2011 from

Mataiti, H.C. (2008). Clinical supervisor characteristics. University of Canterbury.

Retrieved on October 28, 2011 from

NFATT (2005). Models of clinical supervision. Vol 8 Issue 10 NFATT Addiction:

Northwest Frontier. Retrieved on October 28, 2011 from http://www.unodc.or/ddt-training/treatment/VOLUMED/topic2/3.1Models_of_Clinical_Supervision.pdf

Smith, M. (2005). The functions of supervision. Infed: the Encyclopedia of Informal

Education. Retrieved on October 28, 2011 from

Smith, K. (1998). Models of supervision. A Power Point Presentation. Department of Clinical Psychology: University of Hull. Retrieved on October 28, 2011 from

Sources Used in Documents:


Borders, L.D. (1994). The good supervisor. ERIC Digests: ERIC Clearinghouse on Counseling and Student Services. Retrieved on October 28, 2011 from

Joslin, v. (2008). Ten traits of a good supervisor. Associated Content: Yahoo. Inc. Shine.

Retrieved on October 28, 2011 from

Kilminster, S.M. (2000). Effective supervision in clinical practice settings. Vol 34

Cite this Document:

"Clinical Supervision The Subject Supervisor" (2011, October 29) Retrieved June 22, 2021, from

"Clinical Supervision The Subject Supervisor" 29 October 2011. Web.22 June. 2021. <>

"Clinical Supervision The Subject Supervisor", 29 October 2011, Accessed.22 June. 2021,

Related Documents
Clinical Supervision Is a Phenomenon
Words: 1359 Length: 4 Pages Topic: Health - Nursing Paper #: 18640378

In clinical situations, for example, problem-solving techniques are often required to ensure best practice. According to Lyth, some authors argue that a balance between roles should be maintained in order to optimize both clinical practice and theoretical knowledge. Generally, it appears to be agreed among theorists that the focus of clinical supervision should be professional development and self-actualization. In addition, an inter-disciplinary approach to supervisory practice will also provide a

Supervision Portfolio / Personal Philosophy and Supervision Forms
Words: 2593 Length: 8 Pages Topic: Psychology Paper #: 37659791

The experience I had accumulated in my secondary days as a supervisor in mathematics also assists me in my place of work. I also had experience as a supervisor in my workplace, which enhanced my development level as a supervisor. My development level as a supervisor also continues in my workplace before getting admission into the university. Before I got admission in into the university, I had worked in series

Supervisors Policy and Procedures Manual
Words: 2827 Length: 9 Pages Topic: Business - Management Paper #: 8083942

SUPERVISORS POLICY & PROCEDURES MANUAL Supervisors Policy and Procedures Manual Phase I Identifying Policy Needs, Overview of Expectations for Supervisors Facilitating the existence of adequate healthcare staff for the hospital demands the creation of an organization wide policy. For this effort to commence, a workforce summit can be held with representatives from across all departments. There are seven major action areas where policy makers must focus. While demonstrating how the action areas can

Clinical Nurse Leader Role Implementing
Words: 4307 Length: 16 Pages Topic: Health - Nursing Paper #: 71454882

The American Association of Colleges of Nursing (AACN) and the Council on Graduate Education for Administration in Nursing (AACN, 1996; Dienemann & Aroian, 1995) operationally define the professional nurse as one who has been prepared with a minimum of a baccalaureate or higher degree in nursing. (Feldman & Greenberg, 2005, p. 219) These were necessary requirement in the 90's. Now in an ever increasing age of need for more highly

Social Work Supervision of Clinical
Words: 5496 Length: 18 Pages Topic: Leadership Paper #: 54097164

By improving their self knowledge, leaders can change and develop as leaders of people. Clinical supervision for leaders is sometimes called administrative clinical supervision. This is managerial clinical supervision with a focus on problems related to leadership and organization of work, particularly human relations issues. Administrative clinical supervision makes use of experiential learning focused on oneself and one's work (Sirola-Karvinen and Hyrkas, 2008). Administrative clinical supervision means clinical supervision for

Counseling Supervision
Words: 1227 Length: 4 Pages Topic: Psychology Paper #: 80365761

Supervisory Relationship Counseling supervision entails that persons in a therapeutic role are supervised by a peer for the purpose of professional and personal development. The supervisor makes recommendations according to his or her observations, and helps the counselor to perform better or to make modifications for the benefit of the patients. Supervision could also occur in a group setting, where several therapists are involved in the supervisory role (Holloway 1995: