Clinical Supervision: A Competency-Based Approach by Carol A. Falender

By Carol A. Falender

Univ. of California, l. a.. offers concept and examine for education and supervising psychological wellbeing and fitness practitioners, with specific emphasis on modern perform and coaching standards. offers counsel on either medical and supervisory knowledge and money owed for contemporary legislative projects mandating education in supervision.

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The second most frequent type of case (67%) was that supervisors did not disclose personal issues relating to their own life, an appropriate boundary definition.

Ninety one percent of trainees polled in one study reported at least one self-disclosure having been made by their supervisor (21% return rate). Most frequent categories were personal issues, neutral counseling experiences, and counseling struggles (Ladany & Lehrman-Waterman, 1999). Seventy three percent of supervisors made at least one personal self-disclosure. Ladany and Lehrman-Waterman (1999) reflect on the time lost to supervision, placing needs over supervisee, and risk for role reversal.

CO-D 73 . -2 to C O •° o >, Q. • CD 0 •*= CD C eCD 0 CD 73 "> CD C xperienc ehaviors: quipmen t5 73 'o CD 73 ,C & 0« m 3 0 ^^ 0 CO JD Q 'to CD 5 ri •* THE PRACTICE OF CLINICAL SUPERVISION 27 would be poorly evaluated, particularly if these behaviors did not prompt the learner to fully participate in each of the experiential learning activities. This model provides a means to assess the efficacy of a training protocol in experiential learning that classifies supervisor competence into measurable behaviors.

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