CLINICAL SUPERVISION: GLOBAL DEVELOPMENTS OF A PROFESSIONAL SPECIALTY
A new, ongoing series of articles in THE CLINICAL SUPERVISOR
Since at least the 1980s, clinical supervision has continued to emerge as a separate specialty within mental health, health science, and related fields. Increasingly, clinical supervision is recognized as the signature pedagogy for these fields, a unique educational process with its own set of skills and processes, necessitating specialized training.
As a result, attention to clinical supervision has exploded globally, generated by research and further solidified by the establishment of supervision practice standards and supervisor education requirements. These advancements, however, have developed unevenly, with some professions/disciplines in some countries advancing more quickly than others, sometimes due to particular governmental/political and/or cultural issues. Yet, the desire to further refine and advance clinical supervision is evident through international conferences, publications, and ongoing conversations across professional and international borders. Documentation of these efforts, and resulting accomplishments, in clinical supervision could provide needed information and stimulate networking for those seeking to further the development of the specialty in their own fields or countries.
In support of efforts around the emergence and evolution of the clinical supervision specialty, a new series is being launched in The Clinical Supervisor, the only international and multidisciplinary journal devoted to clinical supervision practice and research.
The series, “Global Developments in Clinical Supervision,” will provide the opportunity to systematically document the current professional status of clinical supervision, as well as ongoing efforts to enhance the specialty, in a range of professions/disciplines around the world.
It is hoped the series will allow clinical supervision advocates an opportunity to share their work and learn from each others’ efforts; will encourage networking among practitioners, educators, supervisors-in-training, and researchers across disciplines and countries; and will stimulate research needed to further advance the specialty. As an ongoing series, these publications may serve as “baseline data” for future comparisons as well as a chronicle of the evolution of clinical supervision.
Supervision professionals across relevant disciplines, from around the world, who are interested in contributing to this new series will find relevant guidelines below.
L. DiAnne Borders, Editor, The Clinical Supervisor
The suggested outline may need to be organized differently and/or adapted for a specific profession/discipline and/or country. However, please try to address all the topics listed (i.e., perhaps just to state that practice standards or credentials for clinical supervisors have not yet been developed), unless there is a compelling reason to omit them.
1. Cultural Context: Provide a description of the relevant cultural context (e.g., values and world views, collectivism vs. individualism, issues of privilege and oppression) and how it influences supervision practice. Attention to relevant historical or political influences may also be needed/appropriate also. (This information could be covered later and/or infused throughout.)
2. Professional Status: Provide a brief description of the current status of the profession (e.g., nursing, counseling, social work).
- Describe the education/degree required for practice, accreditation standards, and/or other relevant professional/political considerations related to training.
- Describe licensure/registration/certification(s) required to practice.
- Describe regulation processes (e.g., how regulated and by whom).
- Describe professional practice/scope of practice (e.g., in what settings, with what clients/patients, addressing what clinical or other issues/problems/presenting concerns).
3. Supervision Practice: Describe supervision practice within the specific professional context.
- Define the practice of supervision.
- Outline training and post-degree requirements for supervision (e.g., supervised practice required for licensure or other credential).
4. Major Developments: Discuss major developments in promoting clinical supervision over the last 5-10 years. (This could be infused above and/or throughout.)
- Name the key players/experts, including the professional organizations and professionals providing leadership in professional/political arenas (e.g., eveloping standards).
- Describe their accomplishments to date (e.g., endorsed set of standards, supervisor credential).
- Summarize research conducted in support of/that intersected with professional/political efforts.(Note. A comprehensive review of the clinical supervision literature in the specific profession/discipline and country is not expected; this would be a separate endeavor of interest to the journal, but not the focus of this series.)
5. Supervisors: Describe who they are, what they do, and how they become supervisors.
- Describe the roles and responsibilities of supervisors.
- Describe the backgrounds and settings in which supervisors work.
- Outline the requirements needed to become a supervisor.
- Identify credentialing options/requirements (e.g., national certification such as Approved Clinical Supervisor and/or state licensure/LPCS credentials in the United States).
6. Supervisor Education: Describe educational opportunities for supervisors.
- Describe the available/required opportunities for supervision training.
- Explain where educational opportunities are located (e.g., academic programs, professional development workshops and trainings).
- Describe the focus and content of educational opportunities.
- Discuss whether training includes didactic and/or supervised practice.
7. Supervision Approaches: Identify predominate approaches to supervision practice.
- Outline the prevailing supervision models, approaches, etc.
- Identify which supervision modalities are used (e.g., individual, triadic, group).
- Discuss attention to the supervisory relationship and supervision process dynamics (e.g., hierarchal or collaborative relationship, attention to self-awareness of supervisee).
- Outline the use of technology in both face-to-face and online/distance supervision.
- Explain relevant assessment and feedback practices (e.g., how conducted, focus).
- Outline relevant evaluation procedures (e.g., based on competencies or other formal requirements, frequency, documentation).
- Discuss relevant ethical and legal considerations (e.g., confidentiality, informed consent, dual relationships, impaired professionals in supervision, gatekeeping, how supervision is addressed in ethical codes).
- Outline other requirements or accepted practices around how supervision is conducted.
8. Professional Documents: Identify professional documents around supervision practice (e.g., statement of standards, competencies, best practices). (This could be addressed earlier and/or infused throughout.)
9. Other Considerations: Include any other relevant considerations unique to the specific profession/discipline and/or country.
10. Next Steps: Outline the planned and needed next steps for moving forward (e.g., regulations, research, supervisor education) and any anticipated challenges.
Procedures for Prospective Authors/Contributors
If you are interested in writing a manuscript for the Global Developments Series in The Clinical Supervisor, please submit the following to L. DiAnne Borders, Editor, at firstname.lastname@example.org:
- A 2-3 page proposal that identifies the specific profession/discipline and country; outlines the intended content and focus for the manuscript, adhering as much as possible to the suggested outline above (toward achieving consistency in what is described); and details a timeline for submission.
- A statement of the author(s)’s past and current involvement in supervision practice/policies/credentialing/research/education and/or professional development, in support of the author’s knowledge/ability to provide accurate and current information.
- A list of 3-5 persons in the same profession/discipline and country who could serve as informed reviewers for the proposal and/or manuscript, and their qualifications to serve in this capacity.
If, based on review of the proposal, the author(s) is/are invited to submit a manuscript for the Global Developments Series, a final timeline will be determined. The submitted manuscript (typically) will be reviewed by at least one person suggested by the author(s) and one member of the Editorial Board of The Clinical Supervisor.
All manuscripts should conform to the general instructions for authors writing for The Clinical Supervisor and, in particular, follow all style requirements and guidelines in the Publication Manual of the American Psychological Association (6th ed.). Manuscripts typically are 25-30 pages (including title page, abstract, references, tables and figures) and include an abstract of no more than 100 words. Manuscripts should be submitted through the ScholarOne Manuscripts system. Please indicate your submission is for the Global Development Series.
The Clinical Supervisor receives all manuscript submissions electronically via its ScholarOne Manuscripts site located at: http://mc.manuscriptcentral.com/wcsu. ScholarOne Manuscripts allows for rapid submission of original and revised manuscripts, and facilitates the review process and internal communication between authors, editors, and reviewers via a web-based platform. If you have any other requests please contact L. DiAnne Borders, the journal’s Editor, at email@example.com.
- Editor-in-Chief : L. DiAnne Borders, PhD, LPC, NCC, ACS, The University of North Carolina at Greensboro (firstname.lastname@example.org)