Clinical Supervision: A Competency-Based Approach

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What is clinical supervision, and why is it important for mental health professionals?

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What is clinical supervision, and why is it important for mental health professionals?

Image courtesy of interviewee. February 10, 2025

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This video video is about a conversation on clinical supervision, emphasizing the importance of competence, knowledge, education, and training in effective supervision. The conversation also touches on multicultural awareness, values, professionalism, alliance, and the practical application of technical skills in supervision. The book discussed in the conversation is noted for blending scholarship with practical applications based on scientific knowledge and understanding.

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Key Points from the Text:

1. Clinical Supervision Competence: The video emphasizes the importance of having a unique clinical competence, including knowledge, education, and training to effectively supervise.

2. Foundation of Clinical Supervision: Clinical supervision is highlighted as the foundation for developing professionalism in applied clinical and counseling psychology.

3. Application of Science: The video discusses the application of scientific knowledge to solve human problems within clinical supervision.

4. Competency-Based Model: The video describes a competency-based model that focuses on assessing and developing specific competencies in supervisors.

5. Multicultural Awareness: The importance of multicultural awareness in supervision is underscored, indicating the significance of understanding cultural and convideoual influences in client relationships.

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Here are some key quotes from the video on clinical supervision:

1. "It's the 24th of January. It's 3:00 PM in London."
2. "Clinical supervision is a unique clinical competence."
3. "Really be an effective supervisor, it's critically important to have knowledge, to have education that bases that up."
4. "It really is the interface between all the study and the education and knowledge that people have."
5. "The accumulation of just education and training experiences in and of itself does not lead to competence necessarily."
6. "The model we use in clinical supervision really focuses explicitly on the development of the assessment and the evaluation of competence."
7. "The motivation was twofold: recognition of the gap in professional training in terms of being a supervisor and the critical role of supervisors in guiding the next generation of professionals."
8. "Everything is influenced by culture and convideo, so supervision allows a convideo to understand how culture and convideo influence the client."
9. "Multicultural awareness influences the effectiveness of supervision by ensuring consideration of unique diversity elements in supervisees."
10. "Competency-based supervision can be applied to any professional specialization by breaking competencies into knowledge, skills, and attitudes."
11. "Our model emphasizes supervisees' reflective capacity, direct observation, feedback, and planning to develop competence."
12. "The book balances technical skills and values by providing a foundation of understanding coupled with practical application of best practices."
13. "Values are essential to professionalism and inform one's personal motivations in the healthcare profession."
14. "Professionalism and values in the supervisory relationship demonstrate respect, humility, and a commitment to the best practices."
15. "The book blends scholarship and practice by offering practical suggestions based on scientific knowledge and good theoretical understanding."

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Okay, professor.

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It's, it's now the 24th of January.

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It's the, it's 3:00 PM in London.

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We're about clinical supervision.

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Edward, thanks for talking to faculty. Okay.

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I'm gonna, before I get into the book, just a,

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just a tiny bit about what the actual, clinical,

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supervision is.

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Can you maybe tell the audience who may not be aware?

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Yeah, I would be pleased to, to give a little bit

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of an orientation to clinical supervision.

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I would start by saying it's a unique clinical competence.

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Now, that's really one of the core principles is that,

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that to really be an effective supervisor,

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it's critically important to have knowledge,

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to have education that bases that up.

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And also, training so that it isn't something

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that everyone can just do in terms

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of just right off the shelf.

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It's gonna be really important

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to develop specific competencies.

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So what is clinical supervision?

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I think kind of the foundation, it is the foundation

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in the development of professionalism in applied clinical

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and counseling psychology.

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That's really one of the key parts.

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It's where scientific knowledge, is applied

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to solve human problems.

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And so it really is the interface between all the study

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and the education and knowledge that people have.

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And then the most critical piece is,

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and well, how do you apply that?

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How do you apply that effectively, you know, with fidelity

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to science and,

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and what we know, maybe to go a bit farther in terms

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of this, that, that, one of the other core aspects,

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you know, that led us to, write this book

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actually we've written many books on,

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on clinical supervision, is to, you know,

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to really understand that, that the accumulation

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of just education and training experiences in

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and of itself does not lead to competence necessarily.

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And this has been kind of the old model in,

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in clinical psychology

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or in training, is just the accumulation of experience.

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But that in and of itself doesn't

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really demonstrate competence.

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So in the model that we use in clinical supervision,

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it really focuses explicitly on the, the,

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development of the assessment of,

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and the evaluation, you know, of competence.

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So that's really one of the, key components,

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you know, within the model.

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Really well done. And, and,

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and so then the book you just started to sort speak about

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that, the motivation was what to, to support,

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younger professionals who wanted to be,

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supervisors. What was the motivation?

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The motivation was twofold.

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The first was that there was a gap actually in,

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in professional training in terms of this, competence

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as being a supervisor.

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That would be number one.

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Well, was the recognition that to become a supervisor

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to do it effectively, you know, one needs, you know,

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education and training

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and resources to help to support that.

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So that's kind of number one.

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Number two is that's critical for the next generation

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of psychologists, counselors, mental health professionals,

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that they really rely on the supervisor

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to provide guidance in terms of their own training,

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their own education, how to apply certain principles.

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And so the ultimate end of good

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clinical supervision is actually the consumer, you know,

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the, the, the next, you know, group of clients that,

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that we're gonna be providing services to.

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But the, the in between that course is the clinician.

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And so we really see this as,

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although the, the consumer is the end product,

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the client is the end product, that along the way,

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supervision is actually developing the skills

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and clinicians to be effective.

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Um, so that really is the key in terms

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of the importance of this.

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Yeah, be well done. Okay.

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But multicultural awareness,

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maybe the audience may not know what that is.

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I think that's quite implicit, but how does

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that influence the effectiveness of supervision?

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Well, this is, you know, the, so the,

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our starting point is to recognize

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that everything is influenced by culture

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and context, culture and context.

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And so what supervision allows is a context,

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is a setting, is a relationship that really looks carefully

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at how culture

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and context influence the client, particularly.

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Now, to be able to do that, one has to, in our view,

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one has to take the same consideration in,

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in the supervisory relationship.

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Do we take into consideration the unique diversity elements

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in our supervisees?

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Do we look at the contextual factors

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that's influencing their practice and their training?

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Do we look, do we have our own self-awareness in terms

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of how our own cultural factors are influencing our way

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of viewing the world and viewing our supervisee?

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So we see it, very much as,

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although the focus ultimately is going to be on,

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on cultural factors within our clients,

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within the populations we serve, to a great extent

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that's modeled within supervision.

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And some of the elements of that are intellectual humility,

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being able to be really open to others' perspectives,

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others' viewpoints.

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That leads to, also multicultural or,

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or cultural humility, which is really taking a perspective,

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you know, of, of being open to others' perspectives, ways

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of viewing their difficulties, their problems,

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their aspirations, their goals,

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and always in the unique context in which they're in.

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And that's similar for our supervisees.

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There is research that shows that to the extent to which

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a supervisor is seen to be multiculturally competent, that

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that plays a role in the alliance

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between the supervisee and the supervisor.

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This is particularly the case in supervises of color

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because they're, they're looking at, we believe, you know,

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that the people are looking to see, does this person get me?

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Do they respect me? Are they interested in my unique

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experiences that have led me into this profession

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and have led me to wish to,

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to serve others within the community?

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So I, I, I, I recognize this may be a bit

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of a bold question as a follow up.

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I, I, I know there's probably not empirical evidence

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to support this, but do you see

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that this multicultural awareness actually lends itself

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to better outcomes with your clients?

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Well, this is a very, it, it's,

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it's a very important question is what's the role in,

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in the most practical sense, in the sense of the outcome

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of whatever the service is being provided?

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What's the role of culture and context in that?

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I would say the first part has to do with alliance.

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So we know in psychotherapy research that one

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of the major drivers of effectiveness is alliance.

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Well, what's alliance built on?

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Well, it's built on understanding

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and empathy among other features.

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But if we take those features that, particularly the feature

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of understanding and empathy, part of that has to do

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with being open and empathic

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and really striving to understand the unique experiences

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of the client in front of us.

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So again, I would say

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that translates in clinical supervision.

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That translates also in outcomes in terms of treatment.

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And that's why in the, in the supervisory relationship,

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you know, what I would suggest is to the extent

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that we're effective in doing that, and we're modeling that,

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and we're having experiences of

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that within the supervisory relationship, that

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that will translate in, in the actual experience of,

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of providing, you know, psychological services to clients.

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Really good. Edward, just, just, just

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to help you in terms of the production stuff.

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So you just said the first part part, Sam,

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would be alliance, obviously when this goes out,

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it would've, it would've said that, you'd have started

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by saying the, the first thing would be alliance,

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and then you may want, did you want

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to add something like the second thing would be,

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or do you want us to cut that first thing?

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So it just says, I would add to it as,

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because we can edit that and you don't,

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it doesn't have to be in the final bit.

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Yeah, I'm trying to think of how I do that now. Yeah,

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I mean, what we could do is you could just say, if I,

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if I said to you, just as, just as a buffery in,

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a sentence, they can fix this later.

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If I say, okay, so is there not any evidence between,

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multicultural awareness and better outcomes?

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But if I was to just throw that at you again,

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what would you, how would you start that answer?

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And they can edit it in later.

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Yeah. Um, well, the foundation

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of all professional services

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is the therapeutic relationship, the relationship

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between the client and the therapist and the, and,

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and we think of that in the context of alliance.

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So then the next question is, well,

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what's related in terms of the alliance?

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What's the role of sensitivity to culture?

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That's super, that's superb. Thank you so much.

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So it should be on, you should be on the stage,

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like an actor taking my lead.

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Really good. But let's get to this idea

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of clinical specialization

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and how broad this competency-based approach can be.

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Can it be applied in all clinical specialization?

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Yeah. Our approach to,

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to competency-based supervision is really intended to be a,

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the theoretical or trans theoretical,

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and can be applied to any professional specialization.

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And in any context, I might say, well, why is that?

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Why is, is it really that,

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can you really apply it that broadly?

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And I would say yes, because every clinical competence

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involves knowledge, skills, and attitudes.

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Whether you're doing psychotherapy,

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whether you're doing neuropsychological assessment,

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if you're doing pediatric interventions, each

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of those has a knowledge base, a skills base,

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and an attitudinal base.

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So in our model of competency based supervision,

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we take any competence that we're trying to develop,

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and we break it into those three components, knowledge,

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skills, and attitudes.

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That's helpful for us.

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When we're doing evaluation,

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when we're observing a supervisees work, we're able to see

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where are the strengths, where are the areas for,

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for growth in the area of knowledge, for example,

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or in the skills.

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They may have great knowledge,

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but they don't really know how to apply the knowledge.

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So that's the skills base.

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And then the last is an area

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that actually hasn't been focused on,

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very much in the literature, which has to do with the values

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and the attitudes that inform the whole nature

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of providing pro professional services.

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So that's why this really is a model that's generic

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in the sense that you can take the foundation of it,

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and that can be applied in any, you know,

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to any specialization.

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Let me add another component of our model.

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And that is, we have a developed learning cycle.

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And that learning cycle starts with direct obs,

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or actually it starts with entrust ability.

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Can I entrust a client

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to the supervisee under my supervision

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to provide adequate care?

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That's number one. We have to assess at the beginning, once

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adequacy to begin to, to, to work with clients at all.

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Then we move into direct observation, which is, which is

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very important, which is observing the work

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that the individual is doing, either by videotape

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or live supervision.

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From there, we go to reflection.

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So we're reflecting on we're, we're encouraging them.

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This is really a key part.

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Our model emphasizes the supervisees

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reflective capacity.

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So we have them reflect on how the,

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how their own evaluation, their own observation, you know,

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reflection on their own performance.

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It moves to more focused evaluation in which the supervisee,

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excuse me, the supervisor actually provides very direct

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feedback, evaluative feedback, and then we move to planning.

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So, so this is connected to, you know, the general issue

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of can this be applied everywhere?

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I'd say yes, in psychological testing, the same thing.

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You're gonna be observing the supervisee.

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You're gonna have them reflect on their knowledge

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and their skills and the attitudes

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that they bring to that moment.

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Then we move into very direct, feedback

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and evaluation based on the competencies we're looking at.

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We're, we're training,

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and then we move to planning, which is to provide,

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to be really, IM, it's really important

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to have enough time in a session to plan for the,

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for a future session,

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or a future administration of a test.

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So, and again, this can be applied in anything,

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psychotherapy, pediatric work.

280
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Uh, so, so we see this

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as very much a trans theoretical, model.

282
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I mean, it all seems very practical based, obviously,

283
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competencies sound practical, don't it.

284
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What about the notion then of values?

285
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How does that fit in, in commitments? How does that stress?

286
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I, I think the area of values is, is one of the, the,

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one of the most important aspects

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as we often don't think about, within,

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within education and training.

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So what informs someone going into a health profession is

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certainly founded on certain personal values

292
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that we think are important to begin to elucidate, to

293
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strengthen, you know, why are you doing this work?

294
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Why are you committing yourself to this profession?

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So I think the values piece is, is core in terms

296
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of being able to bring that into the,

297
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into the supervisory relationship rather than just

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building technical skills.

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It's also looking at one's personal motivations

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and the values that are being expressed.

301
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Also, I think what's really key has to do

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with professionalism and professionalism, you know,

303
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is is probably one of the most important aspects,

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in, in any healthcare, profession,

305
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and is how we relate to, you know, our clients,

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how we relate to our colleagues, how we relate to staff.

307
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It really becomes a, a, a really critical component of this.

308
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And so we think that how professionalism develops

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to a great extent, it's not by a lecture, it's not

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by reading an article, it's by what's called the,

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the hidden curriculum.

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It's what is internalized, you know,

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within the clinical training setting.

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So that where the values come in beyond the technical skills

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and clinical supervision is,

316
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is this supervisory relationship really?

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Does it emanate, rather,

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does it demonstrate professionalism?

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Is there respect? Is there humility,

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intellectual cultural humility?

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Is there a commitment to, apply science?

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Is there a commitment to, to the very best practices?

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So if we're performing the very best practices in

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supervision, we're modeling what we intend

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for our supervisees to do with every client they see.

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And when they're professionals, that that professionalism

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that they have developed in the course of their training

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and within supervisory relationships will set a stage

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for working with clients

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and patients in ways that are deeply respectful

331
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and highly professional.

332
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Well, that's just superb.

333
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But would, I would say that's the end of the interview.

334
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Just a wonderful ending,

335
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but we have got another question

336
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I'd be remiss not to ask you.

337
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You don't have to answer it.

338
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So then how does your book,

339
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how does this guide balance both those technical skills

340
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and inspire in those individual values?

341
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Well, what we have done in competency-based supervision,

342
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or rather clinical supervision, a competency based approach,

343
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which is our, our second edition and in other works,

344
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but in that particular book, actually, it kind

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of manifests the values we're talking about,

346
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which is it's highly science based.

347
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So we have, it, it starts on the foundation

348
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of reviewing, thousands

349
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and thousands of articles,

350
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particularly looking not just at theoretical articles

351
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and case studies, but looking at the science of this.

352
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What do we know about supervision?

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So we start with a strong foundation in the book in terms

354
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of presenting the most UpToDate knowledge,

355
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you know, within the field.

356
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But it's not just theoretical, it's not just background.

357
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We have very precise, you know, chapters

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that talk specifically about what are best practices.

359
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So we will demonstrate whether,

360
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we will talk about the learning cycle,

361
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we'll talk about reflection,

362
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we're gonna talk about in the book about the different ways

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that you can lead people rather lead supervisees

364
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in into reflection.

365
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We're gonna talk about best practices,

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or rather we do talk about best practices

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and providing feedback.

368
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You know, how it has to be behaviorally anchored.

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How we have to understand that in the provision

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of feedback always is an emotional experience.

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And we have to, to look at that.

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We have to look at alliance, we look

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to have to look at strains.

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So, you know, the, the bottom line is, is the book

375
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provides a foundation of understanding coupled by

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very practical, I don't wanna say tips,

377
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I'm gonna say best practices that any supervisee, excuse me,

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any supervisor can, can apply.

379
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So in that sense, this really is, you know,

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what we intended was a scholarly but practical book.

381
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Scholarly and practical.

382
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Take that. That's a wrap, sir.

383
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Lemme tell you about your next steps just

384
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until the editors, Edward.

385
00:18:25.215 --> 00:18:27.775
Okay, Edward, just gonna do a take two of question five.

386
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So this is about the, the guide.

387
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How does, how does the guide to balance those two parts?

388
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Well, our book and that being, Dr.

389
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Carol, founder and,

390
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and my book that's called Clinical Supervision,

391
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A Competency-Based Approach.

392
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This is our second edition.

393
00:18:44.845 --> 00:18:47.345
Uh, we've published, other works,

394
00:18:47.845 --> 00:18:49.505
but let me just speak a moment about

395
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what I would see are some of the strengths of the book, or,

396
00:18:52.565 --> 00:18:54.705
or why consider looking at it.

397
00:18:55.305 --> 00:18:57.585
I think the first part is it's a blending

398
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of scholarship and practice.

399
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It's, it's actually what we talk about in terms

400
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of supervision generally.

401
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How do we take knowledge, how do we understand knowledge

402
00:19:07.845 --> 00:19:09.265
and bring it to the forefront?

403
00:19:09.685 --> 00:19:11.145
But then how do we apply it?

404
00:19:11.685 --> 00:19:15.865
So in this particular text, we go through the voluminous

405
00:19:16.505 --> 00:19:18.745
literature that exists, both theoretical

406
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and research based empirical studies, always

407
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with an eye towards practical application.

408
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So what readers find in the book,

409
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what supervisors find in the book that they've,

410
00:19:31.665 --> 00:19:35.105
that they appreciate is real practical suggestions,

411
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you know, that are really based on science

412
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and, you know, good theoretical understanding.

413
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So this very much is a blending of scholarship and practice.

414
00:19:48.455 --> 00:19:49.785
Okay, we'll take that second take.

415
00:19:49.785 --> 00:19:50.625
Thank you for that, Edward.

416
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Lemme tell you about your next steps.

417
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So just be.

Quick Answers

Developing Competency through Education and Training in Clinical Supervision

00:00:00 - It's a unique clinical competence. Now, that's really one of the core principles is that, that to really be an effective supervisor, it's critically important to have knowledge, to have education that ba bases that up. And also, training so that it isn't something that everyone can just do in terms of just right off the shelf. It's gonna be really important to develop specific competencies. So what is clinical supervision? I think kind of the founda it is the foundation
00:00:33 - and counseling psychology. That's really one of the key parts. It's where scientific knowledge, is applied to solve human problems. And so it really is the interface between all the study and the education and knowledge that people have. And then the most critical piece is then, well, how do you apply that? How do you apply that effectively, you know, with fidelity to science and, and what we know, maybe to go a bit farther in terms
00:01:05 - you know, that led us to, write this book, or actually we've written many books on, on clinical supervision, is to, you know, to really understand that, that the accumulation of just education and training experiences in and of itself does not lead to competence necessarily. And this has been kind of the old model in, in clinical psychology or in training, is just the accumulation

Title: Focusing on Competence in Clinical Supervision for Professional Development

00:01:34 - But that in and of itself doesn't really demonstrate competence. So in the model that we use in clinical supervision, it really focuses explicitly on the, the, development of the assessment of, and the evaluation, you know, of competence. The motivation was twofold. The first was that there was a gap actually in, in professional training in terms of this, competence as being a supervisor. That would be number one.
00:02:06 - to do it effectively, you know, one needs, you know, education and training and resources to help to support that. So that's kind of number one. Number two is that's critical for the next generation of psychologists, counselors, mental health professionals, that they really rely on the supervisor to provide guidance in terms of their own training, their own education, how to apply certain principles.
00:02:37 - clinical supervision is actually the consumer, you know, the, the, the next, you know, group of clients that, that we're gonna be providing services to. But the, the in between that, of course, is the clinician. And so we really see this as, although the, the consumer is the end product, the client is the end product, that along The way, supervision is actually developing the skills and clinicians to be effective.

"Influences of Culture and Context in Clinical Supervision"

00:03:06 - that everything is influenced by culture and context, culture and context. And so what supervision allows is a context, is a setting, is a relationship that really looks carefully at how culture and context influence the client, particularly. Now, to be able to do that, one has to, in our view, one has to take the same consideration in,
00:03:38 - Do we take into consideration the unique diversity elements in our supervisees? Do we look at the contextual factors that's influencing their practice and their training? Do we look, do we have our own self-awareness in terms of how our own cultural factors are influencing our way of viewing the world and viewing our supervisee? So we see it, very much as,
00:04:10 - cultural factors within our clients, within the populations we serve, to a great extent that's modeled within supervision. And some of the elements of that are intellectual humility, being able to be really open to others' perspectives, others' viewpoints. That leads to, also multicultural or, or cultural humility, which is really taking a perspective, you know, of, of being open to others' perspectives, ways

Embracing Cultural Competence and Context in Clinical Supervision for Effective Alliances

00:04:41 - their aspirations, their goals, and always in the unique context in which they're in. And that's similar for our supervisees. There is research that shows that to the extent to which a supervisor is seen to be multiculturally competent, that that plays a role in the alliance between the supervisee and the supervisor. This is particularly the case in supervises of color
00:05:12 - that the people are looking to see, does this person get me? Do they respect me? Are they interested in my unique experiences that have led me into this profession and have led me to wish to, to serve others within the community? It's a very important question is what's the role in, in the most practical sense, in the sense of the outcome of whatever the service is being provided. What's the role of culture and context in that?
00:05:45 - So we know in psychotherapy research that one of the major drivers of effectiveness is alliance. Well, what's alliance built on? Well, it's built on understanding and empathy among other features. But if we take those features that, particularly the feature of understanding and empathy, part of that has to do with being open and empathic and really striving to understand the unique experiences of the client in front of us.

Title: "The Broad Application of Competency-Based Supervision in Various Professional Specializations"

00:06:14 - that translates in clinical supervision. That translates also in outcomes in terms of treatment. And that's why in the, in the supervisory relationship, you know, what I would suggest is to the extent that we're effective in doing that, and we're modeling that, and we're having experiences of that within the supervisory relationship, that that will translate in, in the actual experience of, of providing, you know, psychological services to clients. Our approach through to competency-based supervision is
00:06:48 - or trans theoretical, and can be applied to any professional specialization. And in any context, I might say, well, why is that? Why is, is it really that, can you really apply it that broadly? And I would say yes, because every clinical competence involves knowledge, skills, and attitudes. Whether you're doing psychotherapy, whether you're doing neuropsychological assessment, if you're doing pediatric interventions, each of those has a knowledge base, a skills base,
00:07:19 - So in our model of competency-based supervision, we take any competence that we're trying to develop, and we break it into those three components, knowledge, skills, and attitudes. That's helpful for us. When we're doing evaluation, when we're observing a supervisees work, we're able to see where are the strengths, where are the areas for, for growth in the area of knowledge, for example, or in the skills they may have great knowledge,

"Model of Competency-Based Supervision: Integrating Skills, Values, and Attitudes"

00:07:50 - So that's the skills base. And then the last is an area that actually hasn't been focused on, very much in the literature, which has to do with the values and the attitudes that inform the whole nature of providing pro professional services. So that's why this really is a model that's generic in the sense that you can take the foundation of it, and that can be applied in any, you know, to any specialization.
00:08:21 - And that is we have a developed learning cycle. And that learning cycle starts with direct obs, or actually it starts with entrust ability. Can I entrust a client to the supervisee under my supervision to provide adequate care? That's number one. We have to assess at the beginning, once adequacy to begin to, to, to work with clients at all. Then we move into direct observation, which is, which is
00:08:52 - that the individual is doing, either by videotape or live supervision. From there, we go to reflection. So we're reflecting on we're, we're encouraging them. This is really a key part. Our model emphasizes the supervisees reflective capacity. So we have them reflect on how the, how their own evaluation, their own observation, you know, reflection on their own performance.

"Development and Application of Competency-Based Supervision in Healthcare Professions"

00:09:24 - excuse me, the supervisor actually provides very direct feedback, evaluative feedback, and then we move to planning. So, so this is connected to, you know, the general issue of can this be applied everywhere? I'd say yes, in psychological testing, the same thing. You're gonna be observing the supervisee. You're gonna have them reflect on their knowledge and their skills and the attitudes that they bring to that moment.
00:09:54 - and evaluation based on the competencies we're looking at. We're, we're training, and then we move to planning, which is to provide, to be really, IM, it's really important to have an enough time in a session to plan for the, for a future session, or a future administration of a test. So, and again, this can be applied in anything, psychotherapy, pediatric work. so, so we see this as very much a transtheoretical, model.
00:10:28 - one of the most important aspects is we often don't think about, within, within education and training. So what informs someone going into a health profession is certainly founded on certain personal values that we think are important to begin to elucidate, to strengthen, you know, why are you doing this work? Why are you committing yourself to this profession?

Title: The Importance of Professionalism in Healthcare Supervision

00:10:56 - of being able to bring that into the, into the supervisory relationship rather than just building technical skills. It's also looking at one's personal motivations and the values that are being expressed. Also, I think what's really key has to do with professionalism and professionalism, you know, is is probably one of the most important aspects, in, in any healthcare, profession.
00:11:28 - how we relate to our colleagues, how we relate to staff. It really becomes a, a, a really critical component of this. And so we think that how professionalism develops to a great extent, it's not by a lecture, it's not by reading an article, it's by what's called the, the hidden curriculum. It's what is internalized, you know, within the clinical training setting. So that where the values come in beyond the technical skills
00:12:00 - is this supervisory relationship really? Does it emanate, rather, does it demonstrate professionalism? Is there respect? Is there humility, intellectual cultural humility? Is there a commitment to, apply science? Is there a commitment to, to the very best practices? So if we're performing the very best practices and supervision, we're modeling what we intend

Title: "Balancing Scholarship and Practice: The Strengths of Clinical Supervision A Competency-Based Approach"

00:12:33 - And when they're professionals, that that professionalism that they have developed in the course of their training and within supervisory relationships will set a stage for working with clients and patients in ways that are deeply respectful and highly professional. Dr. Carol, founder and, and my book that's called Clinical Supervision, A Competency-Based Approach. This is our second edition. we've published, other works,
00:13:03 - what I would see are some of the strengths of the book. Our, our why consider looking at it. I think the first part is it's a blending of scholarship and practice. It's, it's actually what we talk about in terms of supervision generally. How do we take knowledge? How do we understand knowledge and bring it to the forefront? But then how do we apply it? So in this particular text, we go through the voluminous literature that exists, both theoretical
00:13:58 - with an eye towards practical application. So what readers find in the book, what supervisors find in the book that they've, that they appreciate is real practical suggestions, you know, that are really based on science and, you know, good theoretical understanding. So this very much is a blending of scholarship and practice.

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