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BCACC Foundation of Clinical Supervision Certificate Course

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  1. Course Overvew

    Welcome & Course Structure
  2. How to navigate this digital space
  3. Calendar
  4. All Resources from all modules
  5. Module 1: Basic Elements of Clinical Supervision
    Overview
  6. Readings & Resources
  7. Learning Activities
    6 Topics
  8. Module 2: Culture, Diversity, and Social Justice in Supervision
    Module 2 Overview
  9. M2 Readings & Resources
  10. M2 Learning Activities
    3 Topics
  11. Module 3: Counselling Supervision Models
    Module 3 Overview
  12. M3 Readings & Resources
  13. M3 Learning Activities
    4 Topics
  14. Live seminar #1
  15. MODULE 4: THE SUPERVISORY RELATIONSHIP
    Module 4 Overview
  16. M4 Readings & Resources
  17. M4 Learning Activities
    5 Topics
  18. MODULE 5: ETHICALLY INFORMED SUPERVISION AND LEGAL ISSUES
    Overview
  19. M5 Readings & Resources
  20. M5 Learning Activities
    6 Topics
  21. Live seminar #2
    2 Topics
  22. CS Mid Term Assignment
  23. MODULE 6: CLINICAL SUPERVISION PRACTICES
    Module 6 Overview
  24. M6 Readings & Resources
  25. M6 Learning Activities
    4 Topics
  26. MODULE 7: BECOMING A REFLECTIVE SUPERVISOR
    Module 7 Overview
  27. M7 Readings & Resources
  28. M7 Learning Activities
    4 Topics
  29. Live seminar #3
  30. MODULE 8: LIFELONG LEARNING FOR SUPERVISORS
    Module 8 Overview
  31. M8 Readings & Resources
  32. M8 Learning Activities
    4 Topics
  33. MODULE 9: BUISINESS ASPECTS OF SUPERVISION
    Module 9 Overview
  34. M9 Readings & Resources
  35. M9 Learning Activities
    4 Topics
  36. Appendix 1: Readiness to Add Supervision to Your Practice Self-Assessment
  37. Live seminar #4
  38. MODULE 10: SUPERVISION OF SUPERVISION
    Module 10 Overview
    3 Topics
  39. M10 Readings & Resources
  40. M10 Learning Activities
  41. Live seminar #5

PULL QUOTE HERE

The supervisory relationship is the cornerstone of ethical and effective clinical supervision. The strength and quality of this relationship influence almost every aspect of the supervisory experience, including openness to feedback, supervisees’ disclosure, risk taking, and evaluative processes.  

The potential for supervisory nondisclosure is an especially important consideration. Research by Mehr et al. (2010) found that 84% of trainees chose not to disclose important information to their supervisors within a single session, often due to “impression management, deference to the supervisor, and perceived negative consequences” (p. 110). Not surprisingly, the researchers also found an inverse relationship between the strength of the supervisory relationship and the level of nondisclosure: stronger relationships were associated with greater openness and transparency. 

In many respects, the qualities responsible for developing a strong therapeutic alliance mirror those for developing a strong supervisory alliance. What sets the supervisory relationship apart is the power born of the hierarchical, evaluative and involuntary nature of the relationship (supervisees most often do not get to decide whether they are supervised). Power is the central influencing force within supervision and peaks early in the supervision relationship at times when the supervisee’s skill and confidence are at their lowest. Effectively managing the power differential both strengthens the supervisory relationship and enables supervisors to address inherent tensions, which are ever-present aspects of supervision that can become problematic depending on various factors in the supervisor-supervisee dynamic. 

Power also arises and is shaped through intersecting cultural identities. Recognizing and integrating a culturally responsive approach to supervision reduces the potential for power to be used in a way that leads to microaggression or more blatant forms of discrimination and prejudice.   

A key aspect of the supervisory relationship is the concept of parallel processes, wherein the dynamics between supervisor and supervisee often reflect those occurring between the supervisee and their clients. Recognizing these parallels can provide unique insights into the supervisee’s work and open pathways for meaningful discussions that contribute to their professional development. 

Finally, conflict is an inevitable component of any close professional relationship, including supervision (Nelson et al., 2008; Nelson & Friedlander, 2001). This module provides guidance on identifying, addressing, and resolving conflicts that may arise in ways that preserve the integrity of the supervisory relationship and encourage growth. Supervisors must also consider how the “person of the counsellor” shapes their supervisory stance, including how personal biases, values, and experiences influence supervisory interactions. Through the exploration of these concepts, Module 4 equips you with essential tools to create and sustain a collaborative, supportive, and effective supervisory relationship. 

Learning Outcomes

By the end of this module, participants should be able to:

  1. Define the key elements of a strong supervisory relationship, including trust, respect, and mutual accountability, with attention to cultural influences and ethical considerations. 
  2. Recognize how the cultural identities of both supervisor and supervisee shape the development and maintenance of the supervisory relationship. 
  3. Analyze power dynamics within the supervisory relationship, with a focus on cultural factors and strategies for addressing imbalances in a culturally responsive way. 
  4. Develop strategies that strengthen the supervisory relationship and support supervisee growth. 
  5. Identify skills for recognizing, addressing, and resolving conflicts within the supervisory relationship. 

Key Concepts

  • Isomorphism 
  • Parallel Process                   
  • Knowledge Power 
  • Microaggression 
  • Position Power 
  • Power versus Authority 
  • Supervisor Factors 
  • Supervisee Factors 
  • Supervisory Working Alliance 
  • The importance of responsivity, which is noted by Thiessen on p. 51