Reviewed by Gary R. Schoener, M.Eq., Licensed Psychologist

This new book from the American Psychological Association is a unique resource. It is, I believe, the first book to instruct trainees on how to get the most out of their supervised experience.

The authors have written a number of major contributions relative to clinical supervision and co-authored Clinical Supervision: A Competency-Based Approach and Casebook for Clinical Supervision: A Competency-Based Approach.  Both are excellent books.

The book is useful for both the supervisor and supervisee.  For those of you who wonder why one would ask students, typically strapped for cash, to purchase a text book which will help them get the most out of their supervised experiences, this book represents a tremendous resource for getting the most out of their training.  It also teaches supervisors the art of clinical supervision. This book offers a unique way to supervise by focusing on the student as a consumer of this service.

It covers a large number of key issues in clinical supervision that are helpful to both supervisor and supervisee.  As I read it, I realized that this approach is an excellent way to teach clinical supervision.

This book offers a comprehensive and sophisticated review of a wide range of issues regarding the supervisory relationship and supervision itself.  It explains and examines a wide range of models and approaches to supervision and training. The authors incorporate and utilize some of the contributions from their 2008 book including some of the most helpful exhibits such as their chart of “Five Factors of Countertransference Management” as well as things such as “the rational model” of dealing with alliance ruptures (Aspland et. al., 2008).

Beyond the breadth and scope of the text, the appendices in this book are of exceptional value.

Appendix A is a thirty page adaptation from the work of a number of colleagues on the topic of “Competency Benchmarks.”  This is an extraordinary examination of a wide range of benchmarks from which one can judge progress and attainments in professional practice. This is a comprehensive look at the issue of measuring the outcome of supervision.

Appendix B examines “Practicum Competencies.”  This is a very useful outline of the assessment of competencies for a practicum.

Appendix C provides a “Practices and Beliefs Questionnaire” which helps assess multicultural competency.

Those who direct or teach in training programs should review this book for possible use as a basic text for students, both to assist them in getting the most out of their supervised experience and as a useful guide to learning how to supervise.

Gary Schoener, M.Eq., Licensed Psychologist, serves as Director of Consultation & Training for the Walk-In Counseling Center. He has been a columnist for the Minnesota Psychologist for thirty years.  He is a frequent consultant and expert witness related to issues of clinical supervision, standard of care, and professional responsibility.

References

Aspland, H., Llewelyn, S., Hardy, G.E., Barkham, M. & Stiles,W. (2008). Alliance ruptures and rupture resolution in cognitive behavior therapy: a preliminary task analysis. Psychotherapy Research, 18, 704.

Falender, C.A. & Shafranske, E.P. (Eds.) (2004). Clinical supervision: A competency-based approach. Washington, DC: American Psychological Assn.

Falender, C.A. & Shafranske,  E.P. (2008). Casebook for clinical supervision: A competency-based approach. Washington, DC: American Psychological Assn.