The Downside of Agency Supervision THERESA LIBIOS, MA, CMHC, LPC, EMDR
A prominent concern frequently encountered by novice counselors pertains to their position in a relatively subordinate role as a supervisee. This situation is particularly pronounced as emerging supervisees transition from university settings encompassing practicum, internship, or prelicensure experience to practical client-centered engagements where supervision is a state licensing board requirement.
Supervision plays a critical role in the development and
growth of supervisees, providing a structured opportunity for individuals to & Stewart, 2008). Given the importance of supervision, should supervisees receive supervision within the agency/practice where they are employed?
Gaining supervision from within the agency/practice in which the supervisee is employed may appear appealing and convenient, but it is a decision that warrants careful contemplation. The safeguarding of professional ethics in the clinical supervisory process presents distinctive challenges, including the presence of power differentials between supervisee/supervisor and employee/employer/co-worker.
The supervisory relationship may also
include performance assessments and management of dual relationships, and is susceptible to the emergence of uncomfortable, inappropriate, and potentially litigious scenarios (Magnuson et al., 2000).
who are also colleagues or superiors within the same organization. The fear of repercussions or strained working relationships may hinder open and honest discussions during supervision sessions (Cook et al., 2020). The other side
Supervision within the employing agency/practice may be detrimental to the supervisee in a number of additional ways, while exposure to different supervisory styles and experiences can enrich a supervisees professional development and offer insight into career opportunities. Supervision within an agency/practice may lead to a sense of dependence on the innovation in therapeutic practices (Magnuson et al., 2000). Supervisees may feel compelled to conform to their agency/practices preferred methods, limiting their ability to adapt and evolve in their work. Supervisees
While supervision is undoubtedly important for supervisees to enhance their skills and maintain ethical standards, the practice of receiving supervision limited exposure to diverse perspectives, reduced autonomy, hindrance to personal growth, and limited access to expertise are all factors that can hinder the effectiveness of supervision within the agency/practice. Careful consideration should be given to these counterpoints when determining the most suitable approach to providing supervision for supervisees. It is essential to strike a balance between the need for professional oversight and the potential drawbacks associated with internal agency/practice supervision that extend to client care.
COUNTER POINT
of biases. In addition, the supervisor may be torn between supporting the supervisee’s professional growth and safeguarding the agency/practice not be in the best interest of the supervisee’s professional development (Baiad et al., 2019). Potential supervisors and supervisees must consider the possibility that the relationship or even the workplace itself could falter or become undesirable.
example, this dual relationship allows increased trust when it allows both individuals to be more genuine and human within the relationship (Heuer and Holbrook, 2015). In addition, real-time access to in-house clinical supervisors can improve clinical performance and supervision effectiveness (Rothwell,
shared theory, and differences in professional decision-making that can interfere with supervision effectiveness (Rothwell et al., 2021).
it is likely the best course of action is a middle ground solution. Supervisors should focus on building awareness and openness so that supervisees feel
& Tyack, 2014). Some structural suggestions for balancing these risks and • Utilizing a within agency supervisor for individual supervision with a second external supervisor for less frequent group supervision.
• Providing the supervisee choices in their assigned supervisor(s). • Utilizing a supervision contract for both types of supervisors that clearly denotes administrative and clinical responsibilities.
• Designating separate times and locations for administrative and clinical supervision.
• Encouraging outside continuing education to increase external oversight.
The more experience a supervisee can gain from a variety of sources, the more opportunity for growth. These tips allow supervisors and models of supervision by utilizing both internal and external supervisors when possible and creating clear boundaries when not possible (ACES, 2011; Martin et al., 2014; Rothwell, et al., 2019)
www.a4pt.org | December 2023 | PLAYTHERAPY | 19
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