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| Preface | p. xiv |
| Introduction to Clinical Supervision | p. 1 |
| Context and Importance of Supervision | p. 1 |
| Clinical Supervision in the Preparation of Mental Health Professionals | p. 4 |
| Defining Supervision | p. 7 |
| Conclusion | p. 18 |
| Evaluation | p. 19 |
| Criteria for Evaluation | p. 21 |
| Favorable Conditions for Evaluation | p. 23 |
| Th... MORE | p. 26 |
| Impairment and Incompetence | p. 39 |
| Additional Evaluation Issues | p. 43 |
| Conclusion | p. 48 |
| Ethical and Legal Considerations | p. 49 |
| Major Ethical Issues for Clinical Supervisors | p. 50 |
| Legal Ramifications for Clinical Supervisors | p. 67 |
| Ethical Decision Making | p. 71 |
| Conclusion | p. 72 |
| Supervision Models | p. 73 |
| Theory in Clinical Supervision | p. 73 |
| Supervision Models Grounded in Psychotherapy Theory | p. 76 |
| Developmental Approaches to Supervision | p. 85 |
| Social Role Models | p. 94 |
| Conclusion | p. 100 |
| The Supervisory Relationship: the Influence of Individual and Developmental Differences | p. 101 |
| The Uniqueness of Two Persons in Relationship | p. 101 |
| Cognitive Style, Cognitive Complexity, Theoretical Orientation, Cognitive Development, and Level of Experience of the Supervisee | p. 102 |
| Developmental Constructs: Pulling It All Together | p. 113 |
| Cultural Differences | p. 116 |
| Multicultural Constructs: Pulling It All Together | p. 133 |
| Conclusion | p. 135 |
| The Supervisory Relationship: Processes and Issues of the Supervisory Triad and Dyad | p. 136 |
| Supervision as a Triadic System | p. 136 |
| The Supervisory Dyad | p. 144 |
| Conclusion | p. 157 |
| The Supervisory Relationship: Supervisee and Supervisor Contributing Factors | p. 158 |
| The Supervisee in the Relationship | p. 158 |
| The Supervisor in the Relationship | p. 171 |
| Conclusion | p. 179 |
| Organizing the Supervision Experience | p. 180 |
| Importance of Competence in Organizing Supervision | p. 182 |
| The Role of Institutional Culture | p. 184 |
| The Essential Ingredient: A Supervision Plan | p. 186 |
| Context for Supervision: Two Different Worlds | p. 187 |
| Foundational Tasks for Organizing Supervision | p. 190 |
| Ongoing Organizational Tasks | p. 198 |
| Evaluation and Debriefing | p. 207 |
| Some Final Thoughts | p. 207 |
| Conclusion | p. 208 |
| Supervision Interventions: Individual Supervision | p. 209 |
| Initial Criteria for Choosing Supervision Interventions | p. 209 |
| Structured versus Unstructured Interventions | p. 211 |
| Methods, Forms, and Techniques of Supervision | p. 211 |
| Putting It All Together | p. 231 |
| Conclusion | p. 233 |
| Supervision Interventions: Group Supervision | p. 234 |
| Group Supervision: Definition and Conceptualization | p. 234 |
| The Utility of Group Supervision | p. 236 |
| Supervisor Roles, Tasks, and Strategies: General | p. 239 |
| Supervisor Roles, Tasks, and Strategies: Specific to Group Stage | p. 241 |
| Final Observations about the Performing Stage | p. 249 |
| Group Supervision Variants | p. 253 |
| Conclusion | p. 256 |
| Supervision Interventions: Live Supervision | p. 257 |
| Methods of Live Supervision | p. 258 |
| The Live Superivision Intervention | p. 260 |
| Presession Planning and Postsession Debriefing | p. 263 |
| Implementing Live Supervision | p. 264 |
| Advantages and Disadvantages | p. 266 |
| Team Supervision | p. 268 |
| Research Results and Questions | p. 274 |
| Live Supervision in Different Contexts | p. 277 |
| Conclusion | p. 278 |
| Teaching and Researching Supervision | p. 279 |
| Becoming Supervisors: Developmental and Teaching Processes | p. 279 |
| Supervision Process and Outcome Research | p. 292 |
| Conclusion | p. 302 |
| The Supervisor's Toolbox | p. 303 |
| Supervision Toolbox Contents | p. 303 |
| References | p. 347 |
| Name Index | p. 396 |
| Subject Index | p. 406 |
| Table of Contents provided by Ingram. All Rights Reserved. |