Supervision Competencies

The following table is from the supervision workgroup of the 2002 APPIC Competencies Conference.

The article discussing that workgroup’s activities and elaborating on this table are available in the following:

Falender, C. A., Cornish, J. A.E., Goodyear, R. K., Hatcher, R., Kaslow, N. J., Leventhal, G., Shafranske, E., Sigmon, S., Stoltenberg, C., & Grus, C. (2004). Defining competencies in psychology supervision: A consensus statement. Journal of Clinical Psychology, 60,

Table 1

Supervision Competencies Framework

Knowledge
	1. Knowledge of area being supervised (psychotherapy, research, assessment, etc.)
	2. Knowledge of models, theories, modalities, and research on supervision
	3. Knowledge of professional/supervisee development (how therapists develop, etc)
	4. Knowledge of ethics and legal issues specific to supervision
	5. Knowledge of evaluation, process outcome
	6. Awareness and knowledge of diversity in all of its forms
Skills
	1. Supervision modalities
	2. Relationship skills – ability to build supervisory relationship/alliance
	3. Sensitivity to multiple roles with supervisee and ability to perform and balance multiple roles
	4. Ability to provide effective formative and summative feedback
	5. Ability to promote growth and self-assessment in the trainee
	6. Ability to conduct own self-assessment process
	7. Ability to assess the learning needs and developmental level of the supervisee
	8. Ability to encourage and use evaluative feedback from the trainee
	9. Teaching and didactic skills
	10. Ability to set appropriate boundaries and seek consultation when supervisory issues outside domain of supervisory competence
	11. Flexibility
	12. Scientific thinking and the translation of scientific findings to practice throughout professional development
Values
	1. Responsibility for client and supervisee rests with the supervisor
	2. Respectful
	3. Responsible for sensitivity to diversity in all its forms
	4. Balance between support and challenging
	5. Empowering
	6. Commitment to lifelong learning and professional growth
	7. Balance between clinical and training needs
	8. Value ethical principles
	9. Commitment to knowing and utilizing available psychological science related to supervision
	10. Commitment to knowing one’s own limitations.
Social Context Overarching issues:
	1. Diversity
	2. Ethical and legal issues
	3. Developmental process
	4. Knowledge of the immediate system and expectations within which the supervision is conducted
	5. Awareness of the socio-political context within which the supervision is conducted
	6. Creation of climate in which honest feedback is the norm (both supportive and challenging)
Training of Supervision Competencies
	1.Coursework in supervision including knowledge and skill areas listed
	2. Has received supervision of supervision including some form of observation (videotape or audio- tape) with critical feedback
Assessment of Supervision Competencies
	1. Successful completion of course on supervision
	2. Verification of previous supervision of supervision documenting readiness to supervise independently
	3. Evidence of direct observation (e.g., audio or videotape)
	4. Documentation of supervisory experience reflecting diversity
	5. Documented supervisee feedback
	6. Self-assessment and awareness of need for consultation when necessary
	7. Assessment of supervision outcomes – both individual and group