1. The Supervisory Relationship
The University of Tennessee at Martin
Master's Program in Counseling

2. Purpose and Objectives of This Training
To adhere to ethical guidelines of ACA, ASCA, ACES, and CACREP
To help prepare you for effective supervision
To insure the best experience for our interns and your clients/students
American Counseling Association, American School Counseling Association, Association of Counselor Education and Supervision, and the Council for Accreditation of Counseling and Related Educational Programs

3. The Personal and Professional Nature of the Supervisory Relationship
Demonstrates knowledge of individual differences with respect to gender, race, ethnicity, culture, and age and understands the importance of these characteristics in supervisory relationships
Is sensitive to the counselor’s personal and professional needs
Expects counselor to own consequences of their actions
Is sensitive to the evaluative nature of supervision and effectively responds to the counselor’s anxiety relative to performance evaluation
ACES Standards for Counseling Supervisors

4. The supervisor:
Conducts self-evaluations, as appropriate, as a means of modeling professional growth
Provides facilitative conditions
Empathy
Concreteness
Respect
Congruence
Genuineness
Immediacy

5. The supervisor:
Establishes a mutually trusting relationship with the counselor
Provides an appropriate balance of challenge and support
Elicits counselor thoughts and feelings during counseling or consultation sessions, and responds in a manner that enhances the supervisory process

6. Individual Differences
Demographics
Personality Traits
Professional Variables
Personality traits: learning styles, motivational style
Professional variables: experience, theoretical orientations

7. Individual Differences: The Site Supervisor
Supervisors demonstrate personal traits and characteristics that are consistent with the role. An effective supervisor:
Is committed to updating his or her own counseling and supervisory skills
Is sensitive to individual differences
Recognizes his or her own limits through self-evaluation and feedback from others
Is encouraging, optimistic and encouraging
Possesses a sense of humor
Is comfortable with the authority inherent in the role of supervisor
Demonstrates a commitment to the role of supervisor
Can identify his or her own strengths and weaknesses as a supervisor
Can describe his or her own pattern in interpersonal relationships
ACES Standards for Counseling Supervisors

8. Individual Differences: The Supervisee
Supervisees are likely to have anxiety about the supervisory process. This is impacted by the supervisee’s:
Level of maturity
Degree of counseling experience
Personality
Relationships with supervisors and clients/students
Supervisees should see supervision as a chance to learn and grow
Should be open to feedback
Should keep their clients/students as their focus in supervision

9. Process Variables Stages of supervision
Long-term versus time-limited supervision
The relationship changes over time and whether the supervision is in the early, middle or late stages will impact what happens.

10. Relationship Dynamics
Resistance
Power
Transference
Trust
Intimacy
Responsibility
Parallel Process

11. Parallel Process
The dynamics of the counselor and client/student get played out in the counselor/supervisor relationship
Supervisees unconsciously presents themselves to their supervisors as their clients have presented to them
Supervisees adopt attitudes and behaviors of the supervisor in relating to the client/student
You are a model for the supervisee and the relationship with a client get played out in the supervisory relationship.

12. Addressing Parallel Process
Depends on the supervisee:
More advanced supervisees may benefit from gaining the insight of the parallel process
Less advanced supervisees may be overwhelmed by this, finding it distracting.