GOOD
OK
COULD STAND IMPROVEMENT
My attitude about supervision
Comfort with the responsibility of supervising
Introduction of supervisee to supervision, and setting of goals (take enough time? help supervisee to be candid and at ease?)
Establishing supervision "contract"--agreeing on the basic elements and goals of the supervision, in writing if needed or desired
Not supervising when interfering dual relationships exist
Assessment of supervisee in order to plan specific learning
Confidence in my abilities with regard to supervising
My authority in directing the actions of supervisees
My authority regarding caseload, case assignments, relative to that of the system (clinic, etc.)
Clarity about my model of supervision
Clarity about the type of supervisory relationship I want to have
Ability to nurture supervisee's trust in me
Providing appropriate support for supervisee
Keeping supervision appointments and providing amounts of supervision promised
Protecting supervision time (not answering phone, etc. )
Protecting supervisee's privacy
Balance of making supervisee feel safe versus reporting problems to training director or management
Ability to quickly identify case issues in supervision
Ability to teach/advise in response to case problems/difficulties
Ability to supervise adequately all of the types of clinical activities that I am expected to supervise
Ability to help supervisee connect theory with practice
Demonstrating and modeling useful clinical skills
Keeping up-to-date in knowledge about all of supervisee's cases
Ability to identify supervisees' counter transference issues
Ability to discuss counter transference issues comfortably and productively
Ability to supervise with respect to client diversity
Knowledge about ethical/legal matters for use in supervision
Knowledge of licensing requirements for supervision (hours, clinical experiences, etc.)
Encouraging professional identity development of supervisee
Providing a good role model as a professional psychologist
Encouraging high standards for mental health care
Encouraging high ethical standards
Ability to confront supervisee with needed feedback
Ability to discuss my relationship with supervisee, when needed
Ability to handle supervisees' transference feelings toward me
Handling my own negative and positive feelings toward supervisees
Ability to give useful oral feedback to supervisee
Ability to give useful written feedback to supervisee
Ability to separate my emotional reactions to supervisees from objective reality when evaluating supervisees
Ability to evaluate supervisees on job requirements and professional consensus regarding desirable behaviors and traits, rather than with respect to my own values and preferences
Comfort tolerating supervisee's inadequacies / problems during the learning process
Comfort implementing remediation plan
Comfort requiring tapes, process recording, etc. of supervisee
Taking the time to use tapes, process recordings to create learning value for supervisees
Comfort dealing with supervisees' ethical / professional criticisms of agency
