Clinical Supervision Importance in Practices Nursing - Essay Example

Work is one of the most fundamental aspects of our lives. This is because it governs by its sheer centrality. Nevertheless, we often pay little attention to the work we do, our suitability to it, to critical relationships inherent in it or to the manner in which our very essence is by it challenged. In addition, even though we may reflect on what we have achieved at workplace, we rarely consider what we have or become through such an achievement. Such reflections are particularly critical for a nurse working in a respiratory ward, where care is provided for patients with long term respiratory illnesses and diseases such as lung cancer, exacerbation of asthma, and cardio pulmonary disease. This is founded on the notion that it is the person that we are that is brought to the therapeutic endeavor. Magnusson, Lutzen and Severisson (2002, p.38) note that without reflection and constant attempt to resolve inner conflict and to enhance our abilities, we are bound to continue the graceless dance, unconsciously entrenched out for us by the patients. As nurses, we play a big role which ensures those patients are cared for and receives quality medical health care. Clinical supervision provides the possibility of bringing about change in this process. The objective of this paper is to provide a reflection of my own performance as a clinical supervisor to a peer colleague, and recommend a future developmental need that I might have working as a clinical supervisor. My reflective report will be based on John Driscoll’s model of structured reflection. I will use the model as a guide to assist me reflects upon significant events in my most recent clinical supervision. I decided to choose this model since I found it most relevant to my reflective style. The model provided me with a good guideline of potential questions, such as the what? So what? and now what? which influenced my flow of though without having to map out the entire reflective process. In the reflective report, I will provide a descriptive account of events at my workplace, analysis of the behavior and emotional context and conclude with a feasible action plan summarizing my future developmental needs as a clinical supervisor might be met. In conformity with the NMC code of conduct, confidentiality will be maintained throughout the essay. What is clinical supervision? Research reveals that clinical supervision is an aspect that affects all practicing nurses. However, it has often been regarded as something new, since its application began in early 1990s with the support of Nursing and Midwifery. Since then, the concept has evolved and is being adopted in all the fields of health care and its allied world such as psychiatry, physiotherapy, and counseling (Jones 2003, 224-228). Brunero and Stein-Parbury (2010, p.87) define clinical supervision as the processes of professional support and learning where nurses are assisted in developing their practice through regular discussion time with knowledgeable and experienced colleagues. Fowler (1996, p.27) notes that during clinical supervision, nurses engage in reflection processes in order to be able to identify and meet their need for professional development. According to Van Ooijen 2000, p.14-16) the purpose of clinical supervision is to improve nursing practice and as such needs to be focused on nurse-patient interaction. Canham & Bennet (2008, p. 63) support this arguing that the essence of clinical supervision is the support and the development of the nurse. On the other hand, Butterworth, Faugier and Burnard (1998, pp. 27) add that there are three main functions of clinical supervision and these include: Formative function which entails the educative process of developing skills; restorative function that entail the supportive help for professionals that are engaged in environments of distress and stress; and normative function attempts to develop strategies to manage the professional accountability and quality issues in nursing. All these functions are consistent with Proctor’s functions of clinical supervision (Proctor, 1986). The fundamental cognitive process of clinical supervision is reflection, which refers to thinking back on clinical experiences in order to recount them and identify areas of need or deepen understanding for further improvement. Brunero and Stein-Parbury (2010, p.87) point out that reflection is particularly relevant to professional growth in practice-based disciplines such as nursing. This is because, research shows that nursing knowledge is pegged in experience and learning through experience is vital to the practice of professional nursing. Fowler (1996, p. 30) notes that clinical supervision enables nurses to discuss patient care in a safe, supportive setting. By participating in CN, nurses are able to give feedback intended to serve a peer-educative function. In addition, the opportunity to discuss general issues related to patient care opens a window of opportunity to come up with consistent approaches towards individual patients and their families. In connection to this, CS is argued to provide nurses with a chance to enhance patient care as well as maintain standards of care. Moreover, CS gives nurses the opportunity to demonstrate active support for each other as colleagues. Brunero and Stein-Parbury (2010, p.87) note that, by sharing information, nurses realizes that they are not alone in their perceptions and feelings, thereby providing assurance and validation. Over the years, I have been working as a nurse in a busy respiratory ward, where am charged with the responsibility of looking after patients with long-term respiratory illnesses and diseases such as the lung cancer, exacerbation of asthma and cardio pulmonary diseases. Therefore, in order for me to improve on my professional growth in nursing practice as well as that of the peer colleague I was compelled to engage in clinical supervision with a peer who had just resumed as a staff nurse who had previously worked as an endoscopy nurse in another hospital. It was very interesting to see how the “what?” Model of Structured Reflection came to be through many lengthy discussions between myself and the colleague (Driscoll (2007, p.41-44). As a clinical supervisor, I recall myself being responsible for the work of a supervisee. What I did first was to evaluate the wok that the supervisee has been doing to insure that it is of the highest quality, and meets the standards of agency as well as the profession as a whole as noted by Malone (2009, p.5). In order to carry out the evaluation process effectively, I remember spelling out how the supervisee was to be evaluated. This included the methods that were to be used, how often our evaluation process was to take place and the duties of the supervisee in the process. My evaluation was also meant to address the goals and learning objectives of the supervisee. After the all process of evaluation was over, I recall providing a copy of the evaluation process to my peer colleague to enable him know of all the matters pertaining to the evaluation process. Malone (2009, 5) notes that a written copy of the evaluation process reduces much of the disagreements and conflicts that may arise during supervision. He continues to point out that by developing an evaluation process that all parties can consent to, and have vested interest, the whole process would lend itself to a positive supervision. This explains why I did this. The supervisory session indeed enabled me discover my role as a teacher and clinical supervisor. This is because, through supervision, I was able to pass on vital knowledge with regard to the nature of work at the respiratory ward to the supervisee. I was also able to pass a long needed guidance, and skills that I felt were important for the supervisee in order to become more competent (Hallberg and Norberg 1993, p1861-1864). For instance, in my department where I word, emotional support is a vital element to ensure that patients are encouraged to continue battling with their illnesses. I felt that teaching my peer colleague this attributes important since it is entirely a different environment from endoscopy, which also deals with examination of he body. At the end, I could feel that the supervisee was satisfied with my teaching which I am proud of. The other important role I played during the supervisory session is that of a mentor. Malone (2009, p.5) indicates that effectiveness of learning with clients is always an ongoing process that never ceases in the helping profession like the one I work at. During my engagement with my colleague, I was able to share my experience and knowledge with him so that he can know what to do and what not to do. The mentoring process was also meant to provide my colleague with valuable information as well as technical training necessary for him to master his trade. The mentoring process during clinical supervision enables me realize how important relationship building is important. Malone (2009, p5) agues that without a quality healthy relationships, the process of mentoring, and the advancement of skills of the supervisee will be compromised. Malone (2009, p.5) argues that a clinical supervisor’s role is to give advice and provides consultation to the supervisee. This is one of the roles I recall performing while with my colleague during the supervisory session. For instance, I recall my peer colleague asking several questions regarding the work environment where I have been. The issues he questioned which I provided advice on were those regarding the management of patients suffering from severe cardio pulmonary disease and advanced stage of cancer. At this stage, I remember taking him through the stages involved in the proper management of patients suffering from such illnesses. A case in point is where I advice him on the importance of handling such patients with care and not stigmatizing them since this may make them lose hope in life as noted by Lantz and Severinsson (2001, p.128-133). I also provided him with the relevant information regarding what he needs to do when handling patients with euthanasia. The reason why I advised him on these issues was to provide him with support and information to assist in decreasing the feelings of inadequacy and insecurity that he might encounter during his day to day work as noted by Malone (2009, p.5). However, I was very cautious in offering my advice by concealing some of the information to enable my peer colleague also thinks for himself since difficult times may arise when am not around but he will still have to perform his duties as expected. As a clinical supervisor, I had to work with supervisees. Some of the supervisees were concerned and felt threatened by my frequent questions. Others were tolerant and sought to learn how to do things the right way. I was a junior staff during by clinical supervision period. During this period, I was privileged to have experienced colleagues who assisted me in teaching clinical procedures as well as clinical practice. During this time, the nurses helped me receive critical and balanced feedback about my technical skills, my application of knowledge to clinical situations and developments in my own practice, much of which was helpful and constructive. Challenges were encountered while trying to develop a therapeutic interpersonal relationship with a resident patient in the unit of which I was a staff member. I had been allocated as the key worker to a unit resident. This patient had stayed in the unit for several years in various mental health units. The difficulty that I was experiencing was how to stop the patient from interrupting conversations with noisy demands for staff to listen to what he wanted to say. The supervision session taught me that supervisees and supervisors have no conceptual justification for refusing to listen to patient demands. I also became aware of my emotional response to patients which can be interfering in the therapeutic interpersonal relationships that should be encouraged. For example, in recognizing and admitting to my own sense of irritation, indignation, or anger when confronted by patients, I would be able to ask myself whether the response was justified in the context of being therapeutic. Clinical supervision enables the supervisor to expand the supervisee’s understanding of the treatment process. I was able to teach supervisees on how to understand clients. In addition, supervisees needed to learn how therapists reach to treatment, understand how trust his developed, and understand how resistance is developed. I was able to look at client behavior patterns, and come up with recommendations on how to assist at reframing these patterns (Townend, Mulhern, Short and Grant, 2010, p 266). Importantly, I was also in charge with developmental process of the supervisee. As the supervisee grows and develops, my supervisory methods had to be adjusted to help in the development of skills and confidence. In addition, I was in charge of providing additional information needed to widen the knowledge base of the supervisee. Widened supervisee knowledge leads to independence while carrying out duties. Developmental problems such as fear, anxiety, uncertainty, and feelings of inadequacy must be overcome to guarantee success in supervisees. The tackling of these developmental problems will move the novice supervisee from dependence to independence (Basford and Slevien, 2003, p 304). Consequently, I was in charge of carrying out quality assurance duties. Production reports had to be reviewed. In addition, lab work reports had to be accessed every week to ensure that medical guidelines were being followed. Quality assurance must be done according to government guidelines. In addition, patients must feel satisfied by the care being provided by the nurses. As a clinical supervisor, I was more like a teacher. Through teaching, I was able to pass the needed knowledge, guidance and skill base that are needed by supervisees in order to become competent. I engaged in teaching supervisees how to talk to patients without generating emotions. Most supervisees did not have appropriate knowledge on how to handle patient needs and demands. The patient emotions must always be honored. Apart from teaching, I was involved in mentoring supervisees. The supervisees had to learn how to be effective with clients. The process of mentoring supervisees is a continuous process in achieving professionalism. I was able to share knowledge and help the supervisees know what to do, and what not to do. Importantly, I was able to provide mentorship through building relationships with supervisees. Consequently, I realized that without a quality and healthy relationship, the mentoring process and the professional advancement of the supervisees can never be achieved. I engaged in encouraging, and positively pointed out what the supervisees did well. Human beings can only grow and develop when necessary support is given to them. In addition, I was also bale to identify supervisee mistakes without embarrassing them. Effective clinical supervision enabled the supervisees to feel challenged in performing their tasks correctly. Pros and cons of my intervention in the CS session Clinical supervisors advise and provide consultation to supervisees. In providing advice and consultation to the supervisee, I was able to provide a favorable environment for the supervisee to as questions and receive guidance as they learnt the different aspects of social work. My advice helped the supervisee reduce the feelings of inadequacy and insecurity that arise while they are carrying out their duties. Importantly, I learnt that I had to balance the amount of advice I gave to the supervisee. Too much advice to the supervisee meant that they cannot think through the difficulty they encountered. On the other hand, if I gave too little advice and consultation, the supervisee ended up feeling neglected. Provision of little advice, and consultation leads to compromised supervisory relationship with the supervisees (Smyth, 1996 p 30). Clinical supervisors are always responsible for supervisee actions. I ensured that supervisee actions did not violate ethical considerations as required in clinical practice. My main aim was to protect the client, the supervisee and to protect the integrity of the profession. I carried out these activities through maintenance of a written documentation of each interaction. Keeping documentation was not easy due to several duties and responsibilities. However, I had to include information concerning when the supervision meeting was held, the content of the presenting problem, what options were explored and the final disposition (Smyth, 1996 p 30). Situations arose when I was required to counsel with the supervisee. This role enabled me to assess transference that may have existed between the clinical supervisor and the supervisee, and between the supervisee, and the client. My counseling role had to ensure that I don’t go beyond issues that affect effective provision of services to clients. I ensured that counseling issues that went beyond the interest of the client referred to an outside therapist. This was based on the knowledge that we should always avoid any therapeutic counseling with supervisees due to ethical problems and boundary crossings that may occur (Smyth, 1996 p 30). Benefits and Drawback for Supervisee The supervisee is able to achieve expertise in clinical duties. The clinical supervisor teaches the supervisee on the needed knowledge, guidance, and skill base that is necessary to achieve competence. Clinical competence is necessary in providing quality services to clients as well as becoming ethical in clinical practices. In addition, clinical supervision enables the supervisee to know what to do and what not to do. Supervisee can only master their trade through well developed relationship from the clinical supervisor. Advancement of supervisee skills can be compromised when the clinical supervisors does not develop a quality and healthy relationship (Tsui, 2004 p 91). In addition, the supervisee is able to benefit when the clinical supervisor points out their mistakes. Learning from mistakes is the best was of achieving competency in clinical activities. However, the mistakes should be pointed out without demoralizing the supervisee. Effective clinical supervision helps the supervisee to carryout their tasks correctly. The clinical supervisor can support the supervisee by being available when needed, encouraging, and positively pointing out what the supervisee has done well. In addition, clinical supervision helps the supervise decrease feelings of inadequacy and insecurity that often arise while they are performing their duties. Consequently, supervisee is able to avoid problems that may arise when dealing with clients and supervisors (Tsui, 2004 p 91). Benefits and Drawback for Patients According to Cutcliffe, Hyrkas and Fowler (2010, p 67) Clinical supervision guarantees quality medical care to patients. The clinical supervisor ensures that the supervisee is following the recommended guidelines for treatment. Patient satisfaction can be achieved through clinical supervision duties. For example, the clinical supervisor ensures that patient demands are prioritized. Secondly, clinical supervision ensures that patients feel a sense of worth. The clinical supervisor is able to achieve a sense of worth feeling in patients by teaching supervisee on how to communicate effectively without evoking negative emotional feelings within patients. In order to prevent legal and ethical problems, clinical supervisors may decide to withdraw important medical services thus leading to injuries or even death to patients (Williams, 2001 p 94). Clinical supervisors know that they are only allowed to work within their scope and expertise. Additional supervision may be required; however, this may prove fatal when there are emergency cases (Hatchett, 2003 p 27). Benefits and Drawback for the Regulated Activity/ Hospital The clinical supervisor activities have become a source of professional growth for all clinicians and the organizations in which they work. Hospitals can achieve professional growth when clinical supervisors behave in a professional manner at all times (Brandel, 2010 p 534). Professionals can be achieved through the creation and maintenance of a safe and supportive learning environment. In particular, the clinical supervisor is important to the hospital because they are always willing to share their expertise to other staff members who may be in need of their services. Professional growth can also be achieved in hospitals when clinical supervisors engage in activities that are aimed at increasing knowledge, skill, attitudes, and values (Brennan, 2004 p 300). According to Ooijen, (2003, p 8) Clinical supervision helps hospitals in preventing or lowering the risk of legal and/or ethical problems. Clinical supervisors ensure that supervisee’s act wisely, read and understand all the codes of ethics. In addition, the clinical supervisor ensures that assumptions are not made regarding the activities being carried out by the supervisee. Clinical Supervisors knows that they are in directly control over supervisees, they must be held accountable for damages suffered by patients as a result of negligence by the supervisee. Conclusion Clinical supervisors’ functions include; monitoring, evaluating, advising, instructing, modeling, consulting, supporting, and sharing. Monitoring involves taking control of the skill that is being leant by the supervisee. In addition, the clinical supervisor must monitor the impact of supervisee duties to the client. On evaluation, the clinical supervisor must assess the degree to which the supervisee is able to grasp the skills, and use the skills to provide quality services to the patients. Consequently, the clinical supervisor provides direction and feedback to the supervisee. Direction and feedback helps supervisee to learn from their mistakes and aim at providing quality services. Further, enough professional information should be availed to help in the development of a positive professional relationship. Finally, clinical supervisors must ensure that supervisees have emotional support, encouragement and feedback that they are making progress in their learning process. Reflection is particularly important as it brings people’s conscious understanding. This gives people the opportunity the opportunity to learn new things as well as improve patient care, which is the core function of a clinical nurse. References Basford, L and Slevien, O (2003), Theory and Practice Of Nursing; An Integrated Approach To Caring Practice, Nelson Thomes. Brandel, J (2010), Theory and Practice in Clinical Social Work, New York; SAGE. Brennan, J (2004), Cancer in Context: A Practical Guide to Supportive Care, New York; Oxford University Press. Brunero, S., & Stein-Parbury, 2010). The effectiveness of clinical supervision in nursing: an evidenced based literature review: Australian Journal of Advanced Nursing, Volume 25, Number 3. Sydney, New South Wales, Australia. Butterworth, T., Faugier, J., & Burnard, P. (1998). Clinical supervision and mentorship in nursing. Cheltenham: Nelson Thornes. Canham, J., & Bennett, J. (2008), Mentorship in community nursing: Changes and opportunities. Upper Saddle River, NJ: Wiley. Cutcliffe, J., Hyrkas, K and Fowler, J (2010), Routledge Handbook of Clinical Supervision: Fundamental International Themes, London; Taylor & Francis. Driscoll, J. (2007). Practicing clinical supervision: A reflective approach for healthcare professionals. New York, NY: Elsevier Health Sciences. Fowler, J. (1996), The organization of clinical supervision withing the nursing profesion: a review of the literature. Journal of Advanced Nursing, 23(3): 471-478. Hallberg, I.R., & Norberg, A. (1993), Strain among nurses and their emotional reactions during one year of systematic clinical supervision combined with the implementation of individualized care in dementia nursing. Journal of Advanced Nursing, 18 (12): 1860-1875. Hatchett, R (2003), Nurse-Led Clinics: Practical Issues, London; Routledge. Jones, A. (2003), Some benefits experienced with Hospice nurses from group clinical supervision. European Journal of Cancer Care, 12(3): 224-232. Lantz, I., & Severinsson, E. (2001). The influence of focus group-oriented supervision on intensive care nurses’ reflections on family members needs. Intensive and critical Care Nursing, 17(3): 128-137. Magnusson, A., Lutzen, K., & Severisson, E. (2002). The influence of clinical supervision on ethical issues in home care of people with mental illnesses in Sweden. Journal of Nursing Management 10(1): 37-45. Malone, W.J. (2009). Clinical Supervision: We are more than Bosses…we are leaders. West Chester, Ohio 45069. 1-85. Ooijen, E (3003), Clinical Supervision Made Easy; the 3-Step Method, New York: Elsavier Health Sciences. Proctor, B. (1986), Supervision: a co-operative exercise in accountability. In: Enabling and ensuring. M. Marken and M. Payne (eds). Leicester National Youth Bureau and Council of Education and Training in Youth and Community work. Smyth, J (1996), Learning about Teaching through Clinical Supervision, London; Routedge. Townend, M., Mulhern, R., Short, N And Grant, A (2010), Cognitive And Behavioral Therapy In Mental Health Care, New York, SAGE Publications Ltd. Tsui, M (2004), Social Work Supervision: Contexts and Concepts, New York; SAGE. Van Ooijen, E. (2000). Clinical Supervision: a practical guide. Churchill Livingstone, Edinburgh. Williams, J (2001), Clinical Risk Management; Enhancing Patient Safety, New York: John Wiley & Sons. Appendix 1: Action plan My action plan for the future is to device group supervision. The reason for this is because group supervision enables greater supervision and faster problem solving. It also provides a forum for discussion of areas of disagreements, misunderstandings or working practices that can be challenging. This will create a room for my development as a clinical supervisor as well as that of the supervisee. My future development needs as a clinical supervisor can be met if enough resources necessary for my work and that of the supervisee are availed. One way of achieving this is by ensuring that clinical supervision toolkit is available. I also believe that my future development needs as a supervisor can be met is the administration creates a conducive environment where supervisors are free to execute their mandates without compromise or interference. It is also my conviction that enough time should be allocated where clinical supervisors can engage in a discussion with knowledgeable professionals. This should be at least once in a week. I believe that engaging in regular and constant discussion with knowledgeable professionals with help enhance my future needs as clinical supervisor. Appendix 2: Contract Agreement Introduction to Supervision Contract This document is intended to establish parameters of supervision, assist in supervisee professional development (whether licensure, post-licensure, or developmental supervision), provide clarity in supervisor responsibilities including the responsibility of the supervisor to protect the client. This contract between _______________________(supervisor) and ______________________(supervisee) at ________________________________(site of supervision), signed on _______________(date) serves to verify supervision and establish its parameters. I. Competencies Expectations A. It is expected that supervision will occur in a competency-based framework. B. Supervisees will self-assess clinical competencies (knowledge, skills, and values/attitudes) C. Supervisors will compare supervisee self-assessments with their own assessments based on observation and report of clinical work, supervision, and competency-instruments. II..Context of Supervision A. _____hour(s) of individual supervision per week. B. _____hour(s) of group supervision per week C. Review of videotapes and/or audio tapes is part of supervision process D. Treatment notes complete for all sessions for the past week and available in the supervision session for review E. Supervision will consist of multiple modalities including review of tapes, progress notes, discussion of live observation, instruction, modeling, mutual problem-solving, and role-play. III. Evaluation A. Feedback will be provided in each supervision session. Feedback will be related to competency documents. B. Summative evaluation will occur at ___(number) intervals per year: _________________________(specify dates) C. Forms used in summative evaluation are or available at _________. D. Supervisor notes may be shared with the supervisee at the supervisor’s discretion and at the request of the supervisee. E. In order to successfully complete the sequence, the supervisee must attain a rating of ____ (on the evaluation Likert scales). F. If the supervisee does not meet criteria for successful completion, the supervisee will be informed at the first indication of this, and supportive and remedial steps will be implemented to assist the supervisee. G. If the supervisee continues not to meet criteria for successful completion, the steps in place and procedures laid out will be followed. IV. Duties and Responsibilities of Supervisor A. Oversees and monitors all aspects of client case conceptualization and treatment planning B. Reviews video/audio tapes outside of supervision session C. Develops supervisory relationship and establish emotional tone D. Assists in development of goals and tasks to achieve in supervision specific to assessed competencies E. Challenges and problem solves with supervisee F. Provides interventions with clients and directives for clients at risk G. Identifies theoretical orientation(s) used in supervision and in therapy and takes responsibility for integrating theory in supervision process, assessing supervisee theoretical understanding/training/orientation(s) H. Identifies and builds upon supervisee strengths as defined in competency assessment I. Introduces and models use of personal factors including belief structures, worldview, values, culture, transference, countertransference, parallel process, and isomorphism in therapy and supervision J. Ensures a high level of professionalism in all interactions K. Identifies and addresses strains or ruptures in the supervisory relationship L. Establishes informed consent for all aspects of supervision M. Signs off on all supervisee case notes N. The supervisor distinguishes administrative supervision from clinical supervision and ensures the supervisee receives adequate clinical supervision O. Clearly distinguishes and maintains the line between supervision and therapy. P. Discusses and ensures understanding of all aspects of the supervisory process in this document and the underlying legal and ethical standards from the onset of supervision V. Duties and Responsibilities of the Supervisee A. Upholds and adheres to APA Ethical Principles of Psychologists and Code of Conduct B. Reviews client video/audio tapes before supervision C. Comes prepared to discuss client cases with files, completed case notes and prepared with conceptualization, questions, and literature on relevant evidence-based practices D. Is prepared to present integrated case conceptualization that is culturally competent E. Brings to supervision personal factors, transference, countertransference, and parallel process, and is open to discussion of these. F. Identifies goals and tasks to achieve in supervision to attain specific competencies G. Identifies specific needs relative to supervisor input H. Identifies strengths and areas of future development I. Understands the liability (direct and vicarious) of the supervisor with respect to supervisee practice and behavior J. Identifies to clients his/her status as supervisee, the supervisory structure (including supervisor access to all aspects of case documentation and records), and name of the clinical supervisor K. Discloses errors, concerns, and clinical issues as they arise L. Raised issues or disagreements that arise in supervision process to move towards resolution M. Provides feedback weekly to supervisor on supervision process N. Responds nondefensively to supervisor feedback O. Consults with supervisor or delegated supervisor in all cases of emergency P. Implements supervisor directives in subsequent sessions or before as indicated. Procedural Aspects A. Although only the information which relates to the client is strictly confidential in supervision, the supervisor will treat supervisee disclosures with discretion. B. There are limits of confidentiality for supervisee disclosures. These include ethical and legal violations, indication of harm to self and others (and others as specific to the setting). C. Progress reports will be submitted to __________ describing your development, strengths, and areas of concern. D. If the supervisor or the supervisee must cancel or miss a supervision session, the session will be rescheduled. E. The supervisee may contact the supervisor at (contact #) ________ or on-call supervisor at ________________. The supervisor must be contacted for all emergency situations. Supervisor’s Scope of Competence: Include supervisor’s training, licensure including number and state(s), areas of specialty and special expertise, previous supervision training and experience, and areas in which he/she has previously supervised. The contract may be revised at the request of supervisee or supervisor. The contract will be formally reviewed at quarterly intervals and more frequently as indicated. Revisions will be made only with consent of supervisee and approval of supervisor. We, ______________(supervisee) and ____________________(supervisor) to follow the directives laid out in this supervision contract and to conduct ourselves in keeping with our Ethical Principles and Code of Conduct, laws, and regulations. Supervisor Date Supervisee Date Dates Contract is in effect:_________________________________________________ Adopted from http://www.cfalender.com/Supervision%20Contract.pdf Read More