This is the second in a 3-part series to help psychologists obtain requisite continuing education to function as a post-doctoral supervisor in Pennsylvania As of December 15, 2015, psychologists acting as post-doctoral supervisors must complete either doctoral-level university coursework on supervision or 3 hours of continuing education on supervision. This program may be helpful for post-doctoral supervisees to understand the supervision process.

1. Ethics and Skills for
Psychologist as Supervisor:
Post-Doctoral Supervision in
Pennsylvania
Part 2
Podcast Episode 22
John D. Gavazzi, PsyD ABPP
Samuel Knapp, Ed.D, ABPP
John A. Mills, Ph.D., ABPP

2. This episode is not a stand
alone continuing education
course
For CE credit, you will need to listen to all three presentations,
then take the course. There is not a separate CE for each
one-hour presentation.

3. Overview
• The Acculturation Model
• More definitions from the State Board of Psychology
• Supervisee expectations of supervision
• What supervisees don’t tell supervisors
• Understanding supervisor limitations and enhancing
supervisor skills

4. Learning Objectives
At the end of the podcasts/presentations, the participant will be
able to:
1. Describe essential factors involved in ethically sound and
effective supervision; and,
2. List or identify the State Board of Psychology requirements for
post doctoral supervision.
3. Explain ways to improve supervisees level of competence,
self-reflection, and professionalism; and,
4. Identify strategies to comply with the Pennsylvania State
Board of Psychology regulations on supervision of post-
doctoral trainees.

5. Acculturation Model*
One way to understand how post-doctoral
supervises are developing into licensed
psychologists
Developmental approach
*Adapted from :
Handelsman, M. M., Gottlieb, M. C., & Knapp, S.
(2005). Training ethical psychologists: An
acculturation model. Professional Psychology:
Research and Practice, 36, 59-65.

6. Acculturation
A process to change the cultural behavior of an
individual through contact with another culture.
The post-doctoral supervisor plays a key role in this
process
The process of acculturation occurs when there is an
adaptation into an organization or society.

7. Acculturation as a Process
• Can be a complex process
• Some parts of a supervisee’s beliefs and lifestyle
may be easily acculturated into the profession of
psychology while others aspects may not
• The supervisee is already in the process and will
likely continue professional development
throughout his or her career as a psychologist

8. Ethical and Professional
Acculturation
Identification with personal value system
(higher vs. lower)
Identification with value system of psychology
(higher vs. lower)

9. Acculturation Model of
Professional Development
Integration Separation
Assimilation Marginalization
Higher on
Professional
Higher on Personal
Values and Skills
Lower on Personal
Values and Skills
Lower on Professional
Development

10. Marginalized
Matrix: Lower on professional development
Lower on personal values and skills
Risks: *Greatest risk of harm
*Lack appreciation for ethics
*Motivated by self-interest
*Less concern for patients

11. Assimilation
Matrix: Higher on professional development
Lower on personal values and skills
Risks: Developing an overly legalistic or
formalized stance on issues and
interventions as part of duties
Rigidly conforming to certain rules
while missing broader issues

12. Separation
Matrix: Lower on professional development
Higher on personal values and skills
Risks: Compassion overrides good
professional judgment
Fails to recognize the unique role of
a professional psychologist

13. Integrated
Matrix: Higher on professional development
Higher on personal values and skills
Reward: Implement values in context
of professional role
Actively acculturating into the
profession of psychology

14. More definitions from the
Pennsylvania State Board of
Psychology
Specifically for post-doctoral supervision

15. Definitions
Primary supervisor: “A currently licensed psychologist having
primary responsibility for directing and supervising the
psychology resident”
Psychology intern: “A student participant in an internship as part
of a doctoral degree program in psychology or a field related
to psychology”
Psychology Resident: “An individual who has obtained a
doctoral degree and is fulfilling the supervised experience
requirement for license, or an applicant for licensure who is
continuing training under §41.31 (4) (relating to educational
qualifications)”

16. Definitions
Psychology Trainee: “A psychology intern or psychology resident” 49
PA Code 41.1
Secondary (or delegated) Supervisor: The regulations of the State
Board of Psychology have inconsistent definitions of the term
secondary supervisor. One section states that the secondary or
delegated supervisor has to be licensed. However, the regulations
also state that the delegated supervisor must “hold a current license,
certificate or registration from a health related board within the
Bureau of Professional or Occupational Affairs or a person who is
exempt from licensure under section 3 (4) – (8) of the act.” This
could include unlicensed counselors, social workers, drug and
alcohol counselors, pastoral counselors and others.

17. Post-doctoral Experience
Requirements
Standards in 41.32

18. Hours and Time
• At least 12 months and 1,750 hours.
• No more than 45 hours of work per week, but no less
than 15 hours of work per week, for a minimum of 6
consecutive months.
• If there are two or more work settings (not the same
agency), then the supervisee needs to get a
minimum of 15 hours at each location and a
minimum of two hours of supervision a week at
each location.

19. Content
• 50% in diagnosis, assessment, therapy, other
interventions, supervision or consultation and
receiving supervision or consultation.
• The remaining required hours may be obtained by
teaching with an organized psychology program
preparing practicing psychologists.

20. Time Limits
• All experience within 10 calendar year period from
getting the degree.
• Waivers made on a case by case basis, including
reasons of health

21. What Does not Qualify
• The experience obtained must be consistent with
the psychology resident’s education and training.
• No experience may be obtained where the
psychology resident acts independently (for
example, as a qualified member of another
recognized profession under section 3(3) of the act
(63 P. S. § 1203(3)).

22. Supervisee Expectations
There is abundant reason to believe that optimism – big, little, and in
between – is useful to a person because positive expectations can be
self-fulfilling.
Christopher Peterson, Psychologist

23. Supervisee
Expectations
• Is competent in areas of
practice
• Is available to supervisee
• Directs supervisee learning
• Has realistic expectations
of supervisee skill level
• Acts ethically and
professionally
Supervisee has
expectations
about the work,
the responsibilities,
and the supervisor.

24. Supervisee Non-disclosure
in Supervision
Ladany, N., Friedlander, M. L., & Nelson, M. L. (2005). Critical events in psychotherapy supervision: An
interpersonal approach. Washington, DC: American Psychological Association.
Hess, S.A., and others, Predoctoral Interns' Nondisclosure in Supervision. Psychotherapy Research, Vol.
18, No. 4 ( July 2008): 400-411.
Ladany, N., Hill, C. E., Corbett, M. M., & Nutt, E. A. (1996). Nature, extent, and importance of what
psychotherapy trainees do not disclose to their supervisors. Journal of Counseling Psychology,
43, 10-23.

25. Negative Reactions to the Supervisor
• Unpleasant, disapproving, or critical thoughts and
feelings relating to the supervisor
• Examples:
• He is very narrow and rigid in theory and practice
• She is disorganized
• He is obnoxious
• Reasons
• Deference to supervisor
• Impression management
• Political suicide

26. Personal Issues
• Problematic or negative thoughts about self, history,
health, or lifestyle that may or may not be known in
public such as supervision
• Examples
• What would people think about my kink lifestyle?
• Family of origin issues that make working with patient populations
difficult – working with alcoholics or sexual abusers
• What would happen if I disclosed my HIV status, pregnancy or other
health condition?
• Reason
• Personal issues don’t belong in supervision

27. Clinical Mistakes & Emotional Reactions
• Thoughts related to perceived errors, actual errors,
shame as a psychologist, or feelings of being a
fraud.
• Examples
• I made a mistake and I will try to correct it before the next supervision
session.
• I may have engaged in too much self-disclosure, but I don’t want to
be called out on a boundary violation.
• Reason:
• Impression management: I am competent.
• I want to move to the next level of training or earn my license

28. Evaluation Concerns
• Uncertainty and uneasiness about the supervisor’s
assessment(s) of the supervisee
• Examples
• I am uncertain how my supervisor sees me: positively or negatively?
• Am I doing well enough to meet supervisor expectations?
• Am I good enough to be licensed as a psychologist?
• Reasons
• Impression management: I am competent.
• Desire to complete training experience successfully

29. Negative Reactions to Patients
• Negative, distorted, or disapproving thoughts and
feelings toward patients being treated
• Examples
• I hate my weekly narcissistic patient.
• I am currently tolerating my patient’s frequently expressed racist
remarks.
• I am angry that two patients either show up late or push me to go
longer than the session.
• Reason
• Impression Management: Wants to be seen as kind, caring and
compassionate.

30. Sexual Attraction to Patient(s)
• Sexual or romantic feelings that the supervisee has
toward a patient or the parent of a minor patient
• Examples
• I am attracted to my patient because s/he reminds me of a former
lover.
• This child’s mother is extremely attractive and I fantasize about what it
would be like to date her.
• One of my patient’s perfume/cologne is a sexual turn on for me.
• Reason
• Impression Management: Wants to be seen as skilled and professional
and not sexually preoccupied.

31. Supervisor-Supervisee Attraction
• Sexual or romantic feelings emanating from the
supervisee to the supervisor
• Examples
• At some point, I became sexually attracted to my supervisor
• My supervisor is brilliant, which turns me on.
• My supervisor has all the characteristics that I find appealing in a
sexual partner
• Reasons
• Does not want to upset the supervisory relationships
• Does not want to be seen as sexually preoccupied
• Does not want to seen as unprofessional or provocative

32. Why Conflicts Occur in
Supervision
Gray, L.A., Ladany, N., Walker, J.A. & Ancic, J.R. (2001).
Psychotherapy trainees’ experience of counterproductive
events in supervision. Journal of Counseling Psychology, 48,
371-383.
Nelson, M.L. , & Friedlander, M.L. (2001). A close look at
conflictual supervisory relationships: The trainee’s
perspective. Journal of Counseling Psychology, 48, 384-395

33. Principles of poor supervisor
behaviors
• Imbalance in addressing all aspects of supervision
• Developmentally inappropriate tasks for supervisee
• Intolerance of differences from the supervisee
• Poor model of personal-professional attributes
• Supervisor untrained in managing boundaries and
difficult situations
• Professionally apathetic supervisor

34. Recommendations to Prevent
Conflict and Enhance
Supervision Experience
Veech, P. M. (2001). Conflict and counterproductivity in
supervision – When relationships are less than ideal:
Comments on Nelson and Friedlander (2001) and Gray et
al. (2001). Journal of Counseling Psychology, 48, 396-400.

35. Recommendations
• Supervisors should receive more intensive training
before providing supervision
• Peer group supervision for supervisors… particularly
for dealing with transference/ countertransference
in the supervision. May help avoid intentional
abuse in supervision
• Written informed consent for supervision

36. Recommendations
• Training of supervisees on how to make use of
supervision
• Since part of supervision is evaluation, have multiple
people involved in the evaluation.
• Training supervisors and supervisees in conflict
resolution
• Avoid supervisors who are professionally apathetic

37. Wrap up on second hour
Remember to go to Podcasts 3 to finish out course