Health Psychology: Clinical Supervision Course 3 Part Series

CLINICAL SUPERVISION: INTEGRATED HEALTH
PSYCHOLOGY TRAINING I
Developing our selves in the role of training psychologists.

What Has made good Supervision
for You in The Past?
What helps you Grow?
◦
Group Discussion

Some Research Found Qualities of Good
Supervisors Are…
1. Openness to
discussion
2. Availability
3. Ability to offer
support
4. Understanding
5. Ability to provide
meaningful
feedback
6. Expertise
7. Flexibility
8. Empathy
9. Ethical

Clinical Supervision
◦ Supervision is a distinct professional practice employing a collaborative
relationship.
◦ Supervision role has both facilitative and evaluative component
◦ Supervision reaches towards the goal of enhancing the professional
competence and science-informed practice of the supervisee
◦ Supervisors have a role monitoring the quality of services provided and
protecting the public.

How strong is your depressive position?
What are some of the things that help you
stay in both and thinking and
dialectical thinking rather then falling into
reaction?

Clinical Supervision Discussion
◦ You are thrilled to be asked to undertake supervision of your first
trainee. You find, in your first meeting, that the trainee is angry at
being assigned to a younger supervisor who she believes, because of
less experience, is less competent than she is. The trainee asks for a
change of supervisors. You feel rejected and frustrated.
◦ How do you manage this situation in a respectful way?

Seven Core Domains of
Health Psychology Supervision
1. Supervisor Competence
2. Diversity & Cultural Humility/Responsive Care
3. Supervisory Relationship
4. Professionalism
5. Assessment/ Evaluation/ Feedback
6. Developing Professional Competence
7. Ethical, Legal, and Regulatory Considerations

Ethical Considerations in Supervision
◦“Valuing and modelling ethical
behavior and adherence to relevant
legal and regulatory parameters in
supervision is essential to
upholding the highest duty of the
supervisor, protecting the public.”

Supervisors model ethical practice and
decision making and conduct themselves in
accord with ethical guidelines.
1. Supervisors support the acculturation of the supervisee into the ethics
of the profession
2. Supervisors ensure that supervisees develop the knowledge, skills, and
attitudes necessary for ethical and legal adherence.
3. Supervisors are role models for ethical and legal responsibility.

1. Supervisors uphold their primary ethical and legal obligation to protect the
welfare of the client/patient.
2. Supervisors provide clear information about the expectations (Supervisor
Agreement/Contract) see article on supervision in health psychology (read
aloud).
3. Supervisors maintain accurate and timely documentation
of supervisee performance related to expectations for
competency and professional development.
4. Supervisors receive training regularly on supervision
(6 hs per lisc. Renewal Cycle.)
◦

Health Psychology: IHPTP Supervisors Skills
1. Assessment: Screening, functional assessment, diagnostic assessment, clinical triaging,
biopsychosocial factors.
2. Treatment Planning: 1. Developing context of support and change, 2. Identifying key treatment
goals and overlapping objectives, 3. Session length, session amount, dose response curve, 4.
Define success.
3. Cultural Humility: 1. Developing skills of self-reflection about cultural location,
2. Skills in cultural Awareness, 3. Culturally responsive interventions, 4. Cultural sensitivity, 5.
Cultural knowledge.
4. Treatment Implementation/Clinical Relationship: Shadowing, video, audio recording,
discussions.
5. After Care Planning and Relapse Prevention Planning
Termination: 1. Start with termination conversations, 2. Internalization of change, 3. Addressing
loss and grief, 4. Developing after care and relapse plan.
6. How to Fxn as a beh. health consultant: Provider, Nurses, Patient, and Organization.
7. Interdisciplinary Skills: Team development, communication, follow through, cultural differences
between professions.

Discussion
types of
clinical work
and areas of
growth
individually
and what helps
you grow?
INDIVIDUAL
CLINICAL WORK
GROUP
CLINICAL WORK
CONSULTATION TESTING

Small Groups
Brake Out
Discussion and
Problem Solving
Group Exercise Outline
◦ Small Groups: Brake in to four groups of 2
◦ Pick a Skill: All groups need to work on a
different skill to develop
◦ Work with one of these clinical skills
◦ Rapport Building
◦ Treatment Planning
◦ Working with an Interdisciplinary Team
◦ Assessment Planning and Diagnosis
◦ Choose Note Taker: Pick some one in your pair
to be the note taker
◦ Use Handouts: Use the form and ethical
guidelines handouts to discuss and identify three
levels of competency for this skill and create a
behaviorally anchored description of each level in
approx. one sentence.

Supervisors have Multiple Roles
◦These can include teacher, coach, cheerleader, consultant,
collaborator, mentor, counselor (while not stepping into the
role of therapist) and disciplinarian. Effective supervision
adapts the roles needed by each student at a
given time in their development.

Supervisor Approach Adapts to Clinical Need
◦ Choose how you Supervise Based on Developmental Needs: At any given
moment a supervisee may have a different developmental need. Matching your
intervention style to the current developmental need can help supervision be
more effective.
1. Directive Supervision: When the supervisee has limited experience, is struggling
with an aspect of their role, is impacted emotionally or safety issues to address.
2. Coaching Supervision: When the supervisee has a basic competence, is managing
their duties effectively and is managing the clinical role in their relationships well.
3. Consultant/Collaborator: When the supervisee is fxn highly and is able to dialog
effectively about clinical realities.

5 Modes/Mediums of Supervision
1. Group Supervision: Groups of trainees explored and
discuss cases, develop a learning context and support one
another’s growth.
2. Direct Supervision: When the supervisor is present for the
clinical service delivery.
3. Individual Supervision: A clinical supervisor and a
supervisee work together to develop clinical plan’s, discuss
cases and support professional development.

5 Modes/Mediums of Supervision
4. Tape/Video Tapes: Recordings of sessions are reviewed
in clinical supervision and discussed as opportunity for
learning and growth.
5. Notes and Process Discussion: Reviewing notes and
dialog as reported by supervisee or documentation.

5 Major
Models
“Theories” of
Clinical
Supervision
1. Developmental Supervision: Takes the approach
of adapting supervision techniques to the
developmental level of a clinician. This has both
an arch of development across a training year and
the process of training from beginning to ongoing
growth.
2. Theory Based Supervision: Theory based
supervision supports the growth in the
development of the application of a clinical
theory to a client, type of client or in clinical work.
3. Supervisee Focused Supervision: Seeks to train
the supervisee in the emotional skills of becoming
a therapist. The focus is on the emotional and skill
development of supervisee. The supervisor and
supervisee relationship is central focus.

5 Major
Models
“Theories”
of Clinical
Supervision
4. Patient Focused Supervision: Focuses supervision on the
interventions used with a client. The supervisee brings in their
clinical work and the focus is on helping the patient. The
supervisor supervisee relationship is secondary to clinical
work.
5. Competency Based Supervision: Is a trans-theoretical
approach that uses core competencies that are vital for
effective clinical work as an anchor for training in supervision.
It starts with a behaviorally anchored identified competency
and develops learning experiences that develop those
competency.

Developmental Supervision Models – IDM
◦ Integrated Development Model: One of the most researched
developmental models of supervision is the Integrated Developmental
Model (IDM) developed by Stoltenberg (1981).
◦ Level 1 supervisees are generally entry-level students who are high in
motivation, yet high in anxiety and fearful of evaluation;
◦ Level 2 supervisees are at mid-level and experience fluctuating confidence
and motivation, often linking their own mood to success with clients;
◦ Level 3 supervisees are essentially secure, stable in motivation, have accurate
empathy tempered by objectivity, and use therapeutic self in intervention.
(Falender & Shafranske).
◦ http://www.marquette.edu/education/grad/documents/Brief-Summary-of-Supervision-Models.pdf

Supervisor
Values
Clarification
Exercise
Make a list of core values of as
clinical supervisor as a group (List
Together on Board).
Make
Brake into small groups of 2-4 and
discuss why these values matter to
you.
Brake
Write a brief letter to your self on
how you would like to be
remembered in your supervisee’s
minds when they move on from your
supervision.
Write

FACILITATING
GROWTH AND
LEARNING

How to
support the
growth of
clinical
competence?

Giving
feedback…
Having
difficult
conversations.
◦ No Sandbagging: Feedback should be given regularly and be
clear and focused towards improvement – ‘No Sandbagging’
◦ Competency Driven Supervisors “promote openness and
transparency in feedback and assessment, by anchoring such in
the competency development of the supervisee.”
◦ When Providing Feedback Supervisors Effectively need
to be Aware of and Sensitive to
◦ “The power differential as a function of the supervisory
evaluative and gatekeeping roles
◦ Culture, diversity dimensions (e.g., gender, race, sexual
orientation, socio-economic status) and other sources of
privilege and oppression.
◦ Supervisee developmental level
◦ The possibilities of the supervisee experiencing
demoralization or shame in response to the feedback
◦ Timing and the amount of feedback that a supervisee can
assimilate at any given moment"
American Psychological Association. (2015). Guidelines for clinical supervision in health service
psychology. The American Psychologist, 70(1), 33.

Learning to
Grow
Reflecting on
Clinical Work
Clinical
Exercise
◦ Part 1 – Individual reflection
◦ Take some time and think back to a recent clinical
interaction.
◦ Choose either a group interaction, a consult or an
individual session
◦ Ask yourself these three questions and make some short
notes for your self.
◦ Question 1 – What is one thing I did well?
◦ Question 2 – What is one thing I learned?
◦ Question 3 – What is one thing that did n0t work out
how I had hoped.
◦ Part 2 – Small Groups
◦ One person be the supervisor and one the supervisee
◦ Supervisee is in a safe supported place with supervisor
and is open to growth.
◦ The supervisor facilitates a discussion around those three
questions about a real or imagined clinical interaction.

CLINICAL SUPERVISION
TRAINING
PART II – Developing Clinical Supervision Competence in Integrated Health Care Settings

Vignette: You have asecond year practicum student.They are new tohealth
psychology and have never treated anything from ahealthperspective.They
are givenareferralfrom Dr.Heart totreat apatient withhypertension.They
come intosupervisionvisibly stressed and not sure what todo.They tellyou
that it would be better tojust treat the anxiety the patient has.
Supervision
Discussion
H
What and How: Supervision often requires both the “what” of an intervention or
treatment plan (e.g. what should I do or what should a supervisor share or inform
about). And the “how” of an intervention or treatment plan (e.g. how does a
supervisee use the skills, develop a treatment plan and how does a supervisor engage
with the supervisee in their learning.
In small groups discuss and identify:
1. What information about treatment planning, skills, interventions and disease
processes would you hope your supervisee would gain?
2. How would you help the supervisee grow and learn these skills, interventions and
knowledge?
3. How could a developmental supervisory perspective inform your approach?

SECTION 1 – TRAINING
TREATING
PROFESSIONALS

FLOW IS A STATE OF
MASTERY WHERE
CHALLENGE AND
SKILL ARE EQUALLY
MATCHED.
WHEN WE ARE
ANXIOUS WE NEED
MORE SKILL. WHEN
WE ARE BOARD
MORE CHALLENGE.

IN GROWTH AS A
CLINICIAN AND A
SUPERVISOR WE
MOVE FROM THE
STRUGGLE OF
LEARNING TO THE
FLOW OF MEANING,
PURPOSE AND
CONNECTION.

LEARNING IS
FUNDAMENTALLY
A RADICAL ACT OF
TRANSFORMATIO
N THAT NEEDS A
CONTEXT OF
SUPPORT AND
CHALLENGE…

Group
Discussion
Supervision
and Clinical
Charting
Question 1: What is ‘good charting’ -
Lets consider what our personal values are
related to charting and what we think
makes good clinical charting.
Question 2: What are some of the
common challenges people face when
learning to chart?
Question 3: How could we help a student
grow who is struggling with an aspect of
learning to chart? Let’s pick one of those
challenges and discuss how to help a
student with that challenge.

Supervisors
wear many
hats…
These can include teacher, coach, cheerleader,
consultant, collaborator, mentor, counselor
(while not stepping into the role of therapist) and
setting limits. Effective supervision adapts the
roles needed by each student at a given time in
their development.

GROWING
TOGETHER
Exploring places where we are pulled into roles…

PLACES WE GET
STUCK IN
SUPERVISION
RELATIONSHIPS…
DYNAMICS THAT
CAN IMPACT
GROWTH.

MOVING OUT OF
DESTRUCTIVE
DYNAMICS INTO
DYNAMICS OF
CONNECTION
AND GROWTH
FOSTERING
RELATIONSHIPS.

Clinical
Supervision
Discussion
◦ You are thrilled to be asked to undertake
supervision of your first trainee. You find,
in your first meeting, that the trainee is
angry at being assigned to a younger
supervisor who she believes, because of less
experience, is less competent than she is.
The trainee asks for a change of
supervisors. You feel rejected and
frustrated.
◦ How do you manage this situation?

Creating Growth Fostering Relationships &
Recognizing Moments of Disconnection

Intersectionality,
Power, and
Relational Safety in
Context:
Key Concepts in
Clinical
Supervision
◦ “Cultural knowledge and life experiences of clients and
supervisees is centered alongside developing field
knowledge, supporting cultural democracy within the
microsystems of therapy, and supervision with the goal
of encouraging equity in the broader society.”
◦ “This requires supervisors and supervisees to
acknowledge histories of oppression and be
accountable for legacies of privilege within local and
global contexts.”
◦ “Supervisors must prepare themselves to engage in
critical analysis of dynamics of power and
intersectionality as these relate to the performance of
supervision and therapy.”
Hernández, P., & McDowell, T. (2010). Intersectionality, power, and relational safety in context: Key
concepts in clinical supervision. Training and Education in Professional Psychology, 4(1), 29.
How can supervision be a liberatory process?

Intersectionality,
Power, and
Relational Safety in
Context:
Key Concepts in
Clinical
Supervision
◦ “The importance of a specific, contextual, and
hierarchical analysis is emphasized because
oppressions are not equivalent across contexts.”
◦ “Demonstrating critical social awareness and
cultural humility allows supervisors and clinicians
to build the trust and safety necessary to
encourage growth across cultural and social
differences.”
◦ “This approach is based in a pedagogy of
emancipation and empowerment that offers a
metaperspective for addressing issues of power,
the legacy of colonialism, and the development of
anticolonial practices.”
Hernández, P., & McDowell, T. (2010). Intersectionality, power, and relational safety in context: Key concepts
in clinical supervision. Training and Education in Professional Psychology, 4(1), 29.
How can supervision be a liberatory process?

REVIEW
5 Major
Models
“Theories” of
Clinical
Supervision
1. Developmental Supervision: Takes the approach
of adapting supervision techniques to the
developmental level of a clinician. This has both
an arch of development across a training year and
the process of training from beginning to ongoing
growth.
2. Theory Based Supervision: Theory based
supervision supports the growth in the
development of the application of a clinical
theory to a client, type of client or in clinical work.
3. Supervisee Focused Supervision: Seeks to train
the supervisee in the emotional skills of becoming
a therapist. The focus is on the emotional and skill
development of supervisee. The supervisor and
supervisee relationship is central focus.

REVIEW
5 Major
Models
“Theories”
of Clinical
Supervision
4. Patient Focused Supervision: Focuses supervision on the
interventions used with a client. The supervisee brings in their
clinical work and the focus is on helping the patient. The
supervisor supervisee relationship is secondary to clinical
work.
5. Competency Based Supervision: Is a trans-theoretical
approach that uses core competencies that are vital for
effective clinical work as an anchor for training in supervision.
It starts with a behaviorally anchored identified competency
and develops learning experiences that develop those
competency.

GROUP SUPERVISION
Exploring Yalom’s Principals as Foundation to Group Supervision

Vignette: Day one of group supervisionis approaching.You have only met
your supervisees once at orientation.They are amixed group of practicum and
doctoralinterns workinginahealthpsychology setting. Insmallgroups come
together and discuss what you would dotoestablishcontainer,groupnorms
and communicationinthis first group supervision.
Supervision
Discussion
H
What and How: Supervision often requires both the “what” of an intervention or
treatment plan (e.g. what should I do or what should a supervisor share or inform
about). And the “how” of an intervention or treatment plan (e.g. how does a
supervisee use the skills, develop a treatment plan and how does a supervisor engage
with the supervisee in their learning.
In small groups discuss and identify:
1. What would be the way you would facilitate the group? What would be some
group norms to convey or establish?
2. How would you want to set this up to set the tone? How would you deliver the
group norms or establish them?
3. How could a developmental supervisory perspective inform your approach?
4. How might Yalom’s 11 curative factors play a role in group supervision.

The Central Relational Paradox
One of the core tenets of RCT is the Central Relational
Paradox (CRP). The CRP assumes that we all have a natural
drive toward relationships, and in these relationships we long
for acceptance.
However, we come to believe that there are things about us
that are unacceptable or unlovable. Thus, we choose to hide
these things; we keep them out of our relationships.
Pulled from web on 3.26.2018 from https://en.wikipedia.org/wiki/Relational-cultural_therapy

Critical
Exercise ExerciseOverview
Brake into small groups of 4
In those small groups reflect on these questions
Question 1 –What has made me feel safe to bring more of me, my
Cultural experiences and my authentic into supervision?
Connection in
Early
Question 2– How can I support my supervisees to feel safe?
Question 3 – Looking at theADDRESSING Model handout how
could I use this in early supervision to promote connection,
understanding and communication?
Supervision

Connection Continuum
Chronic relational disconnection drives difficulty with learning, willingness to
try and expand and mental health difficulties. Growth fostering relationships
move towards creating space for connection where the whole self is included.
Connection/5 Good ThingsChronic Disconnection
How can supervisors foster
connection and heal past
disconnections?

CLINICAL SUPERVISION
TRAINING
PART III – Developing Clinical Supervision Competence in Integrated Health Care Settings

CLINICAL
SUPERVISION IS
THE GROWTH
OF SELF-
REGULATION
CAPACITY

PART 1-
ETHICS AND
ETHICAL
ISSUES

Vignette: Difficulty with Follow up Apts
Your supervisee is a 41 yr old Laotian woman who is third generation
American and comes from middle SES background. She has been
struggling with patients returning to session after their initial
appointment. What do you do and how?

Key Ethical Issues
◦ Supervision is different from consultation:
Licensure status, Responsibility,
Accountability, Obligation (Supervisee,
Training and Patient).
◦ Informed Consent – Patient, Supervisee and
Supervisee Contract
◦ Supervisor Competence (CUBE and Type)
◦ CUBE – Foundational Competencies,
Functional Competencies, Stages of
Development
◦ Type – Core Competencies, Specialty
Competencies

Vignette: Micro-Aggressions in
Therapy
Your supervisee is a 28 yr old Latin(x) gender
non-conforming individual who is in her third
year practicum. She has had multiple experiences
of micro-aggression from a long-term patient.
She is working in a relationally based ACT
method and is helping the patient address
adjustment to a cancer diagnosis and need for
surgery.
Take a moment and consider areas of high,
medium and low competence for you as a
supervisor in supporting this supervisee
(Write Down One for Each).
In groups of two explore how you would
consult as a supervisor to gain increased
competence in one domain.
Make a brief plan for how you will support
your supervisee

Key Ethical Issues
◦ Confidentiality in Supervision – Clarity and description
(Supervisor – Supervisee, Program, Other), Client and
Supervisee
◦ Documentation and Record Keeping
◦ Multiple Relationships Vs. Multiple Roles: Supervisor as
Role Model, Ethical Standards APA, Boundaries
◦ Evaluation and Feedback – Periodic and ongoing, Written
as specified in informed consent, Disclose rating criteria
before start of supervision, who is aware of evaluation,
◦ Liability: Direct liability (due to supervisor action),
Vicarious Liability (Supervisee caused action), Respondent
Superior (Bosses responsible for employees)

Informed
Consent
Practice
Overview of the functions of
informed consent in
supervision and guidelines
In Small Groups: Review the
informed consent form
In Small Groups: Practice
reviewing informed consent of
supervision

Vignette: Smoking Cessation
Joseph is a 30 year old Iranian man who
immigrated to the US at the age of 3. He is
sis gender married and is in his practicum
two at a health psychology program. He
has had no training one health and
psychology. This is is first case. He has a
relational perspective and trained in a
psychodynamic model in his first year.
In small groups list together two indicators
of skills for each level of the development.
Using Bloom has listed develop questions
for how to evaluate Joseph’s level of
development.

PART 2
DEVELOPING
GROWTH FOSTERING
RELATIONSHIPS
Towards Liberatory
Learning and
Decolonializing
Supervision

Exercise: Conditions of
Connections and RCT
Actions
Consider how you as a supervisor
could support the growth of the
five good things in your
supervisory relationship. Consider
how to handle moments of
disconnection to support mutual-
growth facilitating relationship
and ways to embody RCT
Actions.
Conditions of Connection: Values Growth in
Relationship, Mutual Empathy, Mutual
Empowerment, Responsiveness to Influence,
Authenticity, Movement Towards Mutuality,
Conflict Creates New Possibilities
RCT ACTIONS: Developing mutual empathy
and mutual empowerment, Attending to the quality
of the relationship, Attending to the impact of
power on therapy and supervisory relationship,
Understanding and honoring strategies of
disconnection, Understanding relational images.

How can
supervision be
a liberatory
process?
“Cultural knowledge and life experiences of clients and
supervisees is centered alongside developing field
knowledge, supporting cultural democracy within the
microsystems of therapy, and supervision with the goal
of encouraging equity in the broader society.”
“This requires supervisors and supervisees to
acknowledge histories of oppression and be accountable
for legacies of privilege within local and global
contexts.”
“Supervisors must prepare themselves to engage in
critical analysis of dynamics of power and
intersectionality as these relate to the performance of
supervision and therapy.”

How can
supervision be
a liberatory
process?
“The importance of a specific, contextual, and
hierarchical analysis is emphasized because
oppressions are not equivalent across contexts.”
“Demonstrating critical social awareness and cultural
humility allows supervisors and clinicians to build the
trust and safety necessary to encourage growth across
cultural and social differences.”
“This approach is based in a pedagogy of
emancipation and empowerment that offers a
metaperspective for addressing issues of power, the
legacy of colonialism, and the development of
anticolonial practices.”

Vignette: Handling the Evaluation
◦Your supervisee is a 30 yr old sis-gender woman who
identifies as lesbian of Korean heritage from middle SES
background. You need to give her the report on the
evaluation and there are some difficult areas of growth
related to use of supervision.
◦What are some considerations in how you approach her?
Practice with Dyad

Critical Exercise
Cultural Connection in Early Supervision
◦ Exercise Overview
◦ Brake into small groups of 4
◦ In those small groups reflect on these questions
◦ Question 1 – What has made me feel safe to bring more of me, my
experiences and my authenticy into supervision?
◦ Question 2– How can I support my supervisees to feel safe?
◦ Question 3 – Looking at the ADDRESSING Model handout how
could I use this in early supervision to promote connection,
understanding and communication?

EXTRA CLINICAL
VIGNETTES
Clinical Vignettes to Discuss Key Supervisory Challenges

Supervision
Discussion
Vignette
You supervise several practicum students assigned to
you. One supervisee is a 40 yr. old Euromerican man
who recently received a referral for a patient who is
abusing alcohol and marijuana and has seen the
patient for two sessions.
The student states to you he is having difficulties in
treating this patient as he has his own history of
substance abuse, and the patient’s pattern of use
reminds him of his past use. He comes to
supervision distressed.
◦ 1. What do you do and how?
◦ 2. Considering ADDRESSING factors and cultural
dynamics what are some considerations you would
take in how you approach her about the learning
challenge?

Supervision
Discussion
Vignette
You have been working with your supervisee for three
months. They are open and responsive. Your supervisee is
a 55-year-old Latina cisgender woman who was previously
a doctor’s office administrator.
She is a practicum level trainee who has limited
experience with ACT and is trying to use the Act model
for all her cases.
She meets with a 62-year-old African American man with
a history of SUD, depression, diabetes II (A1cs 12) and
family conflict. He was referred for depression and
diabetes. In the session the patient refuses to sign the
informed consent.
1. What do you do and how?
2. Considering ADDRESSING factors and cultural
dynamics what are some considerations you would take in
how you approach her about the learning challenge?

Supervision
Discussion
Vignette
Your supervisee is a 28 yr. old male who
identifies as cisgender gay, who comes from
a middle SES background. You have been
working with a supervisee for 6 months.
Over the course of the last month the
supervisee has begun to withdraw.
They have stopped being forth coming
related to patient needs and are limited in
discussing their experience with clients.
Your supervisee was recently given
evaluative feedback. You wonder if there
maybe some challenges in safety related to
cultural communication in treatment.

Supervision
Discussion
Vignette
Your supervisee is a 35 yr. old African American
woman who comes from upper SES
background. She has a patient who expressed
suicidality in their session and she is brining it up
to you at the supervision time a week after the
session. You have been working with her for a
month and she is in her P3 year.
1. What are some considerations in how you
approach her? Practice with Dyad
2. Considering ADDRESSING factors and
cultural dynamics what are some considerations
you would take in how you approach her about
the learning challenge?

Supervision
Discussion
Vignette
Your supervisee is a 41 yr. old Laotian
woman who is third generation American
and comes from middle SES background.
She has been struggling with patients
returning to session after their initial
appointment.
2. Considering ADDRESSING factors
and cultural dynamics what are some
considerations you would take in how you
approach her about the learning
challenge?

Supervision
Discussion
Vignette
Your supervisee is a 25 yr. cisgender
man of African American heritage
from upper SES background. He calls
you at 8 pm and says that he has a
patient who has stated he would like to
kill an identifiable victim.
2. Considering ADDRESSING factors
and cultural dynamics what are some
considerations you would take in how
you approach her about the learning
challenge?

Supervision
Discussion
Vignette
Your supervisee is a 30 yr. old cisgender woman
who identifies as lesbian of Korean heritage
from middle SES background. You need to give
her the report on the evaluation and there are
some difficult areas of growth related to use of
supervision.
cultural dynamics what are some considerations
you would take in how you approach her about
the learning challenge?

Supervision
Discussion
Vignette
Your supervisee is a 33 yr. old Indian
American from the Kashmir region, woman
who is not completing her paperwork. The
paperwork is stacked up and she is feeling
overwhelmed.
cultural dynamics what are some
considerations you would take in how you
approach her about the learning challenge?

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