Clinical supervision is a complex exchange between supervisor and supervisee aimed at facilitating the supervisee's development. The supervisor allows the supervisee to reflect on their counseling work and relationship as well as the supervision process itself. Graduate supervisors give supervisees opportunities to freely express their own views as supervision is an educational process of personal and professional growth. Supervisors must identify supervisees' developmental stage and provide appropriate feedback and support, gradually moving the supervisee to more advanced stages by incorporating new knowledge and skills. Throughout this dynamic process, supervisors must be aware of potential issues like countertransference and vicarious trauma and assist supervisees accordingly.

1. Observing experienced clinicians at work is without question a useful
training tool, for the dyadic relationship supervisor supervisee (ACA, 2005; ACES,
1995). Such relationship aims supervisee development, facilitated when the supervisor
allow the supervisee to engage in reflection on the counseling work and relationship, as
well as the supervision process itself (ACA, 2005; ACES, 1995). Thus, clinical
supervision is now recognized as a complex exchange between supervisor and
supervisee, who will provide her/his mental health theory as the reference work theory
(ACA, 2005; ACES, 1995).
Graduate supervisor give opportunity to the supervee to freely express their own view
to matters/issues at hand, as supervision is an educational process similarly to any
pedagogic regarded as a process of personal and professional self-growth Morrisette and
Gadbois (2006) pointed. Burkard, Knox, Hess, and Shultz (2009) highlighted the
importance of the clinical supervision when it comes to supervising graduate students
with different views/opinions when dealing with multidiverse, in particular those not able
to relate to various gender preferences and/or lifestyles. The supervisor would need to
expand his role of helping/ assisting those students who lack multidiverse
education/understanding, to understand their own biases though a genuine self-analysis
(Morrisette and Gabbois, 2006; Nelson and Neufeldt, 1996). Sue (2001) proposed a
multidimensional model of educationg and nourishing cultural competence, starting with
self understanding, aknowledgement of sself bias, understandign and assimilation of the
new cultural dimension, and finnaly accepting and/or tolerance of the new mutlidiverse
dimension in a scaffolding manner .
Hence, the supervisee during supervision passes thought various stages of
developemtn and it is the duty of the supervisor to needs to accurately identify the
supervisee’s current stage and provide feedback and support appropriate to his/her
professional/personal developmental stage (Kerl, Garcia, McCullough & Maxwell,
2002). The supervisor would gradually observe, facilitate and nourish supervisee’s
progression to the next stage, while encouraging the supervised during individual and
group supervision meetings, to use prior knowledge and skills to produce new learning
(Kerl, et al 2002; Morrisette and Gabbois, 2006; Nelson and Neufeldt, 1996). As the
supervisee approaches mastery at each stage, the supervisor gradually moves the scaffold

2. to incorporate knowledge and skills from the next advanced stage (Kerl, et al 2002;
Morrisette and Gabbois, 2006; Nelson and Neufeldt, 1996). Throughout this process, not
only is the supervisee exposed to new information and counseling skills, but the
interaction between supervisor and supervisee also fosters the development of advanced
critical thinking skills (Kerl, et al 2002; Morrisette and Gabbois, 2006; Nelson and
Neufeldt, 1996). This is a multidimensional dynamic process, at times sprinkled with
self-traumatic past experiences resurfacing in form of counter -transference, or at times
caused by repetitive vicarious traumatic events, of which the supervisor must be well on
guard, to assist the naive supervise (Sommer, 2008).
Supervsiorship is a noble art of knowing when to help, nourishing others to grow in the
noble art of counseling (ACA, 2005; ACES, 1995). But at the same time the dyadic
supervisor-supervise needs to acknowledge the counseling is a call which not everyone
is blessed to have, and in that case the supervisor after making all the necessary attempts
to help the naive counselor, needs to meet with his/her own supervisor, talk /meet with
the supervise and find out pertinent alternatives and/or future plan of action(s), pointed
ACA (2005) and ACES (1995).
References:
American Counseling Assocation. (2005). 2005 ACA code of ethics and other ethics
resources. Retrieved from http://www.counseling.org/Resources/aca-code-of-ethics.pdf
(PDF)
Association for Counselor Education and Supervision (1995). Ethical guidelines for
counseling supervisors. Counselor Education and Supervision, 34(3), 270-276.
Kerl, S. B., Garcia, J. L., McCullough, C. S., & Maxwell, M. E. (2002). Systematic
evaluation of professional performance: Legally supported procedure and process.
Counselor Education and Supervision, 41(4), 321-332.
Morrisette, P. J., & Gadbois, S. (2006). Ethical consideration of counselor education
teaching strategies. Counseling & Values, 50(2), 131-141.

3. Nelson, M., & Neufeldt, S. (1996). The pedagoy of counseling: A critical examination.
Counselor Education & Supervision, 38(2), 70.
Sommer, C. A. (2008). Vicarious traumatization, trauma-sensitive supervision, and
counselor preparation. Counselor Education & Supervision, 48(1), 61-71.
Sue, D.W. (2001). Multidimensional Facets of Cultural Competence. The Counseling
Psychologist 2001; 29;790, DOI: 10.1177/0011000001296002