While supervision is a relationship that has similarities with counseling or psychotherapy, it does have “a different structure and purpose“ (Campbell, J. 2000. Becoming an Effective Supervisor, p. 1). “The primary purpose of clinical supervision is to ensure the quality of client care while the trainee or supervisee is learning” (p. 1).

“Clinical supervisors are responsible for transmitting the skills, knowledge, and attitudes of their profession to the next generation of practitioners counselors“ (p. 4).

“Competent supervision requires a fine balance on the supervisor’s part between providing professional development opportunities for supervisees and protecting clients’ welfare. While assisting supervisees to learn the art and craft of therapeutic practice, supervisors also are expected to monitor the quality of care clients are receiving as well as serving as a gatekeeper for the profession. A primary aim of supervision is to create a context in which the supervisee can acquire the experience needed to become an independent professional.”

Corey, G., Haynes, R., Moulton, P., & Muratori, M.  (2010). Clinical supervision in the helping professions: A practical guide. Alexandria VA: American Counseling Association, p. 3.

Effective supervisors need a wide array of competencies and skills in a variety of areas. Supervisors should be confident but not authoritarian, be respected and viewed by others as capable, and advocate for their supervisees (Boders, L.D. & Leddick, G.R. 1987. Handbook of counseling supervision. ACES). Supervisors should be able to work with transference and countertransference dynamics in supervisees‘ client work as well as in the supervisory relationship.

Please see the "Effective Supervisory Behaviors & Qualities" document in the resources.

Site supervisors must have the following qualifications:
(1) a minimum of a master’s degree, preferably in counseling, or a related profession;
(2) relevant certifications and/or licenses;
(3) a minimum of two years of pertinent professional experience in the specialty area in which the student is enrolled;
(4) knowledge of the program’s expectations, requirements, and evaluation procedures for students; and
(5) relevant training in counseling supervision.

(CACREP, 2016, Section 3.P).

“Clinical supervision focuses on the work of the supervisee in providing services to clients. In our view, clinical supervision is best defined as a process whereby consistent observation and evaluation of the counseling process is provided by a trained and experienced professional who recognizes and is competent in the unique body of knowledge and skill required for professional development. Supervision also is defined by many external forces, including governing bodies, licensing agencies, and the settings in which we work.

“Administrative supervision focuses on the issues surrounding the supervisee’s role and responsibilities in the organization as an employee: personnel matters, timekeeping, documentation, and so forth (Bradley & Kottler, 2001). The line between these kinds of supervision is not distinct; thus, not surprisingly, there continues to be ‚extensive misunderstanding‘ of the activities that constitute clinical supervision (Schultz, Ososkie, Fried, Nelson, & Bardos, 2002, p. 219). All too often clinical supervision is confused with staff meetings and administrative oversight … It is not unusual for counselors to be supervised by someone who is required to function in both clinical and administrative roles, a situation that can lead to some common challenges.“

Corey, G., Haynes, R., Moulton, P., & Muratori, M.  (2010). Clinical supervision in the helping professions: A practical guide. (American Counseling Association, Ed.). Alexandria VA: American Counseling Association, p. 3.

Our resources section has several documents that could be helpful, but the following are particularly noteworthy:

The Individual Supervision Evaluation Form lists 21 skills supervisees are trained in. Supervisor and supervisee can use this form to identify skills in client work that are strengths of the supervisee and 3-5 skills which the supervisee will focus on to improve in a given semester. This provides a framework for a rich learning conversation.
“Off-site Individual Supervision Evaluation Form“

The following document also assists with specific Supervisory Functions:
“Supervisory Functions“

The Brief Summary of Supervision Models document provides a clear summary of the various supervision models commonly used.
“Brief Summary of Supervision Models“

No, since students do the majority of their clinical work for training at the CTS Counseling Center and review recordings in CTS supervision, off-site supervisors do not need to require recordings and do not need to review any recordings.

Please feel free to contact the faculty supervisor at anytime during the semester. We want to have a collaborative working relationship and be proactive in all situations. We ask that you always contact us when you have any questions, concerns, or dispositional issues with the student.

You can reach the Clinical Mental Health Counseling Program Director at 317-931-2346 or contact any of us directly using the contact information listed above.

At the end of the semester, please email your signed evaluation form directly to the Program Director at NRobertson@cts.edu. You may also mail the form to our office. The mailing address is: Dr. Nicole Robertson, CMHC Program Director, Christian Theological Seminary, 1050 W 42nd St., Indianapolis, IN 46208.

Yes. CTS faculty supervisors will offer regular supervisory trainings for off-site supervisors. Some trainings will provide CEs, when indicated.