Psychologica Special Edition: Supervision (April 2024)

PSYCHOLOGICA

SPECIALEDITION:SUPERVISION

CULTIVATING DEVELOPMENT: THE ESSENCE OF EFFECTIVE SUPERVISION

WHAT

MAKES A GREAT SUPERVISOR

WELCOME BACK TO PSYCHOLOGICA!

Psychologica isn’t just a publication – it is an extension of the OAMHP, designed to support, inform, and connect mental health professionals. As the official publication of OAMHP, Psychologica embodies our shared commitment to advancing the interests of our members, advocating for our profession, and delivering tangible value to each mental health professional in our community

After a brief hiatus since early in the pandemic, this special edition of Psychologica marks an exciting new chapter for our publication and serves as a testament to our dedication to supporting your professional growth and development Just as OAMHP is here for you throughout your career, Psychologica is your trusted companion on your journey as a mental health professional.

A Platform for Connection and Collaboration

The purpose of Psychologica is to provide you with the insights, resources, and connections you need to thrive in your practice From informative articles to expert interviews, each issue of Psychologica is carefully curated to address the challenges and opportunities facing mental health professionals today. As an extension of OAMHP, Psychologica is here to amplify your voice, share your experiences, and empower you to make a difference in the lives of your clients.

In addition to providing valuable content, Psychologica serves as a platform for connection within the mental health community Through our publication, you’ll have the opportunity to engage with fellow professionals, share your expertise, and learn from others in the field By fostering collaboration and dialogue, we can collectively elevate the standards of mental health care and drive positive change in our communities.

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As we embark on this new chapter, your feedback and input are invaluable We want Psychologica to reflect the needs and interests of our diverse community of mental health professionals Whether you have suggestions for future content, insights to share, or ideas for collaboration, we want to hear from you.

Find out more about us and our events: www.oamhp.ca Contact us anytime at: communications@oamhp.ca

Disclaimer: The Ontario Association of Mental Health Professionals (OAMHP) does not support, endorse or recommend any method, product, clinic, program or person mentioned within its magazine, newsletter, or website. It provides these vehicles as a service for your information only. The reader is responsible for confirming details and verifying accuracy of claims Listings do not imply endorsement or recommendation of any service on the part of the OAMHP Neither does the OAMHP endorse any claims, ideas, alleged factual information, or theoretical positions provided by contributors to Psychologica.

Copyright: The OAMHP welcomes and encourages authors to resubmit articles published in our journal for publication elsewhere or for duplication for teaching purposes Authors, however, must seek the approval of the OAMHP beforehand If approval is granted, the author should contact communications@oamhp ca for a copy of the official and final version of the article Updated May, 2024

ABOUT THIS ISSUE

Dear Readers,

Welcome to a special issue of Psychologica dedicated to the crucial and dynamic realm of supervision for those in the profession of offering psychotherapy In this edition, we delve into various aspects of supervision, offering valuable insights and practical guidance for both emerging and experienced professionals interested in this important topic

For those in attendance at our supervision event in the spring of 2023, you may remember our Keynote speaker Kevin Stafford who walked us through the history of supervision in our profession and the reasons it is so paramount to our continued growth Here he expands on these same topics, writing about the culture we need to foster to make supervision effective

For students and new professionals, we outline the requirements of supervision set out by the CRPO and what else to consider when choosing a supervisor We hope to demystify and clearly explain the considerations you need to make an informed choice

This article aims to empower both those just now embarking on their professional journey as well as seasoned practitioners That is why there is a piece focused on bringing the safe and effective use of self to supervision Jennifer Lane shares insights into techniques that enhance the quality of supervision, fostering a supportive and growth-oriented environment

Christina Crowe blends her marketing savvy with her experience as a psychotherapist and private practice owner for a piece on marketing oneself to attract the right supervisees while growing your practice.

Since supervision is such a big topic, to provide a comprehensive overview, we've included an insightful interview covering all things supervision. Gain valuable perspectives from a seasoned professional and thought leader in the field as they share their experiences and wisdom.

Finally, we would like to highlight the benefits of being associated with organizations like OAMHP Longtime Board member, Adam Terpstra attests to the benefits of the recently introduced Validated Supervision designation for certified members of OAMHP This designation brings a new standard of excellence to supervision, ensuring a high-quality and standardized approach for mental health professionals

Beyond the supervision program, as a mental health professional, joining an association like ours provides a platform for networking, continuous education, and staying updated on industry standards It fosters a sense of community and support that is invaluable in our challenging and ever-evolving field

We hope this special issue on supervision enriches your understanding and practice in the mental health field Thank you for joining us on this exploration of professional development and growth

Warm regards, OAMHP

CONTRIBUTORS

KEVIN STAFFORD, MSC, RP, RMFT-SM

Kevin is a teacher, trainer, consultant, and clinical supervisor, and has been a practicing clinician for over 30 years He is currently the Director of Clinical Training for the Couple and Family Therapy program and Co-Director of the Maplewoods Centre for Family Therapy and Child Psychology at the University of Guelph

He has served as external consultant to the Homewood Health Centre, was the Executive Director of the Ontario Association for Marriage and Family Therapy, and advocacy chair and steering committee member of the Ontario Coalition of Mental Health Professionals

In 2009 he was appointed by the Minister of Health and Long-Term Care (MOHLTC) to the Transitional Council for the College of Registered Psychotherapists of Ontario, during which time he served on the Executive Committee, chaired the Quality Assurance, ICRC and the Professional Practice Committees, where he oversaw the development of the Professional Misconduct Regulation; Quality Assurance Regulation; Professional Practice Standards and the Code of Ethics In 2015 Kevin was elected to the first Council for the new College where he served as Chair of the ICRC until 2019

He is also a recognized subject matter expert on Psychotherapy and is regularly called upon as a consultant Most recently, he served on a collaborative working group that developed accreditation standards for the Canadian Association for Marriage and Family Therapy

An avid outdoors person and cook, Kevin is married to his husband of 20 years and they raise four special needs children ages 11-23

PAULINE O’BRIEN, ED.D, CCC-S, CCS-AC, RP (SHE/THEY)

Pauline O’Brien is founder ofThe Compassion Projectand creator ofThe Empowered Supervisor: 36 hours of directed learning in clinical supervision

Pauline is a Registered Psychotherapist as well as a Canadian Certified Counsellor-Supervisor and Canadian Clinical Supervisor, and Addiction Counsellor with a Doctorate degree in Counselling Psychology from the Ontario Institute for Studies in Education, University of Toronto

For the past 20 years she has been providing counselling and psychotherapy services to individuals, families and groups. Her area of practice includes psychotherapy leadership, clinical supervision, interprofessional collaborative mental healthcare, trauma, addiction and Indigenous mental health. Pauline also has extensive teaching and group facilitation experience in both college and university settings She is currently an Adjunct Professor at Yorkville University in the Masters of Arts in Counselling Psychology (MACP) program

Pauline has experience working cross culturally and in particular with Indigenous communities She was the first instructor to facilitate and coordinate a mental health diploma program in Iqaluit, NU where she collaborated with Indigenous communities with the goal of providing culturally integrated counsellor training She is interested in cultivating professional learning communities committed to providing safer spaces in psychotherapy

CONTRIBUTORS

CHRISTINA CROWE, RP

Christina Crowe is a Registered Psychotherapist, Clinical Supervisor and the founder of Dig a Little Deeper, Psychotherapy & Counselling, a modern, self-managed, group practice Since 2015, the practice has grown to over 20 associate psychotherapists, counsellors and therapy-interns, providing both inperson and virtual service, across Ontario and PEI

Dig a Little Deeper offers a wide scope of services, including a private Nurse Practitioner-led psychiatric clinic and Equine-Assisted Therapy, and endeavours to partner with community programs to help make therapy more accessible.

As a Clinical Supervisor, Christina'sstyle is relational, mentoring, strengths-based and pragmatic. Sessions can flow readily between directive and non-directive, based on the learning needs of supervisees. Christina particularly focuses on creating an open and trusting relationship with supervisees, believing that consultation – and parallel process – work best when trust is strong

Christina is neurodivergent, and aims to always offer an anti-oppressive,egalitarianand neurodivergentaffirming supervisor-supervisee relationship

As a regulated health care professional, who is also a business owner, Christina has navigated the marketing and advertising space carefully and successfully

Christina experienced the growth of her social media networks through the early stages of the pandemic, with over 43,000 TikTok followers and 7500 Instagram followers today, she has been interviewed by The Walrus, and ADDitude magazine, and was selected to co-facilitate at a scientific conference on the phenomenon of #ADHDtiktok based on her presence in the area Christina also sits on the Advocacy committee for CADDRA, the Canadian ADHD Resource Alliance

Karen Sewell is a social worker with over twenty years of practice experience, and a research profile demonstrating a commitment to children’s and youth mental health, the social work profession, and transformative social work pedagogy including simulation-based learning

Her program of research centers on the improvement of mental health services for children and youth from vulnerable and marginalized populations through the development, delivery, and evaluation of effective clinical programs, with the role of supervision a key component This includes teaching and supporting the development and ongoing maintenance of holistic competence for practitioners and students

KAREN SEWELL, PHD, MSW, BA/BSW

CONTRIBUTORS

SARAH FRASER

Sarah Fraser is the Director of Registration at the College of Registered Psychotherapists of Ontario (CRPO). Sarah has been employed by CRPO since 2014. She began her work at CRPO reviewing applications and has processed over 2,000 applications

In her current role, Sarah oversees the Registration Team and all aspects of registration including initial applications, renewal, category transfers, registration examination, and program review and recognition

Sarah also provides support to the Registration Committee and Examination Committee in their review of matters referred to a panel (e g , applications that do not meet registration requirements, examination appeals, etc ) and policy development

I obtained my Honours Bachelors and Masters Degree in Psychology from Wilfrid Laurier University, and have been in clinical practice for nearly a decade I have extensive experience working with stress, anxiety, depression, parenting issues, first responders, relationship issues, and LGBTQ+ issues I work with a variety of clients from different cultures, religions, gender identities, and sexual orientations No matter how you identify, I provide a safe space for you to be yourself

Supervisees have described me as warm, approachable, and passionate about the work I do. It is my intention to create an environment where supervisees feel respected, validated, safe, challenged, and productive in each supervision session.

Raechel Pefanis is a Registered Social Worker based in Waterloo, Ontario She is a proud Indigenous woman from the Turtle clan She is the author of The Person Behind the Professional: Cognitive Behavioural Coaching for Everyday Workplaces She is also a Clinical Supervisor and Instructor, as well as a PCC Certified Coach (International Coaching Federation)

Over her 25 years in practice, Raechel has trained in and practiced almost every type of therapeutic modality there is, including MFT, CBT, DBT, IFS, SE, Psychedelic Assisted Therapy, and Professional Coaching, using these tools to supervise, mentor and develop other professionals for over 10 years.

Today, Raechel is the Principal and CEO of Red Maple Coaching & Consulting, which provides professional coaching and psychotherapy to individuals, families and workplaces Raechel is an Instructor at ADLER Graduate Professional School in Toronto, Ontario, where she serves as the Director of Coach Education

In her off time, Raechel spends her time outside paddle boarding or hiking with family or friends, reading next to her two dogs (Frankie and Lola), writing, finding the best cup of coffee there is, or heading out to see some standup comedy

KAYLEEN EDWARDS, MA, RP, (CERT-S)OAMHP

RAECHEL PEFANIS, BA, MDIV, MSW

ADAM TERPSTRA, RSW, RP, OCT, (CERT-S)OAMHP, CCC

Adam completed a Bachelor of Arts (BA) in Psychology from the University of Victoria in 2009, a Bachelor of Education (B Ed) in Social Sciences from University of Victoria in 2013, and a Master of Education (M Ed) in Adult Counselling and Psychotherapy in 2016 from the University of Toronto, OISE campus

He is a Registered Social Worker (RSW), a Registered Psychotherapist (RP), a Certified Member and Validated Supervisor with the Ontario Association of Mental Health Professionals ([cert-S]OAMHP), a Certified Canadian Counsellor (CCC), and a registered teacher in British Columbia, Ontario (OCT), and the Yukon Territory.

Having joined the Board in 2017 as a Director at Large, Adam has served as a member of the Governance and Risk Management Committee (2017 – 2019), Vice-Chair of Governance and Risk Management (2019 –2022), Board Treasurer (2018 – 2022), Chair of Management and Personnel Subcommittee (2020 – 2022), Vice-Chair of Certification (2018 – 2021), and Chair of Certification (2021 – 2023), in addition to supporting other committees (Ethics and Professional Conduct Committee, Public Policy Committee, Equity and Inclusion Advisory Committee) as needed

In his past role as Chair of Certification, Adam was passionate about strengthening clinical practices of mental health professionals through enhancements to certification and launching the Validated Supervisor program – a unique program to OAMHP that supports access to quality clinical supervisors

Aside from his volunteer work with OAMHP, Adam is the President and Clinic Director for Church Wellesley Counselling and Psychotherapy in Toronto,Prince Edward County Counselling and Psychotherapyin Picton, andYukon Counselling and Psychotherapy in Whitehorse, Yukon, and maintains an active clientele base between both practices In 2021, he also opened a federally registered charity,Bridging With Support, that aims to increase access to mental health services for LGBTQQ2S+ and BIPOC folx

JENNIFER LANE, MACP, RP, CPT, (CERT)OAMHP

I am a Registered Psychotherapist and clinical supervisor practicing virtually and in Hamilton Ontario While I specialize in working with the 2SLGBTQIA+ community, I have a wealth of experience in other areas and can provide supervision for a large range of demographics and difficulties

I see my role as a supervisor as one that functions to lift up supervisees, provide guidance where required, and help them think outside the box I pride myself on being a mentor and providing a source of confidence for new therapists

My approach to supervision, like my approach to therapy, is person-centered and integrative I aim to promote growth, confidence, and competence in my supervisees. I strive to create an open, inviting environment with my supervisees that allows for positive feedback and constructive criticism, promoting growth, confidence, and competence.

VALIDATED SUPERVISORS: STRENGTHENING MENTAL HEALTH TOGETHER

BY TEMI ADEWUMI AND ADAM TERPSTRA, RSW, RP, OCT,(CERT-S)OAMHP,CCC

As mental health professionals, we have a passion for supporting the personal development and growth of clients in our care; but what about the professional development and growth of our field? Who are the passionate professionals contributing to this vocational obligation?

While not an exclusive responsibility, clinical supervisors, in their work with supervisees, have the potential to make significant contributions to the improvement of the mental health field And for us supervisors that have had the privilege of professionally rewarding relationships with supervisees, we know the potential impact and reflection that can occur We also know that supervision can be a tricky responsibility to navigate, full of rewards and risks

That said, the journey to become a clinical supervisor is not as clearly defined as the pathway to becoming a mental health professional Those of us who become supervisors do so by chance (e g , a request by a student seeking a placement and supervision) or intention (e g , a desire to reinvest into the profession) And once in the role, access to professional development, guidance, or support is often difficult to come by

As the dominant regulatory body for members of the Ontario Association of Mental Health Professionals (OAMHP), the College of Registered Psychotherapists of Ontario (CRPO) provides criteria to assess one’s ability to provide clinical supervision

However, the CRPO does not assume a role in assessment or evaluation. As a result, limited opportunities exist to demonstrate one’s supervisory competency and for distinguishing between effective and ineffective supervisors

Additionally, as a function of this gap in professional monitoring, how does a clinical supervisor objectively assess their own abilities, competencies, and skills? Evaluating these key areas of the supervisory process is necessary for fostering effective self-observation and self-examination in supervisees

In response to the need for more support for clinical supervisors, the OAMHP created the Validated Supervisor Program – the only Ontario organization currently offering such validation Available to Certified OAMHP members, the Validated Supervisor Program offers the opportunity for clinical supervisors to demonstrate their knowledge and skills for the purpose of offering evidence of their competency in this area

“DURINGTHEPROCESS,IAPPRECIATEDTHEOAMHP'SEMPHASISON

PEERASSESSMENT.ITALLOWEDMETOENGAGEWITHEXPERIENCED SUPERVISORSWHOUNDERSTOODTHECHALLENGESANDNUANCESOF THEROLE.THEIRFEEDBACKANDINSIGHTSWEREINVALUABLEIN DEEPENINGMYUNDERSTANDINGOFEFFECTIVESUPERVISORY PRACTICESANDREFININGMYOWNAPPROACH.”

Upon conferral of the designation, Validated Supervisors are entitled to publicly identify as both a Certified Member and Validated Supervisor; attestations to expertise in the field of mental health and provision of clinical supervision These recognitions not only enhance occupational credibility but also open doors to career advancement and professional collaboration, including opportunities to participate in supervision peer support groups that offer a platform for collaboration, consultation, mentorship, and shared learning among a community of supervisors dedicated to advancing the field.

Speaking personally, OAMHP’s Validated Supervision Program has played a significant role in my growth as a clinical supervisor

Through a rigorous evaluation process and adherence to specific requirements, I have gained a deeper understanding of effective supervision practices and the expectations of a supervisor in Ontario

Beyond the applied benefits, being a Validated Supervisor serves as a symbol of competence, dedication, and professionalism to the field of mental health professionals in addition to an opportunity to re-invest in our rewarding vocation.

As such, I encourage my fellow professionals to take this opportunity to elevate your standing within the field and apply for your Validated Supervisor designation Together, we can strengthen the caliber and provision of mental health services, thereby benefiting the communities and individuals we support

BY JACQUELINELACROIXUSINGINFORMATIONFROM

Clinical supervision plays a vital role in the professional development and ongoing education of psychotherapists in Ontario. It serves as a collaborative process that promotes ethical practice, enhances clinical skills, and ensures the well-being of both the therapist and their clients Here, we’ll explore all things supervision, including the unique aspects of clinical supervision, how to make it effective, and the considerations involved in meeting the requirements set out by the College of Regulated Psychotherapists of Ontario (CRPO)

What is clinical supervision and how is it unique?

Clinical supervision stands apart from other forms of guidance due to its distinct characteristics. It provides a supportive and structured environment where therapists can reflect on their clinical work, discuss challenges and successes, and receive feedback from an experienced therapist Key elements that make clinical supervision unique include:

Skill Development: Supervision sessions focus on honing clinical skills, exploring evidence-based interventions, and increasing their clinical aptitude. Supervisors act as mentors, providing guidance and facilitating skill development in areas such as assessment, diagnosis, treatment planning, and intervention strategies

Reflective Practice: Clinical supervision encourages therapists to engage in deep self-reflection and examine their own experiences, biases, and how those may inform their reactions to clients This introspective approach helps therapists gain insights into their practice and enhances their ability to respond effectively to client needs. vol.1

Emotional Support: Psychotherapy can be emotionally demanding, with burnout being one of the greatest professional risks Good clinical supervision serves as a safe space for therapists to process their own emotions and experiences The supervisor acts as a compassionate sounding board, providing support and helping therapists maintain their emotional well-being.

How does clinical supervision differ from other forms of professional guidance?

While it can be easy to confuse supervision with terms like coaching, consultation, and performance management, it’s worth remembering how the meaning of these words differ

Like clinical supervision, which is primarily concerned with the development of clinical skills and the improvement of the supervisee's practice, coaching focuses on the personal development of the clinician. Coaching helps to tap into the inner wisdom of the clinician, develop their signature strengths, and enhance their thinking and style Coaching is distinct from supervision in that it focuses more on the person rather than the practice

Consultation involves seeking advice or expertise from another professional regarding specific cases or clinical issues It is a collaborative process where the consultant provides recommendations or suggestions to the clinician based on their expertise and knowledge. Often this is a peer-to-peer process between professionals of similar standing. It may have aspects of reflective practice, skill development, and emotional support, but the consultant does not take on the same level of responsibility as a supervisor

Performance management, by contrast, is concerned with the results and outcomes of the organization or practice It involves managing and evaluating the performance of the clinician, including their productivity, adherence to modalities, and training needs Performance management is different from clinical supervision as it focuses more on the organization's goals rather than the individual's growth and development

Does the CRPO or other regulatory bodies view these terms as interchangeable?

Ultimately, remember that the CRPO does not care what term you are using Rather, they are focused on the definition They define supervision as contractual and purposeful, where regular meetings are held and records are kept, and where there may be a shared responsibility for compliance If those elements are in place, CRPO considers it to be a supervisory relationship and the supervisor and supervisee take on the responsibilities and risks associated with that, whether the therapist is calling it supervision or not

What role does supervision play in Gatekeeping the Profession?

As regulators, CRPO is the body primarily responsible for regulating who may or may not call themselves Registered Psychotherapists and they have established several steps applicants must complete while registering. Supervision is one such step.

After graduation, applicants are tested on their practice competencies through qualifying exams, and by showing they meet the CRPO’s requirements They must complete 100 hours of supervision and at the end, the supervisor is required to confirm that the hours were successfully completed, and that the supervisee acts in a safe, professional, and ethical manner If the supervisor cannot attest to this, they must be honest in their attestation to the CRPO.

These requirements and assessments are there to ensure safe and ethical practice This is all meant to guarantee mental health professionals have the experience and training they need to effectively work with the public

The CRPO and other regulatory colleges publish guidelines and material on this topic that is available to the public and always worth reviewing, since criteria does change.

Outside of being a requirement, what are the benefits of effective clinical supervision?

There are several benefits associated with engaging in regular supervision:

Enhanced Clinical Competence: Through ongoing supervision, psychotherapists can refine their clinical skills, expand their theoretical knowledge, and improve their ability to form therapeutic alliances. This increased competence leads to improved client outcomes and greater job satisfaction for the therapist

Ethical Practice: Supervision promotes adherence to ethical guidelines and professional standards It provides an opportunity for therapists to discuss complex ethical dilemmas, navigate boundaries, and ensure the protection of client confidentiality Regular supervision enhances ethical decision-making and safeguards the welfare of both therapists and clients.

Vicarious Learning: By speaking to an experienced supervisor, the supervisee can learn from their expertise and gain insights into different therapeutic approaches Supervision also allows for the sharing of collective wisdom, facilitating the development of a diverse skill set and broadening the therapist's knowledge base

All this said, if the supervision is not good or effective, the benefits will not be reaped by the clinician or their clients. Finding a supervisor who aligns with your values as a therapist, is knowledgeable in the modalities you are practicing, and who can dedicate the time to you is key

What can be done to ensure my supervision is effective?

The regulatory College’s role in ensuring supervisor effectiveness is to establish clear requirements for supervisors, such as extensive experience in the field (at least five years), good standing with the college, and the completion of 30 hours of coursework

The CRPO also specifies the minimum requirements for the frequency and duration of supervision sessions

Therapists must engage in supervision at least once a month, with a minimum duration of 1 hour per month for part-time practice and 2 hours per month for full-time practice. Psychotherapists must maintain accurate records of their supervision activities, including the number and duration. Supervisors of students must also now check a box to prove the supervisee was successful

While you can find a supervisor from another college, students who are intending to join the CRPO must be supervised by a Registered Psychotherapist

The college is also working to establish a quality assurance programming committee to develop how competence is evaluated Developing a set of competencies for supervisors is another way to ensure their effectiveness The OAMHP also offers a Validated Supervisor designation for Certified members to demonstrate their knowledge and skills in the clinical supervision of mental health professionals This designation helps potential supervisees to know they will be working with someone competent in the field of supervision

On a personal level, being honest and open with your supervisor is the best way to get the most out of the experience That means being honest about expectations and setting clear goals with your supervisor from the outset Don’t be afraid to ask questions You are working with a supervisor to learn and grow Be prepared to be vulnerable Supervision should be a safe space.

“FINDINGASUPERVISOR WHOALIGNSWITH YOURVALUESASA THERAPIST,IS KNOWLEDGEABLEIN THEMODALITIESYOU AREPRACTICING,AND WHOCANDEDICATE THETIMETOYOUIS KEY.”

Where can I learn more?

There are many resources available to help guide you through your supervision journey The CRPO provides information, but so do professional associations Associations also offer the support of a network of other therapists who have been through or are going through the process and can speak to their experiences

Are there any last minute thoughts you want to add?

I’ll just end by saying clinical supervision is important for both the professional development and education of psychotherapists It is a unique process that fosters ethical practice, enhances clinical skills, and ensures the well-being of both therapists and their clients With its emphasis on reflective practice and emotional support, clinical supervision really does provide a structured environment for therapists to contemplate their work, receive feedback, and grow both personally and professionally

Howdowebuildanenvironmentthat supportsandbelievesinsupervisionas adistinctpractice? C U L T I V A T I N G D E V E

S E N C E

BYKEVINSTAFFORD,MSC,RP,RMFT-SM

In 2009, I had the honour and privilege of sitting on the Transitional Council that established the structures and foundation that is the College of Registered Psychotherapists of Ontario (CRPO) today. The CRPO was eventually founded, with the goal to establish unified regulations, standards, and registration requirements, while recognizing the importance of practitioners seeing themselves and the modalities they used reflected in the college

Despite the many achievements of the CRPO, a critical shortcoming emerged in the link between didactic learning and clinical experience We created a system where some schools only see the need to provide course-based training rather than ensure students also get sufficient integrated clinical experience.

Students need the opportunity to put into practice at least some of what they're learning in the classroom More than just clinical experience, students need good clinical experience, and to do that requires good supervision.

We need to build a culture and environment that supports and believes in supervision as a distinct practice The role of supervision becomes paramount in shaping the foundation of welltrained clinicians capable of practicing safely, effectively, and ethically We need not only to train and supervise those coming into the field - we also need to train future supervisors In this article, we’ll explore what supervision is, why it’s important and what I believe are some of the key developmental paths to supervision.

What is supervision:

Clinical supervision, as defined by the CRPO, is a contractual relationship where a clinical supervisor engages with a supervisee to discuss therapy direction, therapeutic relationships, professional growth, and clients’ well-being. This definition underscores the distinction between supervision and case management, emphasizing the importance of a supervisee-centered approach rather than a client-centered focus

Supervision is required when a person is working toward a professional or regulatory designation such as RP, when learning a new scope of practice or new modality, or when mandated by a professional association, regulatory body, or workplace Supervision should not be confused with consultation, as supervision assumes an evaluative function, supporting professional and regulatory designations

As for how long we need supervision for, given that being a psychotherapist involves the safe and effective use of self and the self is always evolving or being shaped by intervening experiences, there is a need for ongoing and intentional reflexive conversations with others At all stages of our careers, we need people who are going to ask us questions, hold us accountable, help us reflect, stretch, and consider different possibilities.

Why is supervision important:

Yes, the CRPO requires supervision as do many professional associations However, this should not be the only reason we engage in supervision Supervision is important because it helps ensure the professional development of the next generation of therapists; It provides oversight to ensure people practice safely, effectively, and ethically. How a profession trains and supervises its members is key to the degree to which the profession is legitimized, taken seriously, and respected

Our profession is based on the exploration of people’s personal, social, and emotional lives We are in the business of helping people sort through connections between serious disorders that impair their judgment, behavior, or social functioning Our field is unique as most therapists sit through the telling of their clients’ life stories It could be a story of joy or wonder, but most often they start as stories of worry, anger, loss, and tragedy And we are there to listen and take it in

We cannot be present and genuine in the face of these stories without being affected by them. This is why we need supervision. We need a place to sort our emotions in regard to these stories; to make sense of them, find ways to be resilient, and for someone to validate our experiences as clinicians As supervisors we can provide a forum to explore the ways in which our personal selves and lives influence our clinical work and lives, and vice versa

As a supervisor it's critical to me to open space for supervisees to speak about how the work is affecting them or how their life is influencing the work. I appreciate when a supervisee is able to say, “Kevin, I don't think I can work with this person. Their values are not aligned with mine and I just want to tell them where to go,” or “I can't condone how they live their life ” This is an excellent opportunity to explore the relationship between the clinician and the client to help the supervisee get clear on what is going on for them in these situations As supervisors we need to create a space for supervisees to tell us stuff that will make us go, “Wow, I am so glad you felt comfortable bringing this up to me, tell me more.” If supervisees can feel safe enough to do that with their supervisors, then we have made supervision worthwhile.

Some developmental paths of supervision:

The first step in providing good supervision is to know where the supervisee is on their developmental path. Like good clinical work, we need to meet the supervisee where they are. As a supervisor you may start off working with a supervision student that requires a lot of answers In the beginning, the conversation may be more directive and as their development grows, the conversations become more reflective, and you find yourself in more of a dialogue as you watch the supervisee become more confident

Like therapy, there are many models or philosophies of supervision. I am not here to promote any one over the other. I think just as every therapist should have a theory of change, every supervisor should have a philosophy of supervision Regardless of the model or philosophy, there are three fundamental things to consider in the development of a supervisee: these are the integration of insight, clinical competence, and clinical experience

Insight:

Insight is generally understood as having the

Clinical competence:

The entry-to-practice competencies are psychotherapy-specific activities that psychotherapists must possess to practice the profession safely, effectively, and ethically. That said, just knowing and understanding the entry-to-practice competencies is not enough Psychotherapists must be able to apply that knowledge, skill, and judgment effectively in their practice setting Achieving an entry-topractice level of competency proficiency comes in part from having sufficient clinical experience Supervisees who do not feel sufficiently confident in their competence will need more clinical experience

Clinical experience:

Clinical experience is the ability to demonstrate the practical application of models, theories, and entry-to-practice competencies in clinical practice Clinical experience grows as more direct client contact hours and supervision hours are accumulated

Additionally, clinical experience helps supervisees (and supervisors) define their scope of practice based on whether they have

One of the greatest challenges of supervision, is what measures we use to assess clinical competence As supervisors and as supervisees, it is imperative to consider the multitude of direct and indirect methods to demonstrate clinical competence and see how the supervisee is working with clients Direct methods include live observation, audio or video recordings of sessions, and session transcripts Indirect methods include case reporting; session notes or reports; anonymized session transcripts; discussions or role playing. I encourage multiple methods of assessment to be employed, and while I understand the challenges of direct methods –it’s hard to watch ourselves on a screen - I ask you this, “Can you really assess something you have not seen?”

There is an iterative relationship between insight, competence, and clinical experience and supervision can help to shape the development of each of these. Insight is needed to know when more experience is required to develop a competence. A supervisor is required to help a supervisee know how to build competence through clinical experience To do all this the supervisor also needs the capacity for insight and an understanding of competencies and how to grow them This is using supervision to consolidate learning - and isn’t that also like what we do with clients in therapy?

The relationship between supervisor and supervisee is equally as important as that between client and therapist. If, for example, the supervisor does not know or believe in the model or approaches used by the supervisee, the supervision may be useless It is important to open space for a bidirectional conversations about what in your relationship is working and what needs to change or improve Areas where you align could be a place to develop further common ground with your supervisor, but areas where you differ might be a source of growth

Like with clients, the work of supervision does not happen in supervision – it mostly happens in the space and time between supervision as the supervisee tries something new or different with a client or reflects further on the conversations in supervision. In this, there is a parallel process between work with clients and the work of supervision.

Conclusion:

Supervision plays a vital role in the field of psychotherapy, facilitating professional development, and ethical practice Effective supervision nurtures growth, exploration, and validation, acknowledging the interconnectedness of personal and professional lives It follows a developmental path, cultivating insight, clinical competence, and experience A strong supervisor-supervisee relationship built on mutual respect enhances the effectiveness of supervision. Ultimately, supervision fosters lifelong learning, enabling therapists to continuously refine their skills and provide the best possible care to their clients

NURTURING GROWTH:

EFFECTIVE SUPERVISION FOR STUDENT CLINICIANS AND BURGEONING PSYCHOTHERAPISTS

BYADAMTERPSTRA,RSW,RP,OCT, (CERT-S)OAMHP,CCC

Embarking on a career in psychotherapy is an exciting and transformative endeavor As a psychotherapy student or recent psychotherapist registrant in Ontario, finding an appropriate supervisor is crucial for professional development and success However, the process of securing an effective supervisor requires some forethought to ensure the supervisor possesses relevant training and experience while meeting the applicable requirements of the College of Registered Psychotherapists of Ontario (CRPO).

In Ontario, the CRPO sets the standards for the practice and supervision of registered psychotherapists As such, when seeking a supervisor, ensuring they meet applicable requirements set out by the CRPO is necessary

Specifically, in order to provide clinical supervision to an individual planning on registering with the CRPO, the supervisor must:

Be a registered member in good standing with a regulatory body that is authorized to practice psychotherapy

Have five years of extensive clinical experience;

Meet the CRPO’s “independent practice” requirement (i.e., completion of 1000 direct client contact hours and 150 hours of clinical supervision);

Have completed 30-hours of directed learning in providing clinical supervision; and

Provide a signed declaration that they understand the CRPO’s definitions of clinical supervision, clinical supervisor, and the scope of practice of psychotherapy.

N.B., At the time of this authoring, the CRPO has communicated an updated definition for clinical supervision that will take effect on 1 April 2026 –see Revised Clinical Supervisor Definition Approved 22 Jun 2023 for more information

ments, f a successful ionship is s should ence (both in hotherapy and e supervisor vant chosen (or n and modality valuable ning f supervision one in the e capacity. nd insight rough the l health o discover cipate within working association on of Mental xtremely ude: ding session nd clinical and/or rvision; including oals; and medium N.B., See the cal Supervision ency isee; and he ers (e g , How Do they offer they wait for ance? What ing times of

N B , Best practice is to set goals and expectations at the onset of the supervisory relationship while being proactive and transparent about your own attitudinal tendencies, emotional triggers, and problematic behaviours Two helpful self-reflective opportunities include identifying what might be something that impacts you and how you approach uncomfortable conversations (e g , Do you respond to conflict with aggression, assertiveness, compassion, curiosity, hostility, passivity, or protest behaviours?) Having a plan of action for engaging in functional conflict will be incredibly helpful (N B , See Functional Conflict Inventory for more about functional conflict patterns).

Concurrent to considerations for your supervisor, identifying and discussing your expectations are also important Are there specific areas you would like support with; skills you aim to establish/develop/enhance; and challenges you might anticipate (e g , Talking about attachment styles of supervisee and supervisor can be tremendously helpful!)

While everyone enters their supervision experience with the best intentions, miscommunication, roadblocks, and unexpected challenges can arise For example, if you have trouble connecting with a client, will you judge yourself excessively? Will you want to avoid discussing the details with your supervisor for fear of being judged? Could this lead you to lie about how your sessions with this client are going? Alternatively, are you someone who during times of uncertainty loses confidence in your abilities and wants attention from your supervisor more frequently to ease your anxiety? Might this lead you to expect more of their time than you originally agreed upon then become upset when they are unable to meet based on your varying needs? In addition to avoiding future discomfort and disappointment, having plans in place for times of conflict will allow your supervisor the opportunity to know you better and assist you more effectively

The goal of supervision is not to merely check a box; it is a vital component of your professional development Building a relationship with your supervisor that is based on collaboration, mutual respect, and trust is a secure approach to ensuring the experience is as professionally positive and rewarding as possible An empathetic and supportive relationship will encourage open communication and foster a healthier learning experience; accomplishing this can be achieved in a variety of ways – self-reflective capacities are only the beginning

“ONEOFTHEMOST IMPORTANTRELATIONSHIPS

INTHECAREEROFA PSYCHOTHERAPISTISTHAT BETWEENTHESUPERVISOR ANDSUPERVISEE:ITISNOT JUSTABOUTFINDINGA SUPERVISOR;ITISABOUT FINDINGTHESUPERVISOR WHOCANSUPPORTYOUAND FACILITATEYOURGROWTH.”

Additionally: Supervision comes with feedback! Be prepared to receive both complimentary and constructive feedback; both are necessary for your growth Identifying how you prefer feedback is equally important as soliciting how your prospective supervisor provides it And remember, you get to provide complimentary and constructive feedback too! Asking how your supervisor prefers to receive this important information is necessary as you need to know that asking for clarification and/or telling them “I’m just not understanding what you’re trying to tell me right now” are necessary considerations for ensuring the richness and rewarding capacity of clinical conversations

One of the most important relationships in the career of a psychotherapist is that between the supervisor and supervisee: It is not just about finding a supervisor; it is about finding the supervisor who can support you and facilitate your growth Embrace the supervisory relationship wholeheartedly and empower it to be the foundation upon which you build a rewarding and successful career in psychotherapy

MARKETING SUCCESS: A GUIDE FOR CLINICAL SUPERVISORS

BYCHRISTINACROWE,RP

For mental health professionals, becoming a clinical supervisor offers the potential for a rewarding and influential training and mentorship role in the field Supervisors guide and shape the next generation of professionals, help to uphold regulatory ethics, teach best practices and competency skills, and ensure safe and effective use of self (SEUS) skills.

While the CRPO outlines the requirements for supervision for current or prospective clinical supervisors, there is more to attracting fitting supervisees than being minimally qualified It is crucial to market oneself effectively and ethically to attract the right supervisees for you Here, I’ll provide valuable insights and strategies to help new supervisors feel confident about their marketing and advertising, so potential supervisees can find a supervisor with both shared interests and relevant experience to build foundationally effective supervisory relationships

Whether your marketing practices are as simple as setting up a listing on OAMHP’s Find a Professional, or as extensive as having multiple social channels, crafting a professional identity through marketing promotes yourself, your services, and the high standards of our profession

Learning how to articulate your Why:

When it comes to advertising your supervisory services, you will want to ask yourself a few questions First, how much time do you have to dedicate to marketing and advertising? When you first decided to enter into the mental health field, did you know you might be using chunks of your day to post photos on Instagram or create videos for TikTok? Was the idea of maintaining a website or dusting off your writing skills to create blogs and articles top of mind? How about networking – did you think about consistently making an effort to socialize professionally with those in your field? Probably not! Yet, for many therapists, marketing has become a big part of how they attract and retain clients

As a clinical supervisor, it is essential to establish and communicate your professional identity clearly. This involves highlighting areas of expertise or specializations, and the unique value you bring to the supervision process

A value proposition (VP) is a brief statement communicating why someone should choose you based on what you offer A VP is a clear statement specifying who you are and what you offer in a way that is meaningful to your potential supervisees

Crafting a VP also helps the supervisor get clear on what their own strengths are as a therapist and supervisor, offering not only clarity about what they offer but perhaps also highlighting their own competency goals as a supervisor

When crafting a VP, follow the who-how-why model using the following template: I help (who), with (what/how), to (why/outcome).

For example, a clinical supervisor might state: I help practicing therapists develop their neurodivergent-affirming competency skills, to better serve therapists who work with ADHD clients to ensure we are helping and not harming.

In this example, the VP communicates who it is being helped, how one does that (what you offer), and why what one does is helpful Crafting a VP also helps the person writing it to get clear on what their strengths are as a therapist and supervisor and to have a better understanding and self-awareness of what it is they offer.

Develop an ethical and compelling online presence:

Once you have created a VP, you need a place to put it, to ensure the supervisees who are great candidates will actually see it Creating a professional website that showcases your qualifications, experience, and supervisory approach is a great first step to help your supervisees find you. Your website is your digital ‘storefront,’ and the main place you can transparently provide your training and credentials, in compliance with our regulatory guidance around good business practices It can be worth the investment to create something that is both maintainable and professional looking, as well as ensuring you have the capacity to keep it working and up-to-date

While social media is not everyone’s cup of tea:

It’s hard to deny the reach and utility for social media in today’s increasingly digital world. One benefit to getting comfortable with social media is the multiple channels that help you reach your ideal candidates If you want to reach other therapists through article or newsletter writing, you might choose to be more active on LinkedIn If you’re creative or visual, then Instagram might be the better option

From a social justice perspective, social media provides an opportunity to increase accessibility and overall mental health literacy to a broader audience.

From a content perspective, there is so much one can do, whether it’s sharing relevant articles or content from other creators, creating one’s own resources, or demonstrating expertise through longer write-ups or livestreams. You can provide information about what psychotherapy is, as well as facilitate knowledge translation (academia to real life).

For supervisors without prior work experience or training in marketing or advertising, the initial Google search about how often to post might feel overwhelming You will read about the need to continuously push your content For example, there is a traditional 5-3-2 rule for social media, meaning if you do 10 posts a week, five should be content from others that is relevant to your audience, three should be content from you that is relevant to your audience, but not sales focused, and two should be personal, fun content that helps humanize your brand.

However, 10 posts a week can be a lot, especially if you’re just starting out! Beginning with whatever is a manageable number for you is a good initial strategy to stick to Decide what your ‘reach’ goals are by deciding on how you will measure whether your tactics are working Growing a follower count might feel good, but to what end? Ensuring you have specific goals that will result in your specific goals being met will be the most important criteria you define

Network, Network, Network

There are many ways a supervisee can become aware of a potential supervisor. Word of mouth not only accounts for a large percentage, but it is also perhaps the most gratifying form of reassuring feedback about the experience your supervisees have had with you This can go a long way in establishing trust between supervisor and supervisee right from the beginning

Attending your association conferences and workshops, or participating in professional events to expand your network, enhances your visibility within the psychotherapy community Even participating in your association or just in online forums can also be quite helpful

The right way to advertise

As regulated mental health professionals, there are ethical standards around how one can promote themselves and their services. One guideline you can reference is the OAMHP’s Standards of Practice Advertising must always be truthful, factual, clear, and easily understood, as well as providing only information that is objective and verifiable This applies to your therapist colleagues, just as to advertising psychotherapy services For group practice owners, you should take reasonable steps to ensure that advertising placed by your associates or business partners (e g , employers, employees, marketing consultants) meet these same objectives For example, clearly listing your training in clinical supervision and experience; describing areas of practice and/or specialization and populations served, outlining a philosophy or approach to practice and identifying membership in the College are all factual and accurate statements that can be

It's important to note, there are also guidelines around wha CRPO has different advertising rules from the College of So example, so be sure to check with your respective Colleges

In Summary

As a clinical supervisor, marketing yourself effectively is a terrific opportunity to not only strengthen your professional network, but to build strong and successful supervisory experiences, both for yourself as supervisor, and for your supervisees By being intentional about your professional identity, building meaningful relationships through networking, and advertising ethically, you can expand your reach as a therapist and supervisor, contributing to the growth of our profession overall. Remember, your reach and impact can extend beyond individual one to one therapeutic work to inspire and shape the next generation of psychotherapists

HARNESSING THE POWER OF SAFE AND EFFECTIVE USE OF SELF FOR HEALTHCARE PRACTITIONERS TO MAINTAIN PRACTICE STANDARDS

BYJENNIFERLANE,MACP,RP,CPT,(CERT)OAMHP

In the demanding world of therapy, where practitioners are entrusted with the emotional well-being of their clients, the concept of "safe and effective use of self" has gained considerable recognition More and more, therapists have discovered that by nurturing their own self-care and skillfully employing their personal qualities, they not only protect themselves from burnout but also significantly enhance their therapeutic practice. This article explores the importance of safe and effective use of self, its impact on therapists' self-care, and how it can improve their ability to connect with and support their clients and supervisees

Understanding Safe and Effective Use of Self

Safe and effective use of self refers to a therapist's ability to intentionally understand and utilize their personal characteristics, experiences, and skills in a way that promotes therapeutic growth and fosters a healthy therapeutic alliance It involves integrating one's emotions, thoughts, and values into the therapeutic process, while maintaining professional boundaries By skilfully utilizing their authentic selves, therapists can establish a genuine connection with clients, engendering trust and creating a safe space for healing and growth

There are many ways to develop competency in safe and effective use of self as a healthcare practitioner. Clinicians can cultivate safe and effective use of self through: their own personal therapy; courses focused on the use of self in a clinical setting; guided and reflective Indigenous practices; and clinical supervision

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EXPLORATION.”

Self-Care and Safe Use of Self

The practice of safe and effective use of self is intimately linked with self-care for therapists Engaging in self-care activities, such as regular exercise, mindfulness practices, and maintaining a healthy work-life balance, allows therapists to replenish their emotional reserves and prevent burnout When therapists prioritize their own well-being, they can bring their most effective selves to each therapeutic encounter, ensuring they are present, attuned, and empathetic.

Furthermore, self-care enables therapists to better manage their emotional responses during sessions By developing self-awareness, therapists can recognize when they are being triggered or overwhelmed and take proactive steps to address their own emotional reactions This self-regulation allows them to maintain a calm and centred presence, enhancing their ability to support their clients or supervisees effectively

Improving Therapeutic Practice

Safe and effective use of self has a profound impact on the therapeutic process Therapists who are attuned to their own emotions, values, and biases can better navigate the complexities of the therapeutic relationship This self-awareness allows them to identify their blind spots, be open to feedback, and continually grow as professionals

Moreover, safe use of self enables therapists to establish stronger therapeutic alliances. By authentically connecting with clients, therapists can create an environment conducive to collaboration and exploration Clients feel understood, valued, and respected when therapists are genuine and compassionate, leading to deeper engagement and increased therapeutic effectiveness

Techniques for Safe and Effective Use of Self

Maintaining safe and effective use of self is an ongoing process that requires regular check-ins with oneself and others

Below we cover several techniques that therapists can employ to enhance their safe and effective use of self:

Reflective Practice: Regularly engaging in reflective exercises, such as journaling or supervision sessions, helps therapists gain insights into their own thoughts, emotions, and reactions This self-reflection enhances their self-awareness and aids in identifying areas for personal and professional growth

Mindfulness and Self-Compassion: Cultivating mindfulness and selfcompassion practices enables therapists to be present in the moment, regulate their own emotions, and extend compassion to themselves These practices create a solid foundation for maintaining emotional balance and resilience

Continuing Education and Personal Development: Therapists can pursue ongoing education and personal development opportunities to expand their knowledge and enhance their skills. This commitment to growth ensures therapists stay informed about the latest research, therapeutic approaches, and selfcare strategies

Bringing the Safe and Effective Use of Self to Supervision

Telling a therapist they should bring their personal experiences and trauma to supervision is often met with hesitation, if not downright hostility, and for good reason

Supervision inherently involves a power dynamic between supervisor and supervisee and no one in that position wants to be judged or viewed as incompetent - it’s a vulnerable position to be in That said, in a trusted relationship with a supervisor, sharing one’s reflections about how their personal experiences are impacting their practice opens a great deal of space for support and growth as well as elevating the supervisory relationship to a new level of understanding and connection

While we want to maintain healthy professional boundaries, it can be valuable for a supervisee to start to explore different parts of their histories that may be impacting their practice At the end of the day, therapists are human with human emotions, and to ignore or avoid that in supervision is doing a disservice to the profession.

Conclusion

In the field of therapy, safe and effective use of self is a transformative concept that empowers therapists to nurture their own well-being while improving their practice By practicing self-care and skillfully employing their personal qualities, therapists can forge deeper connections with their clients, foster a safe and supportive therapeutic environment, and facilitate positive change Embracing safe and effective use of self in practice and supervision enables therapists to embody their professional roles with authenticity, empathy, and resilience, ultimately benefitting both themselves and those they serve