The supervisor and supervisee create a trusting environment that promotes mutual learning, confidentiality, exploration of emotions, and open communication.

Typical contracts identify the following:

• The goals and objectives of the supervision.

• The context of the services to be provided.

• The methods and frequency of evaluation.

• The duties and responsibilities of the supervisor and supervisee.

• The expressed learning objectives.

• The supervisor’s scope of competence.

Reflective Supervision Is NOT Therapy

While there is an emphasis on the exploration of the emotions and thoughts of the supervisee, the focus must remain on these experiences as they relate to working with clients. In reflective supervision, supervisors take on a different role when compared to some other models of supervision, and thus, attention must be placed on the boundaries within the supervisory relationship to maintain this role and healthy interactions (Heller, 2020).

Although aspects of the supervisee’s life and history are explored in reflective supervision, these components are viewed and explored through the lens of how they inform their perceptions and responses to their clients. These insights are used to help the supervisee gather a balanced view of the situation and guide their interactions in a way that supports the client and promotes positive change (Heller, 2020).

Supervisors need to assess their supervisee’s competencies. These assessments are ongoing. The supervisee’s licensure board may have recommendations for how frequent these occur. However, a supervisor can decide to facilitate additional competencies as needed. It is important that competencies evaluate all clinical functions that the supervisee performs, including (SAMSHA, 2014):

• Models and theories

• Knowledge about treatment practices

• Diagnostic information and pharmacological resources

• Diversity and cultural competence

• Screenings, assessments, & evaluations

• Interventions

• Treatment planning

• Referrals and aftercare

• Case management

• Documentation

• Ethical responsibilities

One way a supervisor may implement an assessment is through a case presentation. The supervisee chooses a client that they find challenging. The supervisor provides a form for the case conceptualization. The supervisee presents the case and the supervisor provides consultation. The supervisee should address (SAMHSA, 2014):

• Presenting problem

• Summary of the case

• Tentative assessment, including diagnosis

• Intervention strategies

• Relational concerns (transference, countertransference)

• Ethical concerns

Having supervisees do case presentations helps the supervisor understand the supervisee’s competencies, their strengths, and where they need improvement.