Common Factors of Supervision
We turn now to the common factors of supervision. A distillation of the factors across models will help you to further identify elements contributing to an integrated, supportive, and tailored supervision approach.
Morgan & Sprenkle's (2007) study revealed several common factors across supervision models. The common factors are described in three main categories: the emphasis of the supervision, the specificity of the supervision, and the supervisor-supervisee relationship.
They noted that supervision ranges on a continuum between emphasizing the development of a clinician's ability to effectively work with specific clinical issues while at other times the focus is on issues related to a therapist's ability to adhere to ethical and legal standards of practice.
Clinical Competence Professional Competence
The continuum includes a variety of activities along the continuum often attending to both the development of clinical skills and the development of a therapist's professional identity.
Morgan & Sprenkle (2007) describe another continuum illustrating varying levels of supervisory focus. The supervisor addresses clinical and supervisory issues ranging from idiosyncratic or particular to nomothetic or general.
Supervision addressing particular areas of focus attends to a therapist's response to a specific family system, the unique challenges arising within that work, or within the supervisory process. Supervision addressing general areas of focus addresses broader theoretical, ethical, and legal issues.
Finally, supervisor and supervisee involvement in supervision ranges from collaborative to directive. This range reflects the tension maintained throughout the supervision process described in the previous section.