This session will ground you in the purpose and function of clinical supervision. We’ll review core supervision theories and models, explore how theory shows up in day-to-day supervisory decisions, and clarify the supervisor’s role, authority, and responsibility. Participants will begin identifying their own supervision style and values while examining how power, accountability, and support coexist in effective supervision.

• Identify and describe at least three core clinical supervision theories and models and explain how they inform supervisory structure, decision-making, and relational dynamics in practice.
• Clarify about four aspects of the ethical role, authority, and responsibilities of the clinical supervisor, including how power, accountability, and support intersect within supervisory relationships.
• Evaluate your own emerging supervision style and values and assess how these influence supervisory expectations, boundaries, and responses to supervisee development.

This session focuses on the boundaries that keep supervision ethical, sustainable, and effective. We will explore supervisor boundaries (including fees, availability, and dual roles) and learn how to support supervisees in developing strong clinical boundaries. We’ll also address how to keep supervisees practicing within their scope of competence and how supervisors can intervene early when concerns arise.

• Identify about four common boundary challenges in supervision, including fees, availability, dual roles, and role confusion, and explain their ethical implications.
• Apply at least two supervision strategies that support supervisees in maintaining appropriate clinical boundaries to protect therapeutic relationships and client welfare.
• Assess supervisee practice for scope-of-competence concerns and implement around three early supervisory interventions to address training, experience, or risk-related limitations.

Supervisors often struggle to balance support with autonomy—especially when supervisees are anxious, inexperienced, or high-risk. This session examines micromanagement in supervision, why it happens, how it impacts supervisee development, and what to do instead. You will learn developmentally responsive strategies that promote growth without abandoning accountability.

• Describe about three aspects of how supervisee developmental level influences supervisory structure, support, and autonomy across stages of clinical growth.
• Recall around five signs of micromanagement and supervisory overcontrol, including the underlying factors that contribute to these patterns.
• Implement at least two developmentally responsive supervision strategies that promote supervisee growth while maintaining accountability and client safety.

Supervision is relational work—and that means emotions show up. This session explores imposter syndrome in both supervisors and supervisees, along with countertransference in supervision. You will learn how to recognize emotional reactions, normalize them without minimizing risk, and use them as data rather than derailments.

• Identify at least two common emotional responses in supervision, including imposter syndrome and countertransference, in both supervisors and supervisees.
• Differentiate between emotional data and supervisory risk indicators to support reflective rather than reactive supervision.
• Apply about three supervision strategies that address emotional processes while maintaining ethical boundaries, role clarity, and supervisory focus.

Supervising students and early-career clinicians comes with elevated responsibility and risk. This session focuses on high-risk supervision contexts, including students, provisionally licensed clinicians, and supervisees navigating significant personal or professional stressors.

• Identify at least three factors that increase supervisory risk, particularly when working with students and early-career clinicians.
• Apply about five supervision strategies that balance support, evaluation, and gatekeeping responsibilities in high-risk supervisory relationships.
• Implement about two documentation and consultation practices that support ethical decision-making and protect client welfare in high-risk contexts.

Mandated reporting can be one of the most stressful aspects of clinical work—for supervisees and supervisors alike. This session focuses on how supervisors can support supervisees navigating child and adult protective services reporting.

• Explain the supervisor’s role in supporting supervisees through child and adult protective services reporting decisions.
• Apply at least three structured supervision strategies for consultation, documentation, and follow-up before and after mandated reports.
• Implement about two approaches to supporting supervisees’ emotional and ethical processing related to reporting while maintaining supervisory boundaries and client safety.

This session looks forward. We’ll explore supervisor and supervisee self-care as an ethical responsibility, not a luxury, and discuss burnout, compassion fatigue, and sustainability. The session also introduces thoughtful considerations around the use of artificial intelligence in supervision.

• Identify at least four indicators of supervisor and supervisee burnout and explain their ethical relevance to supervision practice.
• Apply around three sustainable supervision strategies that support long-term effectiveness, professional responsibility, and well-being.
• Evaluate about two potential uses and about two limitations of artificial intelligence in supervision, including ethical considerations, boundaries, and risk.