ABSTRACT
Within the helping professions, graduate programs often devote significant resources to the training of future practitioners. The development of a long-term supervisory relationship, with an established practitioner mentoring a novice practitioner, is a common component of professional training programs in psychology. This supervisor-supervisee relationship may promote self-reflection, skill and knowledge development, and acquisition of professional standards within supervisees, as supervisors serve as models for professional conduct. Furthermore, supervision serves a gate-keeping function to protect the profession and public from practitioners who are not yet prepared to practice professionally (Tod, 2010).
