ABSTRACT
Implicit throughout this book and the IDM is the idea that the training of supervisors is an area of professional development that requires focused and systematic procedures. It is no longer adequate to assume that skills used in therapy are sufficient for supervision or that one’s experiences as a supervisee constitute adequate training to become a supervisor, which, as Loganbill and Hardy (1983) point out, have been the two basic approaches to supervisor training in the past. Rus sell, Crimmings, and Lent (1984) have also noted that just as ther apists are required to be proficient in therapeutic theory and intervention strategies, so too should they be required to have training in clinical supervision and be offered training opportunities to develop supervision skills. Holloway (1992) has proposed that the learning and teaching of supervi sion require specific knowledge of instructional methods appropriate for supervision. Consequently, the process of supervision is increas ingly becoming recognized as perhaps the most crucial of activities associated with the psychotherapeutic professions because the super vised training that developing therapists receive plays a formative role in establishing their therapeutic competency and represents the cor nerstone of applied graduate education (Russell & Petrie, 1994). In anticipation of this growing demand for supervisory skills, the American Psychological Association (2002a) has added the area of supervision in its revised criteria for accreditation domains and standards. Also, ethical principles for psychologists require those who wish to function as supervisors to acquire competence in this domain (American Psychological Association, 2002b), as has been suggested by others (Harrar, VandeCreek, & Knapp, 1990; Sherry, 1991; Vasquez, 1992).
