ABSTRACT
There are many definitions and models of supervision. Some focus primarily on the development of student and neophyte psychologists into competent practitioners (e.g., Bernard & Goodyear, 1998). For example, Bernard and Goodyear defined supervision as:
An intervention provided by a senior member of a profession to a junior member, or members of that same profession. This relationship is evaluative, extends over time, and has the simultaneous purpose of enhancing the professional functioning of the junior member(s), monitoring the quality of professional services offered to those clients she, he, or they see(s) and acting as the gatekeeper for those who are to enter that particular profession. (p. 6)
This definition seems quite client evacuated. Others see supervision as important for practitioner development but consider the primary role as ensuring the safety, welfare, and health of clients in practitioners’ care (see Van Raalte & Andersen, 2000). For this chapter, we will define supervision quite broadly as what happens when two people sit down and discuss (or peripatetically converse about) the professional activities, experiences, or cases of one of the dyad. Meta-supervision would be similar with two people discussing the supervision practices and experiences of one of the pair. These professional encounters can have inherent power differentials (e.g., graduate student–supervisor; beginning supervisor–senior meta-supervisor) or these can be collegial (e.g., peer meta-supervision). The focus can be primarily psychologist/supervisor development, or the emphasis could be client/supervisee health and welfare, or both.