ABSTRACT
Education, training, and supervision are well recognized as preventative measures for sexual boundary violations. In spite of the consensus that formal education regarding boundary violations is a necessary component in prevention, several challenges have been noted. Students may inadvertently be placed in facilities as part of their internship where unethical practices reign and/or have interactions with colleagues and supervisors in which suggestions, advice, and directives contrary to those taught in their education-based programs are proffered. Supervisors often use their own past experiences of supervision as guides for behavior, which is particularly problematic if this supervision was lacking in quality. Also, supervisors are often far more comfortable using techniques and approaches recognized as essential for work with clients, such as a nonjudgmental stance, in contrast to critical feedback, which is essential for supervision. Supervisors should use basic counseling skills such as listening, empathy, reflecting of feelings, and engaging in judicious and appropriate self-disclosure.
