ABSTRACT

Adding to the contextual issues for which clinical supervisors may need to account when they provide clinical supervision, this chapter discusses the size of training programs of prospective supervisees, licensing differences among prospective supervisees, the character of training programs, and practice issues among supervisees. The large differential in the sizes of training programs raises the likelihood of large, potential differentials between supervisors and supervisees. Clinical supervision rests on the reasonable assumption that both supervisors and supervisees come to clinical supervision prepared to engage in the process of supervision. In contrast with the accreditation picture of psychologist preparation programs, an unknown number of graduate programs – but a number that is larger than forty – prepare students for licensing as professional counselors in Tennessee. In contrast with psychology and social work programs, institutional accreditation alone is sufficient as an academic and professional status for programs that prepare individuals to become licensed as professional counselors.