ABSTRACT
Supervisors play a key role in the clinical and professional development of a counselor, and as such, supervision has been identied as a core functional competency (Rodolfa et al., 2005). Relatedly, since the 1990s a greater focus has been placed on approaches to supervision training along with a movement toward credentialing of supervision as part of licensure and accreditation (Freeman & McHenry, 1996). For instance, in 1997, the National Board of Certied Counselors established the Approved Clinical Supervisor credentials and minimal competencies, recognizing the integral role of supervisors as gatekeepers of the profession (Getz, 2001). In addition, the Association for Counselor Education and Supervision (1990) developed a task force to establish ethical standards for credentialing counselor supervisors. ese standards not only highlighted the range of responsibilities that supervisors have in their dierent roles (i.e., administrative, clinical) but also the type of training supervisors need to maintain legal and ethical protection of client and supervisee welfare. An important premise underlying these guidelines is that supervision should occur throughout one’s counseling career and not stop because a counselor has achieved a particular level of education, certication, experience, or membership in an organization.
