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Ethical Issues in Supervision. Gerald P. Koocher, Ph.D., ABPP. Foci of Clinical Supervision. Monitoring Teaching Ethical knowledge and behavior Clinical competence Personal functioning Attention to client welfare. Research Supervision. Ethical knowledge and behavior Research competence
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Ethical Issues in Supervision Gerald P. Koocher, Ph.D., ABPP
Foci of Clinical Supervision • Monitoring • Teaching • Ethical knowledge and behavior • Clinical competence • Personal functioning • Attention to client welfare
Research Supervision • Ethical knowledge and behavior • Research competence • Personal functioning • Attention to participant welfare • Attention to institutional review boards and federal regulations • Data integrity
Supervisory Roles • Teacher • Mentor • Evaluator • Facilitator of self-awareness and personal exploration
Positive Supervisory Traits • Competence • Fairness • Diligence • Caution • Recognition and respect for power differential
Supervisor as Professional Parent • Socialization • Professional etiquette • Wisdom • Experience
Third Parties in Supervision • Clients • Research participants • The agency • The graduate program • The payer • The licensing board • The subsequent employer
Significant Conflicts of Interest • Self-paying for “supervision” • Supervising relatives • Sexual intimacies • Other multiple-role conflicts
Hazards of Supervision • Vicarious liability • Supervision and personal psychotherapy • Oversight and teaching versus voyeuristic gratification • Vulnerabilities of trainees • Devalued, criticized, humiliated, ignored, exploited (sexual and otherwise)
Supervisory Feedback • Timeliness • Thoughtful presentation • Adequacy • Strengths and weaknesses • Documentation • Oral/written • Acknowledgement of receipt by trainee
Points to Remember • The person being evaluated is under considerable personal stress • Treat all with fairness and dignity • Allow due process and discussion • Clarify in advance • Outcome goals • Evaluation criteria • Time lines • Penalties/adverse consequences
What Do Trainees Want? • Expertise • Trustworthiness • Assistance with personal growth • Teaching technical skills • Communication of expectations • Timely feedback
What Frustrates Trainees • Sexist, authoritarian, or demeaning treatment • Ambiguity in responsibilities and roles • Lack of feedback
Contracting for Supervision • When? • Where? • How often? • Who pays? • Who gets reports? • What is covered? • Back-up?
Issues in Group Supervision • Helps with resource drain • Reduces individual attention • Inhibits some disclosures • Privilege alterations and reduced confidentiality
Risky Individuals • Who are they? • Emotionally unstable or labile • Arrogant and narcissistic • Have critical/hostile personality style • Procrastinate • Display impulsivity • Best strategy: apply standard rules and procedures; avoid emotional response
EEOC: Sexual Harassment Sexual Harassment includes the following: • Unwelcome sexual advances • Requests for sexual favors or physical conduct of a sexual nature that forces submission as an explicit or implicit condition of employment or academic standing • Statements or conduct that create a hostile, intimidating, or offensive learning or work environment
Court Decisions on Abuse Behavior • Unwelcome = abusive • Quid pro quo (implicit/explicit trading of favors for job benefit or preventing job detriment) = abusive • Hostile work environment =abusive
Nature of the Problem • 25-90% of women victimized (Koen, 1989) • Mostly unreported (Rubin & Borgers, 1990) • Management tends to deny or minimize • It never happened (denial) • She misunderstood (minimized) • It wasn’t intentional (minimized) • She came on to me (blaming) • Complex or difficult grievance process
Letters of Reference • Never assume confidentiality. • Be honest and direct. • Focus on behavioral indicators and objective evidence, not opinion or innuendo. • When in doubt regarding the value of the letter, discuss it with the candidate. • Just say “no.”