Conflict in Clinical Supervision: Antecedents, Impact, Amelioration, and Prevention

• Published in: Alberta Counsellor 2010-04, Vol.31 (1), p.3
• Main Authors: Duff, Carlton T, Shahin, Jaleh
• Format: Article
• Language: English
• Subjects: Clinical supervision of teachers; Conflict; Ethics; Fear; Graduate Study; Informed Consent; Personality; Professional Development; Role Conflict; Supervisor Supervisee Relationship; Supervisors; Trainees; Training
• ISSN: 0382-5167

Just as counselling trainees and supervisors are unique, so are each of the relationships formed in clinical supervision. Supervisor-supervisee dyad interaction can be influenced by the developmental level of supervisees and by the supervisor's ability to promote growth by developing an appropriate supervision environment (Quarto 2003). Power also plays an important role in the development of the supervisory relationship, where differing levels of experience or training and the evaluative nature of clinical supervision create a dynamic in which power is unequal (Campbell 2006; Murphy and Wright 2005; [Nelson] et al 2008). However, the potential for conflict inherent in any relationship is also present in clinical supervision. This article presents the current scholarship on supervisor-supervisee conflict in supervision by reviewing some of the potential antecedents to conflict, exploring the impact that conflict can have, and identifying some recommendations for addressing and preventing conflict in the supervisory context. It is argued that understanding and addressing conflict is a core competency of effective supervisors, and that the mitigation of conflict in supervision is dependent on the development of a strong supervisory alliance. [Ramos-Sanchez] et al (2002) found that negative conflict in supervision deteriorates the supervisory alliance, has a negative impact on supervisees' confidence with clients and leads supervisees to develop a negative opinion of supervision and of counselling in general. This can have a major impact on supervisees' career goals, since negative events in supervision can make the supervisee feel hopeless, disillusioned or inadequate as a therapist. The supervisory relationship can, therefore, have an immense influence on supervisees' satisfaction with clinical training and with graduate studies in general. Other research has supported the finding that the supervisory alliance is negatively impacted by unresolved conflict in supervision ([Gray] et al 1983; Huit, [Scott] and King 1983; [Ladany, N], Ellis and [M L Friedlander] 1999; Ladany, Walker and Melincoff 2001; Quarto 2002). However, without the foundation of a strong supervisory alliance, supervisee personal and professional development in supervision is likely to be impeded. Veach (2001) makes several recommendations for preventive strategies to minimize conflict. First, she suggests that, during their graduate education, clinicians should receive training in clinical