Clinical/Counsellor supervision as a method of dealing with Burnout and
Turnover intention
Counsellor supervision as a method of dealing with Burnout and Turnover
intention has elicited considerable attention. Thompson, Frick and Trice-black
(2011) observed that supervision has an important role in promoting resilience as a
protective factor against burnout. Further, Lee, Lim, Yang and Lee (2011)
suggested that clinical supervisors are required to consider emotional exhaustion
and tailor job demands accordingly. White and Gaertner (2011) stated clinical
supervision is a significant intervention for dealing with counsellor turnover.
Knudsen, Roman and Abraham (2012) implied that supervision provides
significant support and is a buffer for resolving workplace issues.
This section considers an overview of clinical/counsellor supervision, review of
the forms of supervision, and a discussion on the role of counsellor supervision in
controlling burnout and turnover intention.
Overview of Clinical Supervision/Counsellor Supervision
Counsellor supervision and clinical supervision are widely studied topics. They
have received close attention among academicians and practitioners (Bernard and
Goodyear, 1998; Bernard and Goodyear, 2009; Bond and Holland 2010; Caroll,
2003; Hart, 1982; Hawkins and Shohet, 2012; Hess, 1980; Loganbill, Hardy and
Delworth, 1982; Turner and Hill, 2011).
Turner & Hill (2011) reported that clinical supervision been criticised because of
the range of definitions, variety of components and constitution. Further, Bond &
Holland (2010) cited that the variety of definitions is as the number of books and
journals on the subject.
For the purposes of this study, counsellor supervision and clinical supervision
were considered synonymous. A review of literature reveals a number of studies
and texts on the topic of clinical supervision as a distinct practice (Bernard,
Cornish, Goodyear & Litchenberg, 2007; Falender & Shafranske, 2007; Hawkins
& Shohet, 2006). Further reported studies show that clinical supervision is an
integral practice within counselling and clinical psychology (Bernard &
Goodyear, 2004; Caroll 2007; Gonzalez, Oades & Freestone, 2002).
Reported studies reveal different meanings of supervision (Bernard & Goodyear
1998; Bernard & Goodyear 2009; Carroll 2003; Gilbert & Evans, 2000; Hart
1982; Loganbill, Hardy & Delworth 1982; Powell & Brodsky, 2004; Resnick &
Estrup, 2000; Senediak, 2013).
Bernard and Goodyear (1998) defined supervision “as an intervention provided by
a more senior member of a profession to a junior member or members of that same
profession.” They further stated that “this relationship is evaluative, extends over
time and has the simultaneous purposes of enhancing professional functioning of
the junior professional, monitoring the quality of professional services to clients
seen and serving as a gate keeper for those in the particular profession” (Bernard
& Goodyear, 1998, p.6). They further modified that definition in Bernard and
Goodyear (2009) and stated that supervision is “an intervention provided by a
seasoned member to less experienced counsellors in the course of an ongoing
evaluative relationship” (Bernard & Goodyear, 2009, p.4).
Caroll (2003) revealed that supervision is a combination of different elements,
goals, functions, tasks, roles, strategies, foci, processes and personalities. He
further postulated that supervision could be viewed as either training supervision
or consultative supervision. Accordingly, consultative supervision is an
arrangement between two qualified counsellors to discuss client work and clinical
practice whereas training supervision is an intervention between a student and
their professor to discuss client work as part of an academic programme (Caroll
2003).
Loganbill et al. (1982) defined supervision as an “intensive, interpersonally
focused one on one relationship in which one person is designated to facilitate the
development of competence in another person” (p.4). Hart (1982) proposed that
supervision is an educational process in which one person in the role of a
supervisee acquires appropriate behaviour through an examination of professional
activities.
Resnick and Estrup (2000) contended that supervision is multidimensional; this
means that it is a process that helps a therapist to understand his client better, at
the content and process levels. In
addition, it is a process that helps the therapist become more aware of his or her
own reactions and responses to transference issues. Further, this process looks at
therapist interventions and the consequences of these interventions in order to
validate and challenge the therapist.
Gilbert and Evans (2000) defined supervision as a scenario when “a
psychotherapist consults with a more seasoned and experienced practitioner in the
field in order to draw on their wisdom and expertise to enhance practice” (p.1).
Powell and Brodsky, (2004) defined supervision as “a disciplined, tutorial process
wherein principles are transformed into practical skills, with four overlapping foci:
administrative, evaluative, clinical, and supportive” (p. 11).
Senediak (2013) defined supervision as “a professional activity involving a
practice focused relationship between a designated supervisor and supervisee” (p.
55). Falender and Shafranske (2007) contended that the supervisor supervisee
relationship is aimed at promotion of standards and generation of knowledge and
skills.
From the above definitions, a commonality emerges. To begin with, each
definition acknowledges a relationship between a more experienced clinician;
therapist or counsellor and less experienced clinician; therapist or counsellor.
Secondly, the supervisory relationship is an educational process that facilitates
therapeutic competence, clinical quality and provision of ethical services. Thirdly,
that this relationship is evaluative and time bound and finally that this relationship
is concerned with improving quality client services. Fourthly, that supervision is a
continuous professional engagement since one of its major aims is promotion of
standards and generation of knowledge. According to Corey, Corey and Callahan
(2011) counsellors are required to develop, achieve, maintain and enhance their
competence levels. They further stated that present competence is not a
guarantee for future competence hence the counsellor must
implement steps to maintain their skills lifelong in their professional careers
including attending clinical supervision.
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