If you’re a clinical supervisor navigating the delivery of supervision right now, you may have encountered some challenges, including state, institutional, and technological limitations. The information I present in this post is intended to encourage the legal and ethical use of technology-assisted (distance) supervision in a variety of settings.

Dr. AnnaLynn Schooley and I recently discussed this subject as it relates to our experiences and our development as supervisors. Dr. Schooley is a LMFT and LMHC in the state of Florida, and carries licenses in additional states. She serves as a supervisor for master and doctoral-level MFT students in her role as professor for Capella University.

Clinical supervisors are lifelines for therapists. As a newly graduated therapist seeking licensure, my supervisors guided me in theory, practice, self-of-the-therapist matters, and more. I not only felt competent once I received my license, I felt confident.

I decided to become an AAMFT-Approved supervisor, and a supervisor for supervisors, because of the mentoring and valuable direction I received as a supervisee.

I know not all therapists have meaningful experiences in supervision, and many leave the process disoriented. We supervisors, despite having extensive training, also need ongoing support and resources to direct us as we navigate difficult cases and parallel processes with supervisees.

In this post, I cover a brief template for ensuring that you and your supervisee are starting your relationship with collaboration, understanding, and open communication.