Systemic thinking is understanding and exploring the intricacies of an individual and bearing in mind how we impact each other through our interactions and behaviors. Applying this to therapy and supervision can be seen through acknowledging differences in belief systems, attitudes, and approaches to life (Lee & Nelson, 2022). Clinical supervision focuses on increasing a trainee’s clinical skills, helping in professional development, and ensuring client welfare (Bursky & Cook, 2016). The overarching goal of supervision is to ensure the therapist is developing clinical skills and conceptualizing clients appropriately. The supervisor is to educate and guide the therapist in an effective supervisor-therapist relationship. Various scholars have discussed the importance of clinical supervision within the mental health profession (Bernard & Goodyear, 2019; Tugendrajch et al., 2021).
Bernard and Goodyear (2019) identified that the three supervisory foci include intervention/process, conceptualization, and personalization. The first area is surrounding the supervisee’s capabilities regarding therapeutic interaction and intervention as opposed to other casual and non-clinical behaviors (Arthur & Bernard, 2012). Bernard and Goodyear (2019) explained that when addressing intervention/process concerns, supervisors assess (a how the supervisee is observable in session, (b the level in which the supervisee can demonstrate skillset, and (c how accurately therapeutic interventions are being implemented.
Clarity of supervisory roles and relationships
According to Structural Family Therapy, being clear about roles and rules of a therapeutic relationship is crucial. This will be just as imperative when working with a supervisee, including ensuring all needs will be met throughout the supervision process (Tadros, 2021). The power dynamic is important in terms of experience and hierarchies, while also understanding that each clinician and supervisee can be coming to the relationship with their own set of expertise (Tadros, 2021). This is an ongoing and ever-changing field, which includes the role of supervisor. The supervisor can provide insight and knowledge into the field, however, will need to acknowledge an area of expertise in which the supervisee may have already obtained and be more knowledgeable about (Tadros, 2021).
Crunk and Barden (2017) propose that supervisors may undertake the role of teacher when the supervisee needs specific instruction or constructive critiques. Bernard and Goodyear (2019) state that supervisors undertake the teacher role to assist with supervisees in addressing intervention and conceptualization concerns. This type of leadership role may also be applicable to situations wherein the supervisor is providing directive feedback, giving guidance on interventions, or otherwise asserting authority for the trajectory of the supervision session (Arthur & Bernard, 2012).
Culturally-informed care
Being culturally informed and supervising from an anti-racist perspective will require cultural humility. Cultural humility is different from cultural competence because it is a lifelong commitment to self-awareness to address power imbalances and develop advocacy partnerships with individuals. Conducting therapy through a multicultural and systemic lens allows for the creation of an open environment to learn new concepts and interactional patterns. Also, adding theory-based and empirically-supported multicultural training models could increase the trainees’ knowledge and aid in treatment that is effective for diverse clients (Sheu, Rigali-Oiler, & Lent, 2012). There are many ways to be an advocate in the field of mental health. One way to is to teach and model social justice for both master and doctoral level students (Sayre & Sar, 2015). Clinical supervisors can assist newer therapists with strengthening their knowledge of multicultural and social justice competences (Fickling, Tangen, Graden, & Grays, 2020) and providing culturally-informed care (Tadros & Morgan, 2022).
Evidence of sensitivity to ethics and legal factors
Remley and Herlihy (2020) described the definition of social working as someone whose goal is to support the social services endeavors including social justice, human rights, and improving the quality of life for individuals and communities. Though therapists and CES professionals follow a number of ethics that include social justice and advocacy principles, the structure of those identities surrounds the wellness model of mental health. In other words, the wellness model fosters the idea that therapists’ roles are to support the progress and development of their clients to reach their full capabilities and achieve their goals (Remley & Herlihy, 2020).
Supervisors should be encouraging and teaching a supervisee to appropriately listen to and process information given to them by their clients and increasing the supervisee’s levels of confidence and competence to follow through on client’s reports (Lee & Nelson, 2022). Dawson, Harpster, Hoffman, and Phelan (2011) also stated that the teacher role can lead to helping supervisees best understand managing legal and ethical issues that are otherwise ambiguous. If there are issues being presented in documentation or during supervision sessions, whether it is the frequency or magnitude of issue, implementing a Personal Improvement Plan can be necessary and helpful. This can be done and integrated through reducing a supervisees caseload, increasing their access to resources, or engaging in educational activities. Modeling self-compassion and engaging as a self-compassionate supervisor assists with managing ethical and legal factors. Newer clinicians who are not being modeled or taught self-compassion may make an error and have a negative emotional impact in this difficult field (Coaston, 2018).
Telehealth
The recent challenges following the start of the COVID-19 pandemic have caused significant changes in how supervision is conducted (Bell et al., 2020; Gay & Swank, 2021). It impacted the ability to facilitate face-to-face therapy and supervision, while also opening up the opportunity to maintain consistent care and oversight. Phillips, Logan, and Mather (2021) stated that virtual supervision typically involves the use of audiovisual technology for live synchronous sessions. Commonly used platforms for telehealth include Zoom, Skype, Simple Practice, Doxy.me, GoToMeeting, and WebEx (Williamson & Williamson, 2021). According to Martin, Kumar, and Lizarondo (2017), using this technology productively has been shown to lead to positive supervision outcomes.
Becoming an AAMFT Approved Supervisor
The American Association for Marriage and Family Therapy (AAMFT) provides a solid community for therapists and supervisees. To apply to become an AAMFT Approved Supervisor, you will need to obtain and hold an AAMFT membership. According to AAMFT Standards, Approved Supervisor candidates must complete a minimum of 18 months training, completing a minimum of 180 hours supervision and 36 hours mentoring with an AAMFT Approved Supervisor mentor (also check with your state’s specific requirements, if applicable). The AAMFT Approved Supervisor designation is granted for 5 years, contingent upon annual dues payment. Every Approved Supervisor must complete an AAMFT 6-hour refresher course within two years of their designation expiration. The standards for this designation include 36 hours of mentorship by a supervisor and 180 hours of supervision experience (AAMFT, 2022). The mentor must be an AAMFT Approved Supervisor (in order to serve as a mentor, an AAMFT Approved Supervisor must have 120 hours of post-designation supervision experience). An applicant can be mentored by no more than two AAMFT Approved Supervisors throughout this process. If two mentors are being sought out, the second mentor must complete no less than 10 hours of mentorship.
The recent challenges following the start of the COVID-19 pandemic have caused significant changes in how supervision is conducted.

Eman Tadros, PhD, is an AAMFT Professional Member holding the Clinical Fellow and Approved Supervisor designations and an assistant professor at Governors State University in the Division of Psychology and Counseling. She is a licensed marriage and family therapist, MBTI certified, and the Illinois Family TEAM leader. Her research follows the trajectory of incarcerated coparenting, incorporating family therapy into incarcerated settings, and the utilization of family systems theories within these settings.

Anjelica M. Nelson, MAEd, is an Outpatient Therapist and lead supervisor at Healing Pathways Cleveland private practice in Cleveland, Ohio. Nelson is a licensed professional clinical counselor and independent marriage and family therapist, with a supervisory designation for both licenses. She specializes in working with LGBTQIA couples and families with an individual transitioning.
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