Jeffrey E Barnett et al, “Commentaries on the Ethical Effective Practice of Clinical Supervision”

Effective supervision requires that the supervisor demonstrate a commitment to the supervisee’s professional development and “are found to demonstrate empathy and respect toward their supervisees and are supportive of them (Kennard, Stewart, & Gluck, 1987; Watkins, 1995)” (269). Moreover,

“[effective] supervisors are also found to provide constructive feedback to their supervisees in an unthreatening and supportive environment (Carifio & Hess, 1987; Martino, 2001; Wulf & Nelson, 2000). They are nonjudgmental and validating, and they normalize supervisees’ experiences (Worthen & McNeill, 1996). They create a safe environment in which supervisees can openly discuss their work, address insecurities and concerns they experience, and have the freedom to experiment or try new strategies and techniques. This last point is especially important. If supervisees are constantly worried about being evaluated, pleasing the supervisor, or just “not messing up” they will be more likely to not share negative client experiences with supervisors and will tend to share their perceived “successes” rather than their “failures,” a pattern that will tend to limit the potential for growth and learning and result in supervision being less effective” (269). 

Furthermore, effective supervision consists of modeling ethical and professional behavior while focusing on ethical practice. “Effective supervisors understand the importance of their position as role models and not only conduct themselves ethically in the supervisory relationship but also regularly incorporate a focus on ethics in their feedback to supervisees” (270). Effective and ethical supervision requires supervisors only supervise in areas which they are competent, and delegate supervision portions as required to ensure that supervisee’s receive sufficient supervision.

Supervisors should attend and model ethical practice by: “assessing the supervisee’s training needs from the outset and tailoring the training experience to them as was highlighted earlier, reaching an agreement on the nature and course of the supervisory process and relationship at the outset, providing timely feedback with meaningful recommendations for improvement, maintaining appropriate boundaries, not engaging in exploitative or harmful multiple relationships with supervisees or others, appropriately maintaining clients’ and supervisees’ confidentiality and breeching it appropriately when required to do so, practicing (and supervising) within one’s areas of competence, attending to personal wellness and factors that may impact one’s effectiveness (see the second case example), and paying appropriate attention to diversity issues (Harrar, VandeCreek, & Knapp, 1990; Ladany, Lehrman- Waterman, Molinaro, & Wolgast, 1999; Lasser, 1991; Vasquez, 1992)” (270).  Furthermore, the effective and ethical supervisor has the responsibility to address issues such as emotional, personality, health, substance abuse, or any other issues that may impair a supervisees professional competence.

Jeffrey E Barnett et al, “Commentaries on the Ethical Effective Practice of Clinical Supervision” (2007) 38:3 Professional Psychology: Research & Practice 268.