Author's Preface x
Acknowledgements xix
About the Author xx
Voices from the Field Writers xxvi
Translator's Preface xxxi

CHAPTER 01 Introduction to Supervision 1

Key question.................................................................................................
3
Definition of Supervision......................................................................
5
The development process of supervision................................................................................
6
Purpose of Supervision................................................................................................
8
Our perspective on supervision goals..................................................
9
Setting goals with your supervisor................................................................
2
Becoming a Competent Counselor and Supervisor..................................................
12
Perspectives on Supervision.................................................................
13
summation................................................................................................
27
Learning Activities........................................................................................
29

CHAPTER 02 Supervisor Roles and Responsibilities 31

Key Questions........................................................................................
33
The role of the supervisor...........................................................................
34
Responsibilities of the Counseling and Administrative Supervisor.................................................
47
Teaching how to use supervision effectively.................
59
Supervisors play an active role in field experience
Assisting in getting drunk.....................................................................
60

summation.......................................................................................
64
Learning Activities........................................................................................
66
Appendix 2A: Supervision Agreement..................................................................68

CHAPTER 03 Supervision Relationships 73

Key Questions.........................................................................................75
Personal and interpersonal problems that arise in supervision.................................
76
Personal variables affecting the supervision relationship.................................
89
Dealing with Value Conflicts During Supervision.............................................
91
Tips for Effective Supervision.................................................................
94
Characteristics that facilitate or impede the supervision process..................................
95
Conflict between supervisor and supervisee.................................................
97
Preparing for Supervision: Coping with Challenges.................................
99
Challenges faced by supervisors................................................................
109
summation.............................................................................................
112
Learning Activities.....................................................................................................
114

CHAPTER 04 Supervision Model 115

Key Questions......................................................................................
117
Understanding the Supervision Model......................................................................
118
Developmental model......................................................................................
119
Psychotherapy-based model......................................................................
126
Integrated Supervision Model................................................................
136
Developing Your Supervision Model................................................
147
summation..............................................................................................
149
Learning Activities......................................................................................
150

CHAPTER 05 Supervision Methods 151

Key Questions......................................................................................
153
Supervision Format..........................................................................................
154
Methods used in supervision................................................
168
Using new technologies in supervision.................................................
178
What the supervisor says to the supervisor.........................................
185
Technology Development......................................................................................
186
Other considerations regarding supervision methods.................................
190
summation..............................................................................................
193
Learning Activities......................................................................................
194

CHAPTER 06 Multiculturally Competent Supervisors 197

Key Questions.....................................................................................
199
Embracing Diverse Identities and Intersectionality in Supervision..................................201
Not Providing Multicultural Supervision: What Are the Risks? ..................................205
Defining Multicultural Supervision..................................................................206
Conducting Multicultural Counseling and Supervision..................................................206
A multidimensional model of foot action:
Implications for Supervisors and Counselor Educators.................................
209
Implementing Strengths-Based Supervision..................................................225
Supervising foreign trainees in counselor training programs..........
229
Multicultural supervision abroad...........................................231
Supporting trainees who counsel clients with disabilities..................................234
Spirituality as an Aspect of Multicultural Supervision..................................238
To access culturally diverse supervisors
Leveraging new technologies.......................................................................
243
Summary..........................................................................................................244
Learning Activities......................................................................................
246

CHAPTER 07 Ethical Issues and Multiple Relationships in Supervision 247

Key Questions..........................................................................................249
Ethical Issues in Counseling Supervision..................................................251
Supervisor's Competency...........................................................................257
Incompetent and defective supervisor.....................................................260
Incompetent and defective supervisor.....................................................262

Multiple roles and multiple relationships in the supervision process.............................
273
Parallel supervision and counseling..................................................................288
Changing Roles and Relationships.........................................................289
Summary..........................................................................................................291
Learning Activities........................................................................................292

CHAPTER 08 Legal Issues and Crisis Management Issues in Supervision 295

Key Questions........................................................................................297
Legal basis........................................................................................298
Warnings, Protection, and Reporting Obligations.........................................310
Crisis Management in Supervision...........................................................311
Disciplinary Supervision...........................................................................315
Various tasks in the crisis management and supervision process
How to handle................................................................................
316
Ethical and Legal Considerations in Counseling Children and Adolescents.......................330
Summary..........................................................................................................334
Learning Activities...........................................................................................335

CHAPTER 09 Crisis Management in Supervision 339

Key Questions........................................................................................341
The meaning of crisis....................................................................................344
Supervisor's Roles and Responsibilities in Crisis Situations..................................344
Becoming a Competent Crisis Counseling Supervisor..................................................347
A Framework for Crisis Management: What Every Supervisor Needs to Know...349
The CARE Model for Crisis-Based Clinical Supervision..................................353
Guidelines for Mass Trauma Counseling..................................................356
Understanding Specific Crisis Situations...........................................................359
Protection of Assistants...........................................................................376
Summary..........................................................................................................379
Learning Activities...........................................................................................381

CHAPTER 10 Evaluation in Supervision 383

Key Questions...........................................................................................385
Code of Ethics and Evaluation...........................................................387
Entry restriction features and evaluation..................................................388
Diversity and Evaluation...........................................................................391
Core Functions of Evaluation...........................................................................391
Evaluation of Supervisors..................................................................396
Guidelines for Conducting Evaluations..................................................................397
Initial Evaluation of Supervisory Affairs..................................................403
Evaluation methods....................................................................................................404
Testing the Evaluation Skills..................................................................406
Writing a Letter of Recommendation...........................................................................409
Summary..........................................................................................................412
Learning Activities.........................................................................................413
Appendix 10A: Supervisor Evaluation Form for Supervision..................................414
Appendix 10B: Practical Evaluation Form.............................................................417
Appendix 10C: Supervisory Performance Evaluation Form............................................. 422

CHAPTER 11 Becoming an Effective Supervisor 425

Key Questions........................................................................................427
Characteristics of an Effective Supervisor...........................................................428
The Difficulties of a Beginner Supervisor..................................................440
Our thoughts on being an effective supervisor..................441
Finding Your Own Style as a Supervisor...........................................442
Where do we go from here?.........................................443
Summary..........................................................................................................444
Learning Activities.......................................................................................445
Reference 446
Index 467

Author's Preface

The supervision field is a rapidly growing specialty area within the assistive professional field.
In the past, supervisors would learn supervision methods based on their own rather limited experience supervising others.
Until recently, there were few professional standards for supervision activities, and supervision was rarely subdivided into an independent subject.
Nowadays, there is a trend to include supervision courses in graduate school majors in the field of assistant profession.
If there is no stand-alone curriculum for supervision, topics related to supervision are often integrated into several other curricula.
The Council for Higher Education Accreditation, CACREP for example, sets out specific requirements for supervising entry-level professional positions in practicums and internships.
They also specify the qualifications for supervisors.
Additionally, state licensing and certification boards are increasingly requiring formal training in supervision as part of the licensing and certification process.
To become a supervisor, it is now essential to complete a curriculum or in-service training workshop on supervision and demonstrate competence in the skills and techniques as well as the supervision process and procedures.

This book provides practical guidance on how to become a supervisor.
We set out to write a book that was fun, realistic, personal, and inspiring.
We cover the topics needed to become a competent supervisor, but we also emphasize equipping you with the tools and skills needed to supervise others in a variety of settings.
We believe that one of the best ways to learn supervision methods is to have students reflect on their experiences while receiving supervision.

The information and guidance provided in this book are based on the literature on supervision and our accumulated experience with supervision.
Throughout this book, we have discussed ethical issues, professional codes, and relevant literature.
However, we have presented our position on these topics and also provided commentary on how we would approach various cases.
The authors elaborate on their perspectives on what it means to be a supervisor (see Chapter 1).
To enrich the discussion on various topics, we have added 'Personal Perspectives' at the end of each chapter.
We tried to strike a balance between theory, personal beliefs, attitudes, and experiences regarding supervision.
One of the book's defining features, Voices from the Field, provides a concise overview of other supervisors' experiences on important topics that arise in supervision.
A total of 49 experiences presented from various perspectives will provide diverse perspectives on various topics related to clinical supervision.

We hope that readers will not accept what we present in this book as the only approach to supervision.
Instead, we hope that students will integrate their own thoughts and experiences with what they have learned in this book, along with reflective supervision activities.
Above all, we encourage students to repeatedly reflect on the supervision experiences they received at each stage of their professional development.
It is important for students to solidify their theoretical foundation and supervision methods while also understanding what they have learned from their experiences as supervisors and supervisors.

The book emphasizes practical aspects such as tips for practical application, case studies, sample forms, interactive questions, and activities that can be implemented in small groups.
This book is designed to be used as a primary or supplementary textbook in various master's and doctoral courses at graduate schools.

This book (3rd edition) can be used for training in a variety of mental health professions, including counseling education, counseling psychology, clinical psychology, marriage and family therapy, human services, social work, school counseling, mental health counseling, rehabilitation counseling, addiction counseling, and psychiatric nursing.
This book can be a good textbook for counseling practicums, fieldwork, and internship training in the above specialized areas, as well as for upper-level undergraduate health or social work programs.
And this book can also be a good resource for active supervisors and aspiring professionals.

Translator's Preface

The newly translated 『Counseling Supervision: A Practical Guide for Helping Professionals』 is a translation of the third edition of Dr. Corey's 『Clinical Supervision in the Helping Professions: A Practical Guide』, which is familiar to domestic graduate students majoring in counseling.
The first edition of the original was published in 2002, the second edition in 2010, and the first edition of the original was translated into Korean in 2011.
After the first edition was sold out, translations of the second and third editions of the original text were not published despite requests from many students and professors.
I am very happy to be translating the third edition through Park Young Story.

Supervision in counseling is becoming increasingly important in the domestic counseling field as well as abroad for several reasons.
First, the demand for professional consulting services and the number of people working in the field have been rapidly increasing domestically.
As the scale of services provided increases, the need for quality management of services also increases.
Second, as the demand for counseling services increases, the number of clients who need quick and accurate counseling services in emergency situations such as suicide, various types of violence (sexual violence, domestic violence, child abuse), pandemics such as COVID-19, and trauma caused by these has increased, rather than clients who are ordinary and time-consuming to counsel.
Third, even in Korea, new cultural contexts such as the development of social media, foreign workers, multicultural families, North Korean defectors, and sexual minorities, as well as technological advancements such as the inevitable development of artificial intelligence in the field of professional counseling services, are posing new challenges to counseling service providers.
And these various challenges require the professional community providing counseling services to be more aware than ever of the professionalism, accountability, and ethics of service providers.

Counseling supervision is the wisest and most important way to respond to these needs.
Counseling supervisors seek to ensure the professionalism, accountability, and ethics of the professional counseling community through a variety of methods, including educating students and trainees before they enter the professional counseling community, gatekeeping for those seeking to enter, guiding, protecting, and promoting the growth of new professionals who have entered the profession, and closely supervising the actual counseling process.
This book covers common topics to keep in mind when conducting counseling supervision (e.g., supervisor roles and responsibilities, supervision relationships, supervision models, etc.), as well as practical topics that counseling supervisors must continually consider to overcome the challenges discussed above (e.g., multiculturalism, legal factors, crisis management, assessment, technology, etc.) at a very practical level.
In particular, the voices from the field, shared by 45 practitioners, made the book's contents more vivid.

The translators of this book believe that it will serve as a valuable guide for supervisors providing supervision.
In addition, I think this book is for trainees receiving supervision, as it informs them of the type of supervision they can expect, whether the supervision they are receiving now is sufficient, what their role and function is in supervision, and how to cooperate with their supervisors for effective supervision.

I would like to express my gratitude to CEO Noh Hyeon of Park Young Story, who waited for a long time with the belief that the translation would be completed someday after requesting the translation of a book that had been requested for a long time but could not be translated due to various circumstances, and to Manager Kim Yong-sun, who helped to produce a good translation by unifying and improving the translation method, terminology, and editing method that revealed the individuality of the five translators.
And last but not least, I would like to thank Professors Kim Hyeong-su, Yoo Seong-gyeong, Lee Sang-min, and Choi Han-na for their contributions in translating this wonderful book.

Translator Representative Kim Chang-dae