Challenges and Solutions in the Delivery of Clinical Cybersupervision

Challenges and Solutions in the Delivery of Clinical Cybersupervision

Kenneth L. Miller (Youngstown State University, USA) and Susan M. Miller (Kent State University, USA)
DOI: 10.4018/978-1-59904-723-2.ch014
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Supervision is both a special case of instruction and a critical aspect of professional development. The ongoing development of web-based infrastructures and communication tools provides opportunities for cybersupervision. Advantages of cybersupervision for counselor training include opportunities to provide location independent, “live” supervision of counseling sessions in which: (a) evaluative feedback is communicated in “real time” using text or graphical modalities; (b) audio evaluative feedback is digitally recorded in “real time” for post-session playback; and, (c) weekly, hour-long, supervision sessions are conducted using either synchronous (e.g., multifeatured video conferencing, chat room) or asynchronous (video recording, email) web-based communication tools. Challenges to quality online supervision include communicating critical supervisor characteristics, developing an effective supervisor/supervisee online relationship, insuring requisite personal dispositions and computer skills, implementing a theoretical model of supervision, and resolving legal and ethical problems. Authors examine these advantages, challenges, and solutions in the context of two online supervision/instructional models for training counselors (i.e., professional counselors, psychologists, clinical social workers, and psychiatrists) and discuss generalizability of the cybersupervision model for professional training in a variety of fields that include medicine, law, and education

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