The authors conducted a content analysis of supervisors' (n = 10) and supervisees' (n = 31) descriptions (n = 707) of most and least helpful significant events in individual, group, and triadic supervision across 1 semester. Categories by group for each modality and areas of agreement and disagreement are highlighted.

Seven doctoral supervisors described their experiences giving corrective feedback, including events when constructive feedback and confrontation did and did not go well. Findings reveal their thoughts and feelings before, during, and after each event. The authors suggest several specific pedagogical directions for facilitating supervisor…

Using Kemer, Borders, and Willse's (2014) concept map as a conceptual model, the authors aimed to understand expert supervisors' priorities with their easy and challenging supervisees. Experts' priorities with easy and challenging supervisees were represented in different parts of the concept map, and they seemed to individualize their work with…

Although clinical supervision is an educational endeavor (Borders & Brown, [Borders, L. D., 2005]), many scholars neglect theories of learning in working with supervisees. The authors describe 1 learning theory--information processing theory (Atkinson & Shiffrin, 1968, 1971; Schunk, 2016)--and the ways its associated interventions may…