Overview:
This webinar workshop overviews key literature on reflective and reflexive practice in supervision, including consideration of a competency-based approach and the Board’s supervision policies and procedures. Participants are guided to practice both reflection and reflexivity in supervision by completing pre-workshop reading and tasks that then provide material used in pairs and small group practice exercises in the workshop. Larger group discussions and self-reflection exercises help participants to consolidate learning into everyday supervisory practice.
In relation to the Board’s six supervision competencies, this workshop provides:
- Knowledge and skills-building in relation to models of supervision, contracting, agenda setting, monitoring, and evaluation.
- Knowledge and skills-building regarding the supervisory relationship, and particularly how to use reflective and reflexive practices to enhance the relationship and promote safe and effective supervision.
- Practice in establishing a supervisory frame that is sensitive, inclusive and respectful of individual diversity, and demonstrates an understanding of intersecting forms of diversity.
- Practice in considering ethical issues around managing power in the supervisory relationship and establishing a safe supervisory relationship that invites genuine disclosure from supervisees.
- Practice in facilitating and providing feedback that addresses supervisee’s competencies
- Practice in using measures (Leeds Alliance in Supervision Scale) to evaluate the supervisory process.
Learning Outcomes:
At the completion of the webinar workshop, participants will be able to:
Describe how to conceptualise and utilise reflection and reflexivity within the supervisory relationship to promote safe and effective clinical supervision.
Describe how reflective and reflexive practice fits within a competency-based approach to supervision and the Board’s supervision policies and procedures.
Demonstrate reflective and reflexive practice in supervision via pair and small-group exercises, including consideration of the impact of one’s own culture, values, beliefs and biases.
Demonstrate alliance building and maintenance skills in supervision via pair and small-group exercises.
Demonstrate use of feedback and measures to promote safe and effective supervision.
Describe best practice guidelines for providing supervision via teleconferencing.
Methods/Activities:
The webinar workshop is conducted in one day or two half-day formats (maximum of 20 attendees, 7 hours CPD), and utilises adult learning principles:
Pre-reading of key materials and preparation of reflective and reflexive material on participant’s own personal and professional practices
Discussion of participants workshop goals and relevant previous experience
Interactive didactic presentation of evidence-based content
Small group discussions of key concepts
Live and video demonstrations
Experiential practice exercises via break-out rooms
Larger group reflections of key content and learning from exercises
Evaluation:
Psychologists wanting to update their Psychology Board of Australia Board-Approved Supervisor status need to meet each of the three criteria below to be issued with a Certificate of Competence for the Board. Other practitioners will be provided with a Certificate of Attendance for Continuing Professional Development, regardless of whether they complete the below evaluation.
There are three (3) methods of evaluation to help participants to consolidate workshop materials, and to ensure that participants have demonstrated competence:
Demonstration of reflective and reflexive practice via completion of pre-workshop tasks (SuperMouse and Notable Incident).
Demonstration of reflective supervision skills (via experiential exercises in workshop).
Demonstration of knowledge via achieving at least 80% on a post-workshop multiple-choice assessment task (10 questions).
Presenter Details:
Dr Mark Donovan is lead-trainer and co-partner of the Reflective Supervision Team. Mark has previously worked in University and Health Service settings in Australia and the UK, and has over 30 years of practice as a registered psychologist. Mark has presented at national and international conferences and workshops on a range of topics over the past 25 years, including clinical supervision, mindful parenting, cognitive behavioural therapy, acceptance and commitment therapy and narrative therapy. Mark enjoys bringing workshop materials to life through practical descriptions, interactive discussions, live demonstrations and skills practice.
References (*recommended pre-reading):
Arczynski, A. V., & Morrow, S. L. (2017). The complexities of power in feminist multicultural psychotherapy supervision. Journal of Counseling Psychology, 64(2), 192–205.
Bernard, J. & Goodyear, R. (2018). Fundamentals of Clinical Supervision. (6th Ed.). Pearson.
*Burnham, J., Nolte, L., & Randall, J. (2020). Taking the plunge: How reflecting on your personal and social GgRRAAAACCEEESSSS can tame your restraints and refresh your resources. In Surviving Clinical Psychology (1st ed., pp. 121–141). Routledge. https://doi.org/10.4324/9780429428968-10
Calvert, F. L., Crowe, T. P., & Grenyer, B. F. S. (2016). Dialogical reflexivity in supervision: An experiential learning process for enhancing reflective and relational competencies. The Clinical Supervisor, 35(1), 1–21. https://doi.org/10.1080/07325223.2015.1135840
Duncan, B., Miller, S., Wampold, B. & Hubble, M. (Eds.) (2009). The heart and soul of change: delivering what works. APA Press.
Falender, C & Shafranske, E. (2021). Clinical Supervision: A competency-based approach (2nd Ed.). Washington DC: American Psychological Association.
Green, D. & Latchford, G. (2012). Maximising the benefits of psychotherapy: A practice-based evidence approach. Wiley-Blackwell.
Green, M.S. & Dekkers, T.D. (2010). Attending to power and diversity in supervision: an exploration of supervisee learning outcomes and satisfaction with supervision. Journal of Feminist Family Therapy, 22(4), 293–312.
Hagan, T., & Smail, D. (1997). Power‐mapping—I. Background and basic methodology. Journal of Community & Applied Social Psychology, 7(4), 257-267.
Hawkins, P & Shohet, R. (2012). Supervision in the Helping Professions (3rd Ed.). Open University Press.
*Hernández, P.P., & McDowell, T. (2010). Intersectionality, Power, and Relational Safety in Context: Key Concepts in Clinical Supervision. Training and Education in Professional Psychology, 4, 29-35.
Hewson, D. & Carroll, M. (2016). Reflective Practice in Supervision. Moshpit.
Hewson, D. & Carroll, M. (2016). Reflective Supervision Toolkit. Moshpit.
Ladany, N., Friedlander, M.L. & Nelson, M.L. (2016). Supervision essentials for the critical events in psychotherapy supervision. American Psychological Association.
Martin, P., Kumar, S. & Lizarondo, L. (2017). Effective use of technology in clinical supervision. Internet Interventions, 8, 35-39.
McKibben, W.B., Cook, R.M., & Fickling, M.J. (2018). Feminist supervision and supervisee non-disclosure: The mediating role of the supervisory relationship. The Clinical Supervisor, 38(1), 1-20.
Patallo, B.J. (2019). The multicultural guidelines in practice: Cultural humility in clinical training and supervision. Training and Education in Professional Psychology, 13( 3), 227–232.
Psychology Board of Australia. (2018). Guidelines for supervisors.
*Psychology Board of Australia. (2024). Professional competencies for psychologists.
Singh‐Pillay, N. & Cartwright, D. (2019). The unsaid: In‐depth accounts of non‐disclosures in supervision from the trainees’ perspective. Counselling and Psychotherapy Research, 19(1), 83–92.
Tarshis, S. & Baird, S. (2021). Applying intersectionality in clinical supervision: a scoping review. The Clinical Supervisor, 40(2), 218-240.
*Totsuka, Y. (2014). ‘Which aspects of social GGRRAAACCEEESSS grab you most?’ The social GGRRAAACCEEESSS exercise for a supervision group to promote therapists’ self‐reflexivity. Journal of Family Therapy, 36(S1), 86–106. https://doi.org/10.1111/1467-6427.12026
9:00am – 4:30pm, Wednesday 3rd December 2025
via WEBINAR
Trainer: Dr Mark Donovan
Workshop Cost: $385*
(includes: workshop materials)
*Discounted for Webinar delivery
Save $90.00
Terms and Conditions
Customer Service Processes:
Payments will be taken using Credit Card (via Stripe or PayPal), with an email to confirm payment and official receipt. Invoices can be issued for those participants who require them. Workshop bookings will only be confirmed once full payment has been received.
Cancellation Policy:
Our cancellation policy is 100% refund if more than 21 days notice, 75% refund if more than 7 days notice, and no refund if less than 7 days notice. Refunds are made within 7 days of notification. Transfer of the place to a colleague or a future date is permissible with written application prior to the workshop date. Workshops may need to be cancelled if there are insufficient numbers in which case 100% refund will be given. (NB: no webinars have actually been cancelled). The cancellation policy is clearly stated on the registration form and applications are only accepted if the applicant ticks the box to agree that they have read and understood them.
Certificates:
Masterclass completion certificates will be emailed following the workshop to all participants. Supervisors who require a competence certificate for AHPRA to fulfil CPD requirements will need to demonstrate competence in supervisory practice through scoring at least 80% on the assessment task (multiple choice quiz). Opportunities to resubmit will be provided until participants score at least 80% on the re-submitted assessment task. Some workshops also require participants to email a reflective exercise that is retained by RST in a password-protected electronic file for audit purposes.
