IJSP Number 4, 2022

68 Supervisors are responsible to be an ethical positive role model and to conduct and model adherence to professional and ethical standards, laws, and regulations of the profession. Implicit in this is the duty to protect the public including the client(s) and then the supervisees (14]. Supervisors provide clarity about expectations and requirements for supervision, informed consent via a supervision contract, and document supervisees’ performance. In addition, implicit is supervisor competence: supervisors possess the requisite competence to supervise the cases of their supervisees. The Universal Declaration of Ethical Principles for Psychologists [29], a principle-based code, articulates values and principles, rather than being specific and descriptive. It is an international model for development of and revision of ethics codes and is an important resource for supervisors. Conclusions Clinical supervision is all too often inadequately and cursorily addressed or entirely missing in psychology curricula and clinical research. Although a requirement in accreditation standards in the US, how it is addressed is highly different from a single lecture to a sequence of learning activities. Imperative is the implementation of systematic and intentional processes attending to the individual components, providing for experiential learning, developing a comprehensive research base, and addressing the reality that supervision provides the foundation for the transition from academic learning to quality practice and impacts future generations. Attaching higher value to clinical supervision in the international arena is imperative. Steps include: 1) increased recognition by supervisors, administrators, and decision makers of the value and protective factors of clinical supervision; 2) coursework in clinical supervision including data on effective, inadequate and harmful which implicitly enhances value attached to the effective process and harm in its omission; 3) requirement of supervision training for supervisors that includes some observed experience supervising with anchored feedback; 4) increased encouragement of the study of supervision and specific attention to efficacy including supervisee competence and client outcomes. A hopeful direction was portended by Watkins who st ated, “The press of and push toward competency-based, evidence-based, accountable supervision and training would . . . be the most readily evident, highly substantive change that would have occurred and that continues to occur in psychotherapy education” [30, p. 288]. REFERENCES [1] Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach . Washington, DC: American Psychological Association. doi:10.1007/s10879-011-9200-6