IJSP Number 5, 2023

53 great and the potential risk and cost to supervisees of providing accurate feedback could impact their entire career. To advance supervision practice, the field must address why so much inadequate and harmful supervision occurs, consider the adequacy of the training trajectory for supervisors, institutional pressures, and absence of a communitarian competence constellation [43]. Generally, such a constellation requires attitude shifts, collaboration, respectful process, and an environment in which self-care and wellness is key. Clusters of relationships with people who take an active interest in and engage in action to advance a professional’s well-being and professional competence provide the kind of support and advocacy that is incompatible with reports of inadequate or harmful supervision. It is inconceivable that the aim of integrating competency-based approaches to “scale-up” professional competence can be achieved without attending to the startling and disheartening conditions of inadequate or harmful supervision. A higher quality of clinical supervision and accountability is required. 5. TRANSFORMING SYSTEMS OF TRAINING AND CLINICAL SUPERVISION To return to our earlier argument, the competencies movement has the distinct and unique possibility of bringing greater accountability to the profession. Again, it has long been argued that the development of competence has always been an aim of clinical training and accountability is a given, so what’s new? What is new is that it is not acceptable to simply assume that competence has been attained in supervisors or setting. Thus, the implicit assumption has been, and continues to be, that competence is automatically achieved during the usual term of doctoral level education and requisite clinical training. Instead, an attitude shift must occur in which the environment for training is critical. Nor should we assume that competent supervision is being provided, and furthermore, inadequate and harmful supervision should not be tolerated. We need to provide not only competent supervisors, in which “professional capability” is assured, we also need to shift to humanism and caring in our training relationships, and to strive to provide training environments that are multiculturally responsive and proactive, with critical accountability at all levels of training, i.e., on the institution, the supervisor and the supervisee, ensuring that a supportive, empowering environment has been provided to maximize the potential of each supervisee. Implicit in this is the need for systemic changes, models and awareness of these built into not simply psychology education but also administrative understanding. There must be institutional will to achieve outcomes that will be cost-effective and maximally empowering supervisors and supervisees alike. Milne [11] proposed an “infidelity framework” identifying multiple aspects that can go awry and result in inadequate or harmful CBT supervision, aspects that are readily adapted to supervision in general. They include faulty design in planning or practicing by the supervisor, faulty training including an absence of supervisor training or supervisor psychological problems, faulty delivery or incompetence or