IJSP Number 7, 2025

International Journal of Supervision in Psychotherapy, Number 7, 2025 Page | 73 to be cursory and embedded with other topics, generally receiving substantially lesser attention. As supervision is the foundation of future psychologists’ training, it is essential that this omission be corrected, and that substantially more dedicated training and practice occur. Individual and system-wide commitments to the principles embodied in competency-based clinical supervision hold the possibility of correcting the variability in the quality of clinical supervision provided and advancing exceptional supervision [18]. Attention to the supervisee’s readiness to engage in clinical supervision should also be addressed. Ideally, a series of training experiences would include learning how to be an effective supervisee ( Getting the Most Out of Clinical Supervision: A Guide for Practicum Students and Interns [10] ) followed by dedicated training with effective skills, knowledge, and attitudes to ensure supervisees attain adequate preparation for practice. Through dedicated attention and training, including the implementation of a competency-based approach, future generations of psychologists will develop requisite skills, knowledge, and attitudes to ensure competence in clinical supervision. REFERENCES 1. Bang, K., & Goodyear, R. K. (2021). Unsatisfactory supervisory experiences reported by South Korean supervisors: Types, responses, and cultural context. Journal of Contemporary Psychotherapy: On the Cutting Edge of Modern Developments in Psychotherapy, 51 (3), 191–199 . https://doi.org/10.1007/s10879-021-09498-4 2. Dennhag, I., & Ybrandt, H. (2013). Trainee psychotherapists’ development in self- rated professional qualities in training. Psychotherapy, 50(2), 158– 166. https://doi.org/10.1037/a0033045 3. Ellis, M. V., Berger, L., Hanus, A. E., Ayala, E. E., Swords, B. A., & Siembor, M. (2014). Inadequate and harmful clinical supervision: Testing a revised framework and assessing occurrence. The Counseling Psychologist, 42(4), 434–472. https://doi.org/10.1177/0011000013508656 4. Ellis, M. V. (2017). Narratives of harmful clinical supervision. Clinical Supervisor, 36(1), 20–87 . https://doi.org/10.1080/07325223.2017.1297752 5. Ellis, M. V., Creaner, M., Hutman, H., & Timulak, L. (2015). A comparative study of clinical supervision in the Republic of Ireland and the United States. Journal of Counseling Psychology, 62(4), 621–631. https://doi.org/10.1037/cou0000110 6. Evers, O,. Schröder-Pfeifer, P,. Möller, H., & Taubner, S. (2019). How do personal and professional characteristics influence the development of psychotherapists in training: Results from a longitudinal study. Research in Psychotherapy, 22(3), 424. https://doi.org/10. 4081/ripppo.2019.424 7. Falender, C. A. (2018). Clinical supervision—the missing ingredient. American Psychologist, 73 (9), 1240–1250. https://doi.org/10.1037/amp0000385 8. Falender, C. A. & Shafranske, E. P. (2004). Clinical supervision. A competency-based approach . Washington, DC: American Psychological Association. 9. Falender, C. A., & Shafranske, E. P. (2007). Competence in competency-based supervision practice: Construct and application. Professional Psychology: Research and Practice, 38(3), 232-240.