Computer-based counselor-in-training supervision: ethical and practical implications for counselor educators and supervisors.(Current Issues)(Report)

Computer-based clinical supervision of counselors-in-training is becoming more prevalent (M. Reisch & L. Jarman-Rohde, 2000): however, its use is still in its infancy, and ethical standards have not been established regarding its practice. There exists a dearth of literature focusing on the ethical practice and development of supervisees when using computer-based supervision. This article (a) explores ethical practice when using technology to facilitate counselor supervision, (b) reviews specific types of computer-based applications. (c) presents potential advantages and disadvantages of computer-based supervision, and (d) offers implications for counselor educators and supervisors.

**********

Clinical supervision is a crucial and necessary tool in the counseling profession. Bernard and Goodyear (2004) offered a definition of counselor supervision:

 
   Supervision is an intervention provided by a senior member of a 
   profession to a junior member or members of that same profession. 
   This relationship is: evaluative, extends over time and has the 
   simultaneous purposes of enhancing the professional functioning of 
   the more junior person(s), monitoring the quality of professional 
   services offered to the clients that she, he or they see(s), and 
   serving as a gatekeeper of those who are to enter a particular 
   profession. (p. 8) 

Counselor supervision is the main vehicle through which counselors-in-training gain the practical skills and knowledge that will assist them in becoming ethical and effective helping professionals (Vespia, Heckman-Stone, & Delworth, 2002). As Dollarhide and Miller (2006) noted, counselor supervision is "'the means by which skills are refined, theory and practice are integrated, and trainees explore their new professional identities in preparation for induction into their profession" (pp. 242-243). Many counseling professionals are involved in supervision, and it has been suggested that they devote much time and effort to this pursuit (Watkins, 1995). For the purposes of this article, a supervisor is a state-licensed mental health professional and/or counselor educator supervising counselors-in-training.

Layne and Hohenshil (2005) asserted that technology in counseling is a trend that is here to stay and believe that counselors and supervisors need to learn to use it effectively. To that end, computer-based supervision, although far from mainstream, is becoming more prevalent (Reisch & Jarman-Rohde, 2000). Harvey and Carlson (2003) indicated that the following technologies are being used for supervision: (a) e-mail, (b) computer-based teleconferencing, (c) electronic mailing lists, (d) chat rooms, and (e) computer-assisted live supervision. Thus, computer-based supervision is being used within multiple formats.

The full potential of computer-based counselor-in-training supervision has yet to be realized in counselor education programs, despite its potential benefits (Trolley & Silliker, 2005; Watson, 2003). Examples of possible contributions of computer-based supervision include (a) lower costs to supervisees (i.e., in time, travel cost, and course fees); (b) increased flexibility in scheduling; (c) greater cost-effectiveness for educational institutions because they can deliver services to a wider range of students, especially those living internationally and in remote locations; (d) provision of supervision opportunities for those who live in rural areas; and (e) increased diversity of counselor trainees based on increased accessibility (Bloom & Walz, 2000; Gainor & Constantine, 2002; Oravec, 2000; Watson, 2003). However, regardless of how supervision is being delivered, there are fundamental ethical issues that must be addressed in clinical supervision.