Clinical Supervision Bibliography
Bibliographie de la supervision clinique
Aasheim, L. L. (2012). Practical clinical supervision for counselors: An experiential guide. New York, NY : Springer.
Abbass, A., Arthey, S., Elliott, J., Fedak, T., Nowoweiski, D., Markovski, J. et Nowoweiski, S. (2011). Web-conference supervision for advanced psychotherapy training: A practical guide. Psychotherapy, 48, 109-118.
Abernethy, C. et Cook, K. (2011). Resistance or disconnection? A relational-cultural approach to supervisee anxiety and nondisclosure. Journal of Creativity in Mental Health, 6(1), 2-14. doi : 10.1080/15401383.2011.560067
Allen, J. (2007). A multicultural assessment supervision model to guide research and practice. Professional Psychology: Research and Practice, 38(3), 248-258.
Allen, G. J., Szollos, S. J. et Williams, B. E. (1986). Doctoral students’ comparative evaluations of best and worst psychotherapy supervision. Professional Psychology: Research and Practice, 17, 91-99.
Alonso, A. (2000). On being skilled and deskilled as a psychotherapy supervisor. Journal of Psychotherapy Practice and Research, 9, 55-61.
American Association for Marriage and Family Therapy (AAMFT). (2007). AAMFT approved supervisor designation standards and responsibilities handbook. Tiré de :
American Counseling Association (ACA). (2014). Code of ethics. Alexandria, VA : Auteur.
American Psychological Association. (n.d.). Competency remediation plan template. Tiré de
American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377-402. doi : 10.1037/0003-066X.58.5.377
American Psychological Association. (2004a). Developing and evaluating standards and guidelines related to education and training in psychology. Tiré de .
American Psychological Association. (2004b). Guidelines for psychological practice with older adults. American Psychologist, 59, 236-260. doi : 10.1037/0003-066X.59.4.23
American Psychological Association, Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271-285. doi : 10.1037/0003-066X.61.4.271.
American Psychological Association. (2007a). Guidelines for psychological practice with girls and women. American Psychologist, 62, 949-979. 10.1037/0003-066X.62.9.949.
American Psychological Association. (2007b). Record keeping guidelines. American Psychologist, 62, 993-1004. doi : 10.1037/0003-066X.62.9.993
American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Tiré de
American Psychological Association. (2011a). Guidelines for assessment of and Intervention with persons with disabilities. Tiré de disabilities.aspx
American Psychological Association. (2011b). Guidelines for psychological practice with lesbian, gay and bisexual clients. Tiré de
American Psychological Association. (2011c). Revised competency benchmarks for professional psychology. Tiré de competencybenchmarks.doc
American Psychological Association. (2013a). Guidelines for psychological practice in health care delivery systems. Tiré de :
American Psychological Association. (2013b). Guidelines for the practice of telepsychology. APA Council of Representatives. Washington, DC : Auteur. Tiré de
American Psychological Association. (2014). Guidelines for clinical supervision in health service psychology. Tiré de
Ancis, J. R. et Ladany, N. (2001). A multicultural framework for counseling supervision. Dans L. J. Bradley et N. Ladany (Éd.), Counselor supervision: Principles, process, and practice (3e éd., p. 63-90). Philadelphie, PA : Brunner-Routledge.
Andersen, T. (1987). The reflecting team: Dialogue and meta-dialogue in clinical work. Family Process, 26, 415-425.
Andersen, T. (Éd.). (1991). The reflecting team: Dialogues and dialogues about the dialogues. New York, NY : W.W. Norton.
Andersen, T. (1992). Reflections on reflecting with families. Dans S. McNamee et K. Gergen (Éd.), Therapy as social construction (p. 54-68). Newbury Park, CA : Sage.
Andersen, T. (1995). Reflecting process: Acts of informing and forming: You can borrow my eyes, but you must not take them away from me. Dans S. Friedman (Éd.), The reflecting team in action (p. 11-37). New York, NY : Guilford.
Anderson, H. (2007). Tom David Andersen: Fragments of his influence and inspiration. Journal of Marital and Family Therapy, 33, 411-416. doi : 10.1111/j.1752-0606.2007.00041.x
Anderson, H. et Jensen, P. (2007). Innovations in the reflecting process: The inspiration of Tom Andersen. Londres, Angleterre : Karnac.
Anderson, S.A., Schlossberg, M. et Rigazio-Digilio, S. (2000). Family therapy trainees’evaluations of their best and worst supervision experiences. Journal of Marital and Family Therapy, 26(1), 79-91.
Andrews, E. E., Kuemmel, A., Williams, J. L., Pilarski, C. R., Dunn, M. et Lund, E. M. (2013). Providing culturally competent supervision to trainees with disabilities in rehabilitation settings. Rehabilitation Psychology, 58, 233-244. doi : 10.1037/a0033338
Arkowitz, S. W. (2001). Perfectionism in the supervisee. Dans S. Gill (Éd.) The supervisory alliance: Facilitating the psychotherapist’s learning experience (p. 33-66). Northvale, NJ : Jason Aronson Inc.
Arthur, G. L. et Gfroerer, K. P. (2002). Training and supervision through the written word: A description and intern feedback. The Family Journal: Counseling and Therapy for Couples and Families, 10(2), 213-219.
Ascher, D. L. et Butler, S. K. (2010). Balanced moderation supervision. Tiré de
Ask, A. et Roche, A. M. (2005). Clinical supervision: A practical guide for alcohol and the other drugs field. Adelaide, Australie : National Centre for Education and Training on Addiction.
Association for Counselor Education and Supervision. (1990). Standards for counseling supervisors. Journal of Counseling & Development, 69, 30-32.
Association for Counselor Education and Supervision. (1993). Ethical guidelines for counseling supervisors. Alexandria, VA : Auteur.
Association for Counselor Education and Supervision. (2011). Best practices in clinical supervision. Alexandria, VA : Auteur. Tiré de resources/documents/aces_best_practices.doc
Association of Social Work Boards. (2009). An analysis of supervision for social work licensure. Tiré de :
Association of State and Provincial Psychology Boards. (2003). Final report of the ASPPB task force on supervision guidelines. Montgomery, AL : Auteur.
Association of State and Provincial Psychology Boards. (2005). Code of ethics. Tiré de
Association of State and Provincial Psychology Boards. (2010). Study of the practice of licensed psychologists in the United States and Canada. Tiré de
Association of State and Provincial Psychology Boards. (2013a). ASPPB disciplinary date study. Tiré de
Association of State and Provincial Psychology Boards. (2013b). ASPPB handbook on licensing and certification requirements. Tiré de
Association of State and Provincial Psychology Boards. (2014). ASPPB disciplinary data system: Historical discipline report. Tiré de
Association of State and Provincial Psychology Boards. (2015). Supervision guidelines for education and training leading to licensure as a health service provider. Tiré de
Aten, J. D. et Hernandez, B. C. (2004). Addressing religion in clinical supervision: A model. Psychotherapy: Theory, Research, Practice, and Training, 41, 152-160.
Aten, J. D., Strain, J. D. et Gillespie, R. E. (2008). A transtheoretical model of clinical supervision. Training and Education in Professional Psychology, 2(1), 1-9. doi : 10.1037/1931-918.2.1.1
Australian Psychological Society. (2003). APS ethical guidelines: Guidelines on supervision. Melbourne, Australie : Auteur. Tiré de
Azar, S.T. (2000). Preventing burnout in professionals and paraprofessionals who work with child abuse and neglect cases: A cognitive behavioral approach to supervision. Journal of Clinical Psychology, 56, 643-663.
Baker, S. B., Exum, H. A. et Tyler, R. E. (2002). The developmental process of clinical supervisors in training: An investigation of the supervisor complexity model. Counselor Education & Supervision, 42(1), 15.
Baldo, T. D., Softas-Nall, B. C. et Shaw, S. F. (1997). Student review and retention in counselor education: An alternative to Frame and Stevens-Smith. Counselor Education & Supervision, 36, 245-253.
Bambling, M., King, R., Raue, P., Schweitzer, R. et Lambert, W. (2006). Clinical supervision: Its influence on client-rated working alliance and client symptom reduction in the brief treatment of major depression. Psychotherapy Research, 16, 317-331. doi : 0.1080/10503300500268524
Barker, K. K. et Hunsley, J. (2013). The use of theoretical models in psychology supervisor development research from 1994 to 2010: A systematic review. Canadian Psychology/Psychologie canadienne, 54(3), 176-185. doi :
Barnes, K. L. (2004). Applying self-efficacy theory to counselor training and supervision: A comparison of two approaches. Counselor Education & Supervision, 44, 56-69.
Barnett, J. E. (janvier 2015). Six strategies for successful supervision. [article Web]. Tiré de
Barnett, J. E. (2011). Utilizing technological innovations to enhance psychotherapy supervision, training, and outcomes. Psychotherapy, 48, 103-108.
Barnett, J. E., Erikson Cornish, J. A., Goodyear, R. K. et Lichtenberg, J. W. (2007). Commentaries on the ethical and effective practice of clinical supervision. Professional Psychology: Research and Training, 38, 268-275. doi : 10.1037/0735-7028.38.3.268
Barnett, J. E., Youngstrom, J. K. et Smook, R. G. (2001). Clinical supervision, teaching, and mentoring: Personal perspectives and guiding principles. The Clinical Supervisor, 20, 217-230.
Bartell, P. A. et Rubin, L. J. (1990). Dangerous liaisons: Sexual intimacies in supervision. Professional Psychology: Research and Practice, 21, 442-450.
Behnke, S. (2005). The supervisor as gatekeeper: Reflections on ethical standards 7.02. 7.04, 7.05, 7.06 et 10.01. Monitor on Psychology, 36(5), 90-91.
Behnke, S. H. (2012). Constitutional claims in the context of mental health training: Religion, sexual orientation, and tensions between the first amendment and professional ethics. Training and Education in Professional Psychology, 6, 189-195. doi : 10.1037/a0030809
Bemak, F., Epp, L., R. et Keys, S. G. (1999). Impaired graduate students: A process model of graduate program monitoring and intervention. International Journal for the Advancement of Counselling, 21(1), 19-30.
Bennett, B. E., Bricklin, P. M., Harris, E., Knapp, S., VandeCreek, L. et Younggren, J. N. (2006). Assessing and managing risk in psychological practice: An individualized approach. Rockville, MD : The Trust.
Berger, S. S. et Buchholz, E. S. (1993). On becoming a supervisee: Preparation for learning in a supervisory relationship. Psychotherapy: Theory, Research, Practice, Training, 30, 86-92.
Berger, N. et Graff, L. (1995). Making good use of supervision. Dans D. G. Martin et A. D. Moore (Éd.), Basics of clinical practice: A guidebook for trainees in the helping professions (p. 408-432). Prospect Heights, IL : Waveland Press.
Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 60-68.
Bernard, J. M. (1997). The discrimination model. Dans C. E. Watkins (Éd.), Handbook of psychotherapy supervision (p. 310-327). New York, NY : Wiley.
Bernard, J. M. et Goodyear, R. K. (2004). Fundamentals of clinical supervision (3e éd.). Boston, MA : Allyn & Bacon.
Bernard, J. M. et Goodyear, R. K. (2009). Fundamentals of clinical supervision (4e éd.). Upper Saddle River, NJ : Pearson Education, Inc.
Bernard, J. M. et Goodyear, R. K. (2014). Fundamentals of clinical supervision (5e éd.). Upper Saddle River, NJ : Pearson Education, Inc.
Beutler, L. E. (1988). Introduction: Training to competency in psychotherapy. Journal of Consulting and Clinical Psychology, 56, 651-652.
Bilodeau, C., Savard, R. et Lecomte, C. (2012). Trainee shame-proneness and the supervisory process. Journal of Counselor Preparation and Supervision, 4, 37-49.
Bishop, D. R., Avila-Juarbe, E. et Thumme, B. (2003). Recognizing spirituality as an important factor in counselor supervision. Counseling and Values, 48, 34-48.
Black, L. L., Suarez, E. C. et Medina S. (2004). Helping students help themselves: Strategies for successful mentoring relationships. Counselor Education & Supervision, 44, 44-55.
Bodner, K. E. (2012). Ethical principles and standards that inform educational gatekeeping practices in psychology. Ethics and Behavior, 22, 60-74. doi : 10.1080/10508422.2012.638827
Bond C., J., Valus, L. et Dwyer, E. (2000). Supervisor and intern perspectives on supervision. Cognitive & Behavioral Practice, 7, 187-193.
Bonura, S. (2006). As mentoring flourishes, so does the intern. Journal of School Counseling, 4(8), 1-15.
Borders, L. (2005). Snapshot of clinical supervision in counseling and counselor education: A five-year review. Clinical Supervisor, 24(1/2), 69-113. doi : 10.1300/J001v24n01.05
Borders, L. D. (2010). Principles of best practices for clinical supervisor training programs. Dans J. R. Culbreth et L. L. Brown (Éd.), State of the art in clinical supervision (p. 127-150). New York, NY : Routledge.
Borders, L. D. et Brown, L. L. (2005). The new handbook of counseling supervision. New York, NY : Lawrence Erlbaum Associates.
Borders, L. D., DeKruyf, L., Fernando, D. M., Glosoff, H. L., Hays, D. G., Page B.et Welfare, L. E. (2011). Best practices in clinical supervision. Tiré de
Borders, L. D. et Fong, M. L. (1994). Cognitions of supervisors-in-training: An exploratory study. Counselor Education & Supervision, 33, 280-293.
Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G, DeKruyf, L., Delini M.,…Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty, The Clinical Supervisor, 33, 1, 26-44, doi : 10.1080/07325223.2014.905225
Bordin, E. S. (1983). A working alliance based model of supervision. The Counseling Psychologist, 11, 35-42. doi : 10.1177/0011000083111007.
Brear, P. et Dorrian, J. (2010). Gatekeeping or gate slippage? A national survey of counseling educators in Australian undergraduate and postgraduate academic training programs. Training and Education In Professional Psychology, 4(4), 264-273. doi : 10.1037/a0020714
Boswell, James F.; Nelson, Dana L.; Nordberg, Samuel S.; McAleavey, Andrew A.; Castonguay, Louis G. (2010). Competency in integrative psychotherapy: Perspectives on training and supervision. Psychotherapy: Theory, Research, Practice, Training, 47(1), 3-11.
Bradley, L. J. et Ladany, N. (Éd.) (2001). Counselor Supervision: Principles, Process, and Practice. (3e éd.). Philadelphie, PA : Brunner-Routledge.
Bradley, J. R. et Olson, J. K. (1980). Training factors influencing felt psychotherapeutic competence of psychology trainees. Professional Psychology, 11, 930-934.
Brear, P. et Dorrian, J. (2010). Gatekeeping or gate slippage? A national survey of counseling educators in Australian undergraduate and postgraduate academic training programs. Training And Education In Professional Psychology, 4(4), 264-273. doi : 10.1037/a0020714
Bridge, P. et Bascus, L. O. (1990). Documentation of psychotherapy supervision. Psychotherapy in Private Practice, 8 (1), 79-86.
Bridges, N. A. (1999). The role of supervision in managing intense affect and constructing boundaries in therapeutic relationships. Journal of Sex Education & Therapy, 24(4), 218-225.
British Psychological Society. (2010). Additional guidance for clinical psychology training programmes: Introductory supervisor training. Tiré de :
Burian, B. K. et Slimp, A. O. (2000). Social dual-role relationships during internship: decision-making model. Professional Psychology: Research and Practice, 31, 332-338. doi : 10.1037/0735-7028.31.3.332
Burkard, A. W., Johnson, A. J., Madson, M. B., Pruitt, N. T., Contreras-Tadych, D. A., Kozlowski, J. M. et Knox, S. (2006). Supervisor cultural responsiveness and unresponsiveness in cross-cultural supervision. Journal of Counseling Psychology, 53(3), 288-301. doi : 10.1037/0022-0167.53.3.288
Burkard, A. W., Knox, S., Hess, S. A. et Schultz, J. (2009). Lesbian, gay, and bisexual supervisees’ experiences of LBG-affirmative and nonaffirmative supervision. Journal of Counseling Psychology, 56, 176-188. doi : 10.1037/0022-0167.56.1.176
California Board of Psychology. (2010). Supervision best practices. Tiré de
Campbell, J. (2000). Becoming an effective supervisor: A workbook for counselors and psychotherapists. Philadelphie : Accelerated Development.
Campbell, J. (2006). Essentials of clinical supervision. New York, NY : John Wiley & Sons, Inc.
Carifio, M. S. et Hess, A. K. (1987). Who is the ideal supervisor? Professional Psychology: Research and Practice, 18, 244-250.
Carpendale, M. (2011). A traveler’s guide to art therapy supervision. Bloomington, IN : Trafford.
Carroll, M. (2007). Clinical psychology supervision. Clinical Psychology Forum, 174, 35-38.
Carroll, M. (2010). Supervision: Critical reflection for transformational learning (2e partie). The Clinical Supervisor, 29, 1-19.
Carroll, M. et Gilbert, M. (2011). On being a supervisee: Creating learning partnerships (2e éd.). Londres, Angleterre : Sage.
Carter, J., Enyedy, K., Goodyear, R., Arcinue, F.et Puri, N. (2009). Concept mapping of the events supervisees find helpful in group supervision. Training and Education in Professional Psychology, 3(1), 1-9.
Cashwell, T. H.et Dooley, K. (2001). The impact of supervision on counselor self-efficacy. The Clinical Supervisor, 20, 39-47.
Celano, M. P., Smith, C. O. et Kaslow, N. J. (2010). A competency-based approach to couple and family therapy supervision. Psychotherapy: Theory, Research, Practice, Training, 47(1), 35-44.
Center for Credentialing and Education. (2009). Approved clinical supervisor. Tiré de
Charles, L. L., Ticheli-Kallikas, M., Tyner, K. et Barber-Stephens, B. (2005). Crisis management during “live” supervision: Clinical and instructional matters. Journal of Marital and Family Therapy, 31(3), 207-219.
Chen, C. P. (1997). Recommendations for novice supervisors. Counselling Psychology Review, 12, 23-30.
Chicca Enyedy, K., Arcinue, F., Nijhawan Puri, N., Carter, J. W., Goodyear, R. K. et Getzelman, M. A. (2003). Hindering phenomena in group supervision: Implications for practice. Professional Psychology: Research and Practice, 34, 312-317.
Chung, Y. B., Marshall, J. A. et Gordon, L. L. (2001). Racial and gender biases in supervisory evaluation and feedback [Numéro spécial]. Clinical Supervisor, 20(1), 99-111.
Cikanek, K., McCarthy Veach, P. et Braun, C. (2004). Advanced doctoral students’ knowledge and understanding of clinical supervisor ethical responsibilities: A brief report. The Clinical Supervisor, 23(1), 191-196.
Cobia, D. C. et Boes, S. R. (2000, Summer). Professional disclosure statements and formal plans for supervision: Two strategies for minimizing the risk of ethical conflicts in post-master’s supervision. Journal of Counseling and Development, 78(3), 293-296. Tiré de
College of Alberta Psychologists. (2006). Guidelines for supervisors and registered provisional psychologists. Tiré le 18 avril 2007 de
Collins, S. et Arthur, N. (2007). A framework for enhancing multicultural competence. Canadian Journal of Counselling/Revue canadienne de counseling, 41 (1), 31-49.
Commission on Rehabilitation Counselor Certification. (2009). Code of professional ethics for rehabilitation counselors. Schaumburg, IL : Auteur.
Constantine, M. G. (2003). Multicultural competence in supervision: Issues, processes, and outcomes. Dans D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu et R. L. Toporek (Éd.), Handbook of Multicultural Competencies: In Counseling & Psychology (p. 383-391). Thousand Oaks, CA : Sage Publications.
Constantine, M. G. (2001). Perspectives on multicultural supervision. Journal of Multicultural Counseling and Development, 29, 98-101.
Constantine, M. et Sue, D.W. (2007). Perceptions of racial microaggressions among Black supervisees in cross-racial dyads. Journal of Counseling Psychology, 54, 142-153. doi : 10.1037/0022-0167.54.2.142.
Corey, G., Haynes, R., Moulton, P. et Muratori, M. (2010). Clinical supervision in the helping professions: A practical guide (2e éd.). Alexandria, VA : American Counseling Association.
Corey, G., Corey, M. S., Corey, C. et Callanan, P. (2015). Issues and ethics in the helping professions (9e éd.). Belmont, CA : Brooks/Cole.
Crespi, T.D. (1995). Gender sensitive supervision: Exploring feminist perspectives for male and female supervisors. Clinical Supervision, 13, 19-29.
Crocket, K. (2007). Counselling supervision and the production of professional selves. Counselling and Psychotherapy Research, 7(1), 19-25.
Crook-Lyon, R. E., Presnell, J., Silva, L., Suyama, M. et Stickney, J. (2011). Emergent supervisors: Comparing counseling center and non-counseling-center interns' supervisory training experiences. Journal of College Counseling, 14(1), 34-49. doi : 10.1002/j.2161-1882.2011.tb00062.x
Daniel, J. H., Roysircar, G., Abeles, N. et Boyd, C. (2004). Individual and cultural diversity competency: Focus on the therapist. Journal of Clinical Psychology, 60, 755-780.
Deaver, S. P. et Shiflett, C. (2011). Art based supervision techniques. The Clinical Supervisor, 30(2), 257-276. DOI : 10.1080/07325223.2011.619456
DeKruyf, L. et Pehrsson, D. (2011). School counseling site supervisor training: An exploratory study. Counselor Education and Supervision, 50(5), 314-327.
DeLong, W. R. (Éd.), (2010). Courageous conversations: The teaching and learning of pastoral supervision. New York, NY : University Press of America.
Disney, M. J. et Stephens, A. M. (1994). Legal issues in clinical supervision (10e éd.). Alexandria, VA : American Counseling Association.
Dressel, J. L., Consoli, A.J., Kim, B.S.K. et Atkinson, D. R. (2007). Successful and unsuccessful multicultural supervisory behaviors: A Delphi poll. Journal of Multicultural Counseling and Development, 35, 51-64.
Duan, C. et Roehlke, H. (2001). A descriptive “snapshot” of cross-racial supervision in university counseling center internships. Journal of Multicultural Counseling and Development, 29, 131-146.
Dufrene, R. L. et Henderson, K. L. (2009). A framework for remediation plans for counseling trainees. Dans G. R. Walz, J. C. Bleuer et R. K. Yep (Éd.), Compelling counselling interventions: VISTAS 2009 (p. 149-159). Alexandria, VA : American Counseling Association.
Dunn, S. (2006). Navigating ethical responsibility in psychotherapy supervision using a strength-based roadmap. Crossing Boundaries: An Interdisciplinary Journal, 1(1), 41-52.
Dunning, D., Heath, C. et Suls, J. M. (2004). Flawed self-assessment: Implications for health, education and the workplace. Psychological Science in the Public Interest, 5(3), 69-106.
Dye, H. A. et Borders, L. D. (1990). Counseling supervisors: Standards for preparation and practice. Journal of Counseling & Development, 69, 27-32. doi : 10.1002/j. 1556-6676.1990.tb01449.x
Ellis, M.V. (2006). Critical incidents in clinical supervision and in supervisor supervision: Assessing supervisory issues. Training and Education in Professional Psychology, 5, 122-132.
Ellis, M. V., Berger, L., Hanus, A., Alaya, E. E., Siembor, M. J. et Swords, B. A. (2014). Inadequate and harmful clinical supervision: Revising a framework and assessing occurrence. The Counseling Psychologist, 42, 434-472. doi : 0011000013508656.
Ellis, M. V., D'luso, N. et Ladany, N. (2008). State of the art in the assessment, measurement, and evaluation of clinical supervision. Dans A. K. Hess, K. D. Hess et T. H. Hess, (Éd.), Psychotherapy supervision: Theory, research, and practice (2e éd., p. 473-499). New York, NY : Wiley.
Ellis, M. V. et Douce, L. A. (1994). Group supervision of novice clinical supervisors: Eight recurring issues. Journal of Counseling and Development, 72(5), 520-525. doi : 10.1002/j.1556-6676.1994.tb00985.x
Ellis, M. V. et Ladany, N. (1997). Inferences concerning supervisees and clients in clinical supervision: An integrative review. Dans C. E. Watkins (Éd.). Handbook of psychotherapy supervision (p. 447-507). Hoboken, NJ : John Wiley & Sons.
Ellis, M. V., Ring, E. E., Hanus, A. et Berger, L. (2013). Exemplary clinical supervision: Testing a taxonomy and assessing occurrence. Unpublished manuscript. Albany, NY : University at Albany.
Elman, N.S. et Forrest, L. (2007). From trainee impairment to professional competence problems: Seeking new terminology that facilitates effective action. Professional Psychology: Research and Practice, 38, 501-509.
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Eva, K.W. et Regehr, G. (2011). Exploring the divergence between self-assessment and selfmonitoring. Advances in health science education, 16, 311-329. doi : 10.1007/s10459-010-9263-2.
Falender, C. A., Burnes, T. et Ellis, M. (2013a). Introduction to major contribution: Multicultural clinical supervision and benchmarks: Empirical support informing practice and supervisor training. The Counseling Psychologist, 41, 8-27. doi : 10.1177/0011000012438417
Falender, C. A., Burnes, T. R. et Ellis, M. V. (2013b). Multicultural clinical supervision and benchmarks: Empirical support informing practice and supervisor training. The Counseling Psychologist, 41, 8-27. 10.1177/0011000012438417.
Falender, C. A., Collins, C. J. et Shafranske, E. P. (2009). “Impairment” and performance issues in clinical supervision: After the 2008 ADA Amendments Act. Training and Education in Professional Psychology, 3, 240-249. doi : 10.1037/a0017153
Falender, C. A., Cornish, J. A. E., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G., … Grus, C. (2004). Defining competencies in psychology supervision: A consensus statement. Journal of Clinical Psychology, 60(7), 771-785. doi : 10.1002/jclp.20013
Falender, C. A., Ellis, M. V. et Burnes, T. (2013). Response to reactions to major contribution: Multicultural clinical supervision and benchmarks. The Counseling Psychologist, 41, 140-151. doi : 10.1177/0011000012464061.
Falender, C. A. et Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. Washington, DC : American Psychological Association.
Falender, C. A. et Shafranske, E. P. (2007a). Competence in competency-based supervision practice: Construct and application. Professional Psychology: Research and Practice, 38(3), 232-240. doi : 10.1037/0735-7028.38.3.232
Falender, C. A. et Shafranske, E. P. (2007b). Principles of competency-based supervision practice. Clinician's Research Digest, 25(10), 3.
Falender, C. A. et Shafranske, E.P. (Éd.). (2008). Casebook for clinical supervision: A competency-based approach. Washington, DC : American Psychological Association.
Falender, C. A. et Shafranske, E. P. (2010). Psychotherapy-based supervision models in an emerging competency-based era: A commentary. Psychotherapy: Theory, Research, Practice, Training, 47(1), 45-50.
Falender, C. A. et Shafranske, E. P. (2012a). Getting the most out of clinical training and supervision: A guide for practicum students and interns. Washington, DC : American Psychological Association.
Falender, C. A. et Shafranske, E. P. (2012b). The importance of competency-based clinical supervision and training in the twenty-first century: Why bother? Journal of Contemporary Psychology, 42(3), 129-137. doi : 10.1007/s10879-011-9198-9
Falender, C. A. et Shafranske, E. P. (2013). Responsibilities and liabilities in supervision. Dans G. P. Koocher, J. C. Norcross et B. A. Greene (Éd.), Psychologists' desk reference (3e éd., p. 730-734). New York, NY : Oxford University Press.
Falender, C. A., Shafranske, E. P. et Falicov, C. (Éd.). (2014). Multiculturalism and diversity in clinical supervision: A competency-based approach. Washington, DC : American Psychological Association.
Falender, C. A., Shafranske, E. P. et Olek, A. (2014). Competent clinical supervision: Emerging effective practices. Counseling Psychology Quarterly, 27(4), 393-408. doi : 10.1080/09515070.2014.934785
Fall, M. et Sutton, J. M. (2004). Clinical supervision: A handbook for practitioners. Boston, MA : Pearson Education.
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