6.3 Establishing the Supervisory Relationship
Every supervisor is unique in that each has their own clinical and supervisory style. A skilled supervisor will teach, guide, and sometimes even mentor you to better prepare you for your future in the field. However, even the best supervisors may not always be as accessible as you would like, so be patient when necessary.
Remember, they have many responsibilities at the site, including overseeing your work. Supervising your growth is an additional duty, not one that replaces another. While it is most desirable to have a supervisor with qualities and teaching methods that mesh well with your style, sometimes those styles may conflict with one another. To solve conflicts in general, practice good communication skills and be willing to find common ground. In this situation, the same relational dynamics that you have experienced with differing supervisory styles in the past may help here. For example, if you find yourself in an internship site with supervision difficulties, try not to get discouraged. Also, seeing things from different perspectives can help. Finally, your colleagues and instructors can help you during class meetings or office hours. You may find that you are not alone when facing such a challenge.
Your peers may even help you understand the strengths and weaknesses of your learning style, as well as those of the supervisor. Your instructor and classmates can also help you develop ideas on how to improve or at least better deal with the situation.
Keep in mind your supervisor has their own personality and supervisory style, too. Generally, supervisors are happy to help because they want to see you succeed. After all, they became professionals for the same reason most of us do: to have the opportunity to help others. However, a supervisor may occasionally have a difficult problem or be dealing with a stressful day and seem irritable or even short-tempered because of it. No matter what kind of day it is, do your best job. Remember, although your supervisor’s style may irritate you, it is not your role to change it. It is, however, your job to learn how to deal with different styles, which means that this situation can be a learning opportunity.
Having a difficult supervisor can be challenging, but it is valuable for learning about different styles and how to cope with them. These skills are likely to come in handy in the future. This type of awareness can be an essential skill that can be carried throughout your entire career, so even a poor supervisor may turn out to be a good one in the long run, even if it is only to show what not to do! After all, there is no guarantee that you will always have a good supervisor or boss.
Everyone has communication and relational styles. See figure 6.2 for common examples of how these styles appear in the supervisory relationship. Each one is accompanied by its strengths and weaknesses.
| Supervisory Styles | Description |
|---|---|
| Over-involved | Manifested by micromanaging or sometimes by being “buddies.” Over-involved supervisors often feel the need to check your work for accuracy to feel comfortable. |
| Controlling | Needing to demonstrate they are in charge, demanding perfection, having strict rules, and showing a low tolerance for individuality. A controlling supervisor will usually feel that rule-following is more important than individual preferences. |
| Hands-off | An attitude of letting things take their own course without interfering. May appear under-involved, offering little direction. These supervisors often feel like they are doing their best to help you by staying out of your way and letting you learn on your own. |
| Authoritative | Knowledgeable, appropriately assertive, and open to suggestions when appropriate. This supervisor understands their role in guiding you, giving suggestions and assistance, and listening to your ideas. |
It may be helpful to try to identify your style and that of your supervisor so that you are better equipped to make appropriate adjustments when necessary (figure 6.3).
| Student Styles | Description |
|---|---|
| Passive | Accepting or allowing what happens to happen. Tends to avoid active input, responses, or resistance. This intern may view the workplace as a classroom and wait until the “teacher” (their supervisor) tells them what to do. |
| Aggressive | Pursuing one’s interests too forcefully, sometimes unduly so, or without listening to others. This often comes across as being overly confident in their knowledge and unwilling to work with others. |
| Assertive | Having and showing a confident, energetic, goal-oriented approach. This student is able to respond flexibly and accept feedback. |
| Realistic | A person who accepts a situation as it is and is prepared to make the best out of the circumstances. This student may give up trying to achieve their goals if difficulties arise. |
Setting the Structure
The site supervisor plays an essential role in a successful internship experience. You can do several things to increase the chances of a positive relationship. Simple actions, such as being prepared and being courteous, can go a long way to help this process. For example, showing up on time and actively listening to your supervisor show that you value their time and expertise. Trying your best to stick to the established schedule is vital because supervisors, and sometimes even clients, count on you being there at the appointed times.
Still, life is complicated, and unexpected events, such as sudden illness, bad weather, family emergencies, and so on, may happen. It is important to set a regular schedule and avoid schedule changes or problems as much as possible. However, it is a good idea to have a backup plan in place. For instance, if you have children or caretaker responsibilities, then having alternative arrangements made with someone in advance can help. If your work schedule changes, give the site or the supervisor as much advance notice as possible. Above all, avoid simply not showing up. While most supervisors are understanding, you alone are accountable for your decisions. Requesting a day off for an activity is significantly better than calling off at the last moment or just not showing up.
Some people look at the time requirements of the internship and its schedule as an intrusion because of family, school, or employment responsibilities. However, sometimes it is possible to coordinate schedules in advance. For example, many schools have spring breaks that may make it possible for you to increase hours at the internship site, which reduces their impact on the rest of the semester. If the time is supervised, working weekends may be possible at some sites, such as a residential program. This type of schedule balancing or time management also facilitates the development of a good working relationship with those at your site, and it fosters a sense of working with someone as opposed to working for someone.
The ability to settle into a routine quickly helps facilitate movement through the developmental stages of the internships. Supervisors and other coworkers know you are there to learn. They want you to feel included and part of the agency or team. If you are shy, keep in mind that many others have been through the same experience, including the people you work with. After all, they were interns or beginners at one time, just like you. Rosetta, mentioned earlier, volunteered to help facilitate support groups on evenings and weekends. This was a huge help for the full-time staff and allowed Rosetta to focus on her school schedule during the day.
Agreeing to the Goals of Supervision
As noted previously, each supervisor and student bring their own strengths and challenges to the relationship. Be clear with your supervisor about what you hope to get out of the time spent in supervision. The areas in which agreement is key include the following:
- meeting frequency
- meeting duration
- meeting participants
- meeting agendas
Meeting frequency and duration
While there is no “one size fits all” model of supervision, an agreement on some of the basics is key. While some programs establish the minimum supervision schedule, some leave it up to the student and supervisor. For consistent supervision, make a plan to meet with your supervisor at least twice a month. This ensures your progress and gives you both a time to discuss issues before they might become bigger concerns. Your supervisor won’t know your needs unless you are clear about them. If you need more (or less) supervision, ask for a 1:1 meeting with your supervisor to discuss the situation.
Meeting participants
When an agency has more than one student interning at the same time, group supervision may be used as part of the supervisory structure. Group supervision can be an opportunity for interns to get to know one another and learn from each other. You may realize other interns are dealing with similar issues and have already come up with some solutions. It can also enhance a sense of camaraderie among the interns, increasing their support network. While group supervision does offer benefits, this format works best when it alternates with individual sessions so that each intern gets one-on-one time with the supervisor.
Meeting agendas
It is also essential to discuss how meetings will be run and what will be covered. Some supervisors will come with a specific agenda to address; others will be more like “no news is good news.” If you are unsure how to prepare for the meeting, you will not be able to get the most out of the time. Refer back to the supervisory and student styles in figures 6.3 and 6.4. If we have a “hands-off” supervisor and a “passive” student, the supervision meetings may end up a waste of time. On the other hand, combine an “authoritative” supervisor with an “aggressive” student, and you’re heading for trouble! Misunderstandings can be avoided by discussing the format and expectations ahead of time. Some supervisors prefer interns to bring particular concerns to the meeting, while others prefer a more open-ended style. By clarifying expectations, you can be ready to get the most out of your time together.
Establishing the Supervisory Relationship Licenses and Attributions
“Establishing the Supervisory Relationship” is adapted from “Using Supervision Effectively” in Succeeding at Your Internship: A Handbook Written for and with Students by Christopher J. Mruk and John C. Moor, Bowling Green State University Libraries. This work is licensed under CC BY NC SA 4.0. Edited for style, clarity, and inclusion of examples by Yvonne M. Smith LCSW.
the manner in which a supervisor is most comfortable interacting with interns.
the verbal, and non-verbal exchange of information between two or more people.
A credit class in which students apply theory to practice by using what you have learned in coursework in a real-world setting with a supervisor/mentor who is invested in your growth and development (often also referred to as fieldwork or practicum).