Supervision Philosophy

Dr. Angela C. Johnson’s supervision philosophy encompasses recognizing the value of providing a safe, supportive, trusting, and open learning environment where the supervisee can develop and continue to build the competencies and skill sets of their professional development. Incorporating reflection, feedback, and challenging the supervisee are key components of the supervisory relationship and learning processes. Challenging the supervisee to expound on their critical and higher order thinking skills and competencies is designed to allow the supervisee to think through and formulate case conceptualizations, treatment planning, and allows them to develop skills in working through treatment interactions. Designing a work environment that is supportive also allows the supervisees to share their own frustrations, thoughts, and outline with the supervisor treatment strategies that are most effective in providing the best services to the client, without fears of being ignored or dismissed. Moreover, addressing and increasing competencies in multiculturalism and diversity issues are utilized in assisting supervisee develop professionally.  As your Supervisor, Dr. Johnson adheres to the ACA Code of Ethics and strongly believe that within the supervisory relationship, supervisors must be aware of multicultural and diversity, and address multicultural and diversity roles throughout the supervision processes.

Observing supervisee sessions provides the opportunity to process interventions and therapeutic interactions in cultivating clinical applications and skill sets. Working with supervisees through role plays, addressing ethical responsibilities, and self-reflection are also effective methods of building a foundation for the supervisee in developing their professional identity. 

Dr. Johnson’s personal supervisor philosophy follows the Integrated Developmental Model (IDM) of Stoltenberg, McNeil, and Delworth, which takes on the framework of a Cognitive Behavioral approach.The principle concepts of incorporating Cognitive Behavioral Supervision (CBS) allows supervisors to be proactive in their approach to supervision through processes of:

  1. Establishing and setting a supervision agenda
  2. Encouraging supervisee problem solving before providing feedback
  3. Providing frequent formative feedback on supervisee performance.

The IDM model of clinical supervision is based on the theory that supervisees go through three phases of development and structures that include:

  1. Self and other awareness
  2. Motivation
  3. Dependency-autonomy  

Moreover, there are eight (8) domains of professional activity which include:

  1. Intervention skills competence
  2. Assessment techniques
  3. Interpersonal assessment
  4. Client conceptualization
  5. Individual differences
  6. Theoretical orientation
  7. Treatment plans and goals
  8. Professional ethics 

Evaluations are measured and assessed through:

  1. Weekly group and individual supervision
  2. Self-assessment tools
  3. Therapist Evaluation Checklist by Hall-Marley (2000)

Supervisees are held to the same framework of confidentiality as during sessions with clients. Outside of the following exceptions, supervisor and supervisee confidence is maintained. 


  1. If a client’s welfare is in danger and the supervisee is not able to provide appropriate services to the client
  2. If there is reported child, elderly, or dependent person abuse
  3. The supervisee presents signs of impairment
  4. If the Supervisor feels the supervisee is providing unethical or dangerous practices to the client