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Supervision in psychology, particularly related to psychotherapy, aims to promote clinical and professional competencies for learners while ultimately ensuring the effective and ethical delivery of patient care. Although clinical psychologists receive intensive education and training in reflective practices for psychotherapy, they typically receive little preparation for applying these practices to clinical supervision. A task force of the American Psychological Association recently released a comprehensive set of clinical supervision guidelines asserting the essential role of reflective communication in clinical supervisory practice (APA, 2015). The purpose of this paper is to introduce ways of incorporating reflective practice into clinical supervision in order to enhance the learner's clinical self-efficacy and independence. First presented is an operational definition of reflective practices accompanied by illustrations of ways in which these practices can extend the quality of evidence-based clinical interventions. Second, a vertical supervision model is introduced, and a variety of supervision modalities for enhancing reflective practices are presented. Finally, the implications of these processes for scaffolding the development of clinician self-efficacy for a range of learners from a variety of disciplines are discussed. These processes are highlighted further within a series of personal reflections shared from clinicians across these different developmental stages. [ABSTRACT FROM AUTHOR]

Objective: This study examined whether race/ethnicity and gender predicted sentencing to anger management therapy as a probation condition., Hypotheses: We predicted judges would be more likely to assign African Americans and Hispanics, and males to anger management than Caucasians and women, respectively. We hypothesized demographic variables would predict assignment to anger management beyond legal and nondefendant extralegal variables., Method: Data for this study are administrative and originate from an adult probation department in southern Texas. The sample ( N = 4,001; 72.3% male) was 53.4% Caucasian, 28.6% African American, 16.7% Hispanic, 0.9% other, and 0.4% unknown and included individuals who had committed violent (14.2%) and nonviolent (85.8%) offenses., Results: Data analyses consisted of binary logistic regression, with anger management placement as the dependent variable, and offense, judge, county, race/ethnicity, and gender as the independent variables. The final model emerged as statistically significant, χ²(16) = 552.76, p < .001, Nagelkerke's R ² = .32. Specifically, the odds of receiving anger management were 1.71 times higher for African Americans than Caucasians, and 1.68 times higher for men than women. Exploratory analyses examining a Race/Ethnicity × Gender interaction revealed the odds of receiving anger management was significantly lower for Caucasian women than all other racial/ethnic by gender groups., Conclusion: Results suggest being part of a racial/ethnic minority group or male may disproportionately increase the odds of being required to comply with extra time and fiscal requirements associated with anger management as compared to one's racial/ethnic and gender counterparts who have committed similar crimes. (PsycINFO Database Record (c) 2020 APA, all rights reserved).