Course Text: 

 

Thiessen, E. W. (2023). A clinical supervision training handbook: Becoming a reflective systemic supervisor. Tellwell Talent (Chapter 1)

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Course Schedule: 

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Class 1 – Foundations of Clinical and Trauma-Informed Supervision 

(March 11 | Instructor: Jen) 

This session introduces the foundations of clinical supervision and the supervisor’s role in supporting both client welfare and clinician development. Participants examine the three core functions of supervision—normative (professional standards, ethics, and accountability), formative (teaching, feedback, and clinical skill development), and restorative (support, reflection, and sustainability)—and how these are integrated within the supervisory relationship. The session also introduces key trauma-informed supervision principles, including attention to nervous system awareness, safety, pacing, relational dynamics, transference and countertransference, rupture and repair, and the impact of trauma on both clients and clinicians. Together, these foundations frame supervision as a collaborative but structured process that strengthens ethical practice, critical and reflective thinking, and long-term clinical and professional competence.

 

Pre-Class Reading:

 

• Review ethics and supervision standards from your professional college or association.

• Thiessen, E. W. (2023). The basic elements of supervision. In A clinical supervision training handbook: Becoming a reflective systemic supervisor. p. 9-51  Tellwell Talent  

 

 

Class 2 – Understanding Trauma and Its Impact in Supervision 

(March 18 | Instructor: Jen) 

This session provides students with a foundational overview of trauma theory and post-traumatic protective responses, and how these concepts inform effective supervision. This session explores different types of trauma (acute, chronic, complex, and developmental) and examines how trauma affects the developing brain and autonomic nervous system. Students will move beyond traditional “thoughts, feelings, and behaviors” models to a more comprehensive framework that includes nervous-system responses, informed by Polyvagal Theory and parts-based approaches. Key concepts such as neuroception, overactivation of protective survival responses (fight, flight, freeze-shutdown, submit, and please-see-me), and the distinction between logical and autonomic reactions are introduced. The session also addresses common barriers to trauma healing and highlights the role of supervision in helping clinicians understand regulation, pacing, and the development of adult and core self-capacities in clients.

 

Pre-Class Reading:

 

• Fisher, J. (2001). Dissociative phenomena in the everyday lives of trauma survivors. Paper presented at the Boston University Medical School Psychological Trauma Conference, Boston, MA

 

 

Class 3 –Creating a Safe Supervisory Environment and Preventing Burnout

(March 25 | Instructor: Jen) 

This session focuses on how supervisors create safe, supportive supervisory environments that encourage openness, transparency, honest self-reflection, and personal and professional growth. Participants will explore how the supervisory relationship, clear expectations, and awareness of power dynamics help build trust and psychological safety in supervision. The class also looks at how therapists’ protective responses or defense patterns can appear both in therapy and in supervision, and how supervisors can help clinicians recognize and reflect on these reactions. A key focus of the session is understanding, tracking, and preventing burnout and vicarious trauma in clinicians working with complex cases.

 

Pre-Class Readings:

 

• Thiessen, E. W. (2023). The Supervisory Relationship.  In A clinical supervision training handbook: Becoming a reflective systemic supervisor, p. 91-122. Tellwell Talent

• Wilson, K., & Lizzio, A. (2024). Processes and interventions to facilitate supervisees' learning. In The Practice of Clinical and Counselling Supervision: Australian and International Applications (3rd ed.). Pelling, N., & Armstrong, P. (Eds). p 150-170. Routledge.

 

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Class 4 – Ethical and Legal Standards in Trauma-Informed Supervision 

(April  1 | Instructor: Shirley) 

This session reviews key ethical, professional practice, and legal principles guiding supervision (e.g., informed consent, the supervision contract, documentation, mandatory reporting, conflict of interest, dual relationships).  We will discuss and practice how to implement these principles as we consider several case studies.

 

Pre-Class Reading:

 

• Thiessen, E. W. (2023). Ethically Informed Supervision and Legal Issues. In A clinical supervision training handbook: Becoming a reflective systemic supervisor, p. 123-155. Tellwell Talent.

 

 

Class 5 – Reflective Practice in Supervision 

(April 8 | Instructor: Shirley) 

In this session we’ll explore reflective supervision models (e.g., Gibbs, Kolb) and discuss how and why to integrate reflection for ongoing supervisee development and supervisor growth. We will identify ways to support safe and effective use of self - both in, and external to - supervision.  We will apply these reflective supervision models to case studies.

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Pre-Class Readings:

 

• Davys, A., & Beddoe, L. (2010). A reflective learning model in supervision.  In Best Practice in Professional Supervision : A Guide for the Helping Professions, 2nd ed. (pp. 116–135). Jessica Kingsley Publishers.

 

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Class 6 – Somatic Awareness and Managing Vicarious Trauma and Burnout

(April 15 | Instructor: Jen) 

This session introduces a somatic experiencing framework (SIBAM-ALOW) as a practical tool for trauma-informed supervision and clinical practice. Participants will learn how to access and work with right-brain, embodied nervous system experiences through sensations, emotions, body and behavior impulses, imagery, and meaning-making. By introducing this tool, clinicians and supervisees can better understand what is unfolding in both therapy and supervision. By slowing down and noticing issues blocking therapy that don’t more easily emerge through thinking and discussion alone. This process can support nervous system regulation, deepen case understanding in a more organic way, and help mobilize the supervisees (and their clients) when therapy (or supervision) feels stuck.

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Pre-Class Reading:

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• Levine, P. A. (2010). In an unspoken voice: How the body releases trauma and restores goodness. Berkeley, CA: North Atlantic Books. Chapters 6, 7, and 8

And/Or:

• Payne, P., Levine, P. A., & Crane-Godreau, M. A. (2015). Somatic experiencing: Using interoception and proprioception as core elements of trauma therapy. Frontiers in Psychology, 6, 93.

 

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Class 7 – Case Conceptualization in Trauma-Informed Supervision 

(April 22 | Instructor: Jen) 

This session introduces trauma-informed case conceptualization through parts work and polyvagal-informed perspectives. Students will explore presenting concerns alongside trauma history, autonomic nervous system (ANS) capacities, and client developmental issues (include PFC capacities), while considering the roles of child parts, protector parts, and adult/core self-capacities. Practical frameworks—including the Karpman Drama Triangle, the Dandelion Model, the Stone Path metaphor, and nervous-system “speeds”—are used to help students identify stuckness, pacing challenges, and barriers to healing in both clients and therapists. Emphasis is placed on distinguishing cognitive, “top-down” assessments from embodied, ‘bottom-up” nervous system considerations, and on tailoring treatment through phases of stabilization, processing, integration, and self-development.

 

Pre-Class Reading:

 

• Fisher, J. (2013). Trauma-informed stabilization treatment (TIST): A new approach to treating unsafe behaviors. Journal of Trauma & Dissociation, 14(2), 1–16.

 

 

Class 8 – Cultural Competency in Trauma-Informed Supervision

(April 29 | Instructor: Shirley) 

In this session we will discuss the importance of cultural competency in clinical supervision, and acknowledge how culture influences trauma experiences (and the supervision relationship).  We will work on making unconscious biases, conscious, and identify strategies to address unconscious bias and integrate cultural awareness and humility into supervision.

 

Pre-Class Reading:

 

Thiessen, E. W. (2023).  Culture, diversity, and Social Justice in Supervision.  In A clinical supervision training handbook: Becoming a reflective systemic supervisor,  p.241-281. Tellwell Talent

 

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Class 9 – Supervising Crisis and High-Risk Cases

(May 6 | Instructor: Shirley) 

We will explore supervision strategies for supervisees working with high-risk clients.  This will include differentiating between suicidality and self-harm, applying risk assessment protocols  and creating a safety plan (templates will be provided), and identifying practical ways to provided trauma-informed containment and care to clients (and supervisees) during crises.  We will also discuss how to support supervisees who are new to dealing with crises. 

 

Pre-Class Reading:

 

Knox, S., Burkard, A. W., Jackson, J. A., Schaack, A. M., & Hess, S. A. (2006). Therapists-in-training who experience a client suicide: Implications for supervision. Professional psychology: Research and practice, 37(5), 547.

 

 

Class 10 – Moving from Therapist from Clinical Supervisor

(May 13 | Instructor: Shirley) 

In this section we will discuss how to synthesize the trauma-informed supervision concepts covered, into a cohesive supervision practice model. Supervisors will engage in reflective activities as they notice the shifts in their learning, thinking, and self-identity.  We will explore how to develop a personal supervision style and philosophy, and create a plan to continue to enhance our learning, knowledge, skills, and abilities as supervisors. 

 

 Pre-Class Reading: 

 

• Thiessen, E. W. (2023). Lifelong learning for systemic supervisors.  In A clinical supervision training handbook: Becoming a reflective systemic supervisor, p. 283-318 Tellwell Talent