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S23-2002 A “How-to” Guide for Avoiding Common Mistakes in Clinical Supervision

Total Credits: 3 including 3 Supervision CEs

2000 Supervision |  800 Online
Robert Taibbi, LCSW
Course Levels:
3 Hours 15 Minutes
Target Audience:
Social Workers, LCPCs, and Psychologists



Clinical supervisors need to ensure quality service while helping clinicians develop their skills and style. To do so, supervisors need to grow in their own professional development or run the risk that their supervisees will either stop learning or leave them behind. Participants in this workshop will discuss the four most common supervisory mistakes—focusing on the client rather than the clinician, ignoring the parallel process, spoon-feeding, and having unclear supervisory goals—and how to avoid them. Characteristics, goals, tasks, and dangers of each of the four stages of clinical development and the three anxiety coping styles will also be examined. Participants will learn how to help clinicians develop a unique style, as well as gain insight into their own.



Robert Taibbi, LCSW Related seminars and products

Robert Taibbi is a Licensed Clinical Social Worker with 46 years of experience primarily in community mental health working with children, couples and families as a clinician, supervisor and clinical director. 

He is the author of 12 books including The Art of the First Session; Doing Couples Therapy: Craft and Creativity in Work with Intimate Partners; Doing Family Therapy: Craft and Creativity in Clinical Practice; Clinical Social Work Supervision; Therapy Boot Camp: Action-Oriented Brief Approaches to Anxiety, Anger, & Depression; Brief Therapy with Couples & Families in Crisis, and Process-Focused Therapy. He has published over 300 magazine and journal articles, and has contributed chapters to several books, including the Encyclopedia of Couple & Family Therapy and Favorite Counseling Techniques: 55 Masters Share Their Secrets, which cited him among the top 100 therapists in the country. 

In addition, Robert currently writes an online column entitled Fixing Families for Psychology Today which has over 13 million hits, has served as an advice columnist for several magazines, and has received three national writing awards for Best Consumer Health Writing.  

Robert provides trainings both nationally and internationally in couple therapy, family therapy, brief therapy, and clinical supervision. He is a graduate of Rutgers University and the University of South Carolina, and has served as adjunct professor at several universities. He is currently in private practice in Charlottesville, VA.


Agenda & Learning Objectives




1:00pm - 1:15 pm Registration/Log On
1:15 pm - 2:30 pm


  • Models of clinical supervision
  • Anxiety coping styles
  • Parallel process
  • Covey time management
  • Leadership styles
  • Relationship Triangle
  • Stage 1 & 2 of developmental model
2:30 pm - 2:45 pm     Break
2:45 pm - 4:30 pm

Lecture (Continued)

  • Stage 3 of clinical development 
  • Stage 4 of clinical development
  • Group supervision
  • Supervision of supervision
  • Managing difficult employees/ struggling supervisees
  • The 4 mistakes you never want to make
4:30 pm Adjournment




Upon the completion of this workshop, participants will be able to:

  • Describe the four stages of clinical development
  • Discuss the use of parallel process in supervision
  • Describe the two primary challenges of clinical supervision
  • Identify the four most common supervisory mistakes
  • Describe the three ways of coping with anxiety
  • Discuss the ethical dangers of the third stage of clinical development

Bibliography & References


  • Aisling McMahon. (2020). Five reflective touchstones to foster supervisor humilityThe Clinical Supervisor39:2, pages 178-197
  • C. Edward Watkins, What do clinical supervision research reviews tell us? Surveying the last 25 years, Counselling and Psychotherapy Research, 10.1002/capr.12287, 20, 2, (190-208), (2019).
  • Dziuban, J.I., & Dziuban, C.D. (1997).  Reactive behavior patterns in the classroom.  Journal of Staff Progress & Organizational Development, 15(2), 85-91.
  • Ellis, A. (1989). Thoughts on supervising counselors and therapists. Psychology: A Journal of Human Behavior, 26, 3-5.
  • Hutman, H., & Ellis, M. V. (2020). Supervisee nondisclosure in clinical supervision: Cultural and relational considerations. Training and Education in Professional Psychology, 14(4), 308–315.
  • Roonestad, M.H., & Skovholt, T.M. (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30, 5-44.
  • Snowdon, D.A., Leggat, S.G. & Taylor, N.F. Does clinical supervision of healthcare professionals improve effectiveness of care and patient experience? A systematic review. BMC Health Serv Res 17786 (2017).
  • Stoltenberg, C.D., McNeill, B.W., & Delworth, U. (1998). IDM: An integrated developmental model for supervising counselors and therapists. San Francisco: Josey-Bass Publishers.
  • Sven Alfonsson, Tobias Lundgren, Gerhard Andersson. (2020) Clinical supervision in cognitive behavior therapy improves therapists’ competence: a single-case experimental pilot studyCognitive Behaviour Therapy 49:5, pages 425-438. 
  • W. Joshua Bradley & Kimberly D. Becker (2021) Clinical supervision of mental health services: a systematic review of supervision characteristics and practices associated with formative and restorative outcomes, The Clinical Supervisor, DOI: 10.1080/07325223.2021.1904312

Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 3 Category I Continuing Education Units for supervision. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.

Target Audience

Social Workers, LCPCs, and Psychologists

Late Fees and Refunds

Fee & Registration:

Cost is $70 and includes CE credit. Registering after 3/10/2023 will incur an additional $20 late fee. 

*Cancellations must be received 24 hours in advance prior to the live interactive webinar to receive a refund or a credit.

*All cancellations will be subjected to a $35.00 administration fee

Live Interactive Webinar Platforms




The Office of Continuing Professional Education hosts Live Interactive Webinars through two platforms: Zoom and WebEx.

Both platforms offer high quality and user-friendly webinar platforms for our registrants.


System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.


Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs