The article focuses on clinical supervision for MHC students, including recommendations for the supervisors and students. For example, it is advised that MHC students rate themselves based on their progress (Pearson, 2004). This type of reflection is conceptually useful due to the content revision it comprises and because it allows students to determine areas for personal improvement. A suggestion can be made to further work on the obtained skills: apart from sharing ideas with their supervisors, the students can benefit from doing so with each other in formal settings. Peer-reviewed reflections, in that way, will be practice sessions prior to the official discussions with a supervisor.
Furthermore, another critical point mentioned highlights the importance of a first meeting with the supervisor. An MHC student is advised to be fully prepared for the arrangement since it will affect their progress with the practicals and their relationship with their supervisor (Pearson, 2004). However, I believe this stage must be more objective, reflecting only professional aspects of the processes. As it is further emphasized in the article, making mistakes must not be negatively regarded since the outcomes can benefit the student’s future improvements (Pearson, 2004). In the same way, the supervisor must remain neutral regarding the student’s gender, race, background, and other personal factors unrelated to the classes.
Finally, the supervisees must learn to become independent in the process of meeting clients and preparing for supervision discussions. Once again, the idea of group work with other classmates can be reinforced in this case to improve decision-making skills without consulting a professional with experience. On the other hand, the clients should not be involved in the educational part of the supervision to ensure that the MHC students are learning to solve problems based on the covered material.
Reference
Pearson, Q. M. (2004). Getting the most out of clinical supervision: Strategies for mental health. Journal of Mental Health Counseling, 26 (4), 361-373.