Skip to main content
SpringerLink
Log in

Counsellor training and supervision in Uganda

  • Living reference work entry
  • First Online:
The Education Systems of Africa

Part of the book series: Global Education Systems ((GES))

  • 114 Accesses

Abstract

This chapter contextualized the present study by reviewing studies that deal with the status of counsellor supervision globally and in Uganda, discussed the evolution of the definition of supervision, and set out the objectives of supervision. I elaborated on the following key concepts: administrative context, the working alliance in supervision, supervisory functions, and theory of change. The literature reviewed showed that there is abundant information on counsellor supervision from developed countries but limited clinical supervision scholarship from developing countries in Africa particularly – Uganda. Based on the literature reviewed in this chapter, the knowledge gap which is the focus of this study is how site supervisors conduct supervision at the selected counselling internship sites in Uganda. In an attempt to fill the contextual gap in the counsellor supervision literature, this study elicited information from the site supervisors and intern counsellors at four selected counselling internship sites in Uganda.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Amer, M. (2013). Counseling and psychotherapy in Egypt. Ambitious identity of a regional leader. https://books.google.ru/books

  • American Psychological Association. (2015). Guidelines for clinical supervision in health service psychology. The American Psychologist, 70(1), 33–46.

    Google Scholar 

  • Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19(1), 60–68.

    Google Scholar 

  • Bernard, J. M. (1997). The discrimination model. In C. E. J. Watkins (Ed.), Handbook of psychotherapy supervision. Hoboken: Wiley.

    Google Scholar 

  • Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision. Boston: Pearson.

    Google Scholar 

  • Bhola, P., Raguram, A., Dugyala, M., & Ravishankar, A. (2017). Learning in the crucible of supervision: Experiences of trainee psychotherapists in India. The Clinical Supervisor, 1–21. https://doi.org/10.1080/07325223.2016.1233478.

  • Binder, J. L. (1999). Issues in teaching and learning time-limited psychodynamic psychotherapy. Clinical Psychology Review, 19(6), 705–719. https://doi.org/10.1016/S0272-7358(98)00078-6.

    Article  Google Scholar 

  • Binder, J. L., & Strupp, H. H. (1997). Supervision of psychodynamic psychotherapies. In Handbook of psychotherapy supervision (pp. 44–62). New York/Chichester: Wiley.

    Google Scholar 

  • Bischoff, R. J. (1997). Themes in therapist development during the first three months of clinical experience. Contemporary Family Therapy, 19(4), 563–580.

    Google Scholar 

  • Bischoff, R. J., & Barton, M. (2002). The pathway toward clinical self confidence. The American Journal of Family Therapy, 30(3), 231–242. https://doi.org/10.1080/019261802753577557.

    Article  Google Scholar 

  • Borders, L. D. (2014). Best practices in clinical supervision: Another step in delineating effective supervision practice. American Journal of Psychotherapy, 68(2), 151–162.

    Google Scholar 

  • Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P., & Nance, D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision, 31(1), 58–80.

    Google Scholar 

  • Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., Dekruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33(1), 26–44.

    Google Scholar 

  • Bordin, E. S. (1983). Supervision in counseling: II. Contemporary models of supervision: A working alliance based model of supervision. The Counseling Psychologist, 11(1), 35–42.

    Google Scholar 

  • Calvert, F. L., Crowe, T. P., & Grenyer, B. F. S. (2016). Dialogical reflexivity in supervision: An experiential learning process for enhancing reflective and relational competencies. The Clinical Supervisor, 35(1), 1–21. https://doi.org/10.1080/07325223.2015.1135840.

    Article  Google Scholar 

  • Campbell, M. J. (2006). Essentials of clinical supervision. Hoboken/New Jersey: Wiley.

    Google Scholar 

  • Carroll, M. F. (1994). Counselling supervision: International perspectives (ERIC document reproduction No. ED372358). Greensboro: ERIC Clearinghouse on Counselling and Student Services.

    Google Scholar 

  • Carroll, M. (2009). Supervision: Critical reflection for transformational learning, Part 1. The Clinical Supervisor, 28(2), 210–220.

    Google Scholar 

  • Chang, J. (2013). A contextual-functional meta-framework for counselling supervision. International Journal for the Advancement of Counselling, 35(2), 71–87.

    Google Scholar 

  • Clark, P., Jeff, H. W., & Grames, H. A. (2016). Therapists’ perspectives of the cotherapy experience in a training setting. Contemporary Family Therapy, 38(2), 159–171. https://doi.org/10.1007/s10591-015-9358-2.

    Article  Google Scholar 

  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New York: Routledge.

    Google Scholar 

  • Cooper, S., & Nicholas, L. (2013). Counseling and psychotherapy: Responding to post-apartheid counseling needs. In R. Moodley, U. Gielen, & R. Wu (Eds.), Handbook of counseling and psychotherapy in an international context (pp. 61–71). New York: NY: Routledge.

    Google Scholar 

  • Corey, G., Haynes, R. H., Moulton, P., & Muratori, M. (2010). Clinical supervision in the helping professions: A practical guide. Hoboken: Wiley.

    Google Scholar 

  • Council on Higher Education. (2011). Work-integrated learning: Good practice guide. Pretoria: Council on Higher Education.

    Google Scholar 

  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles: Sage.

    Google Scholar 

  • Creswell, J. W. (2014). Research design. Thousand Oaks: Sage. 91320.

    Google Scholar 

  • Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1), 1.

    Google Scholar 

  • Department of Higher Education and Training, & Rosa, M. J. (2013). White paper for post-school education and training: Building an expanded, effective and integrated post-school system.

    Google Scholar 

  • Driver, C. (2002a). Internal states in the supervisory relationship. In C. D. E. Martin (Ed.), Supervising psychotherapy: Psychoanalytic and psychodynamic perspectives (pp. 51–63). London: Sage.

    Google Scholar 

  • Driver, C. (2002b). Introduction: Orientation and themes. In C. D. E. Martin (Ed.), Supervising psychotherapy: Psychoanalytic and psychodynamic perspectives (pp. 1–10). London: Sage.

    Google Scholar 

  • Falender, C. A., Shafranske, E. P., & Ofek, A. (2014). Competent clinical supervision: Emerging effective practices. Counselling Psychology Quarterly, 27(4), 393–408.

    Google Scholar 

  • Fang, L., Chi, Y., Chen, Z., Jiang, Y., & Ma, X. (2014). Current psychotherapy supervision conditions among mental health practitioners in China. African Journal of Psychiatry, 17, 538–542. https://doi.org/10.4172/1994-8220.1000111.

    Article  Google Scholar 

  • Faye, M. L., Mc Arthur, J. W., Sachs, J. D., & Snow, T. (2004). The challenges facing landlocked developing countries. Journal of Human Development, 5(1), 31–68.

    Google Scholar 

  • Fernando, D. M., & Hulse-Killacky, D. (2005). The relationship of supervisory styles to satisfaction with supervision and the perceived self-efficacy of master’s-level counseling students. Counselor Education and Supervision, 44(4), 293–304. https://doi.org/10.1002/j.1556-6978.2005.tb01757x.

    Article  Google Scholar 

  • Fleming, I., & Steen, L. (2012). Supervision and clinical psychology: Theory, practice and perspectives. London: Routledge.

    Google Scholar 

  • Folkes-Skinner, J., Elliott, R., & Wheeler, S. (2010). ‘A baptism of fire’: A qualitative investigation of a trainee counsellor’s experience at the start of training. Counselling and Psychotherapy Research, 10(2), 83–92. https://doi.org/10.1080/14733141003750509.

    Article  Google Scholar 

  • Furr, S. R., & Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling & Development, 81(4), 483–489.

    Google Scholar 

  • Gizara, S. S., & Forrest, L. (2004). Supervisors’ experiences of trainee impairment and incompetence at APA-accredited internship sites. Professional Psychology: Research and Practice, 35(2), 131–140. https://doi.org/10.1037/0735-7028.35.2.131.

    Article  Google Scholar 

  • Gonsalvez, C. (2014). Establishing supervision goals and formalizing a supervision agreement: A competency-based approach. In C. E. Watkins Jr. & D. Milne (Eds.), The Wiley international handbook of clinical supervision (pp. 282–307). Chichester: Wiley.

    Google Scholar 

  • Gonsalvez, C. J., & Calvert, F. L. (2014). Competency-based models of supervision: Principles and applications, promises and challenges. Australian Psychologist, 49(4), 200–208.

    Google Scholar 

  • Gonsalvez, C. J., & Freestone, J. (2007). Field supervisors’ assessments of trainee performance: Are they reliable and valid? Australian Psychologist, 42(1), 23–32.

    Google Scholar 

  • Gonsalvez, C. J., & Mcleod, H. J. (2008). Toward the science-informed practice of clinical supervision: The Australian context. Australian Psychologist, 43(2), 79–87.

    Google Scholar 

  • Gonsalvez, C. J., & Milne, D. L. (2010). Clinical supervisor training in Australia: A review of current problems and possible solutions. Australian Psychologist, 45(4), 233–242.

    Google Scholar 

  • Gonsalvez, C. J., Oades, L. G., & Freestone, J. (2002). The objectives approach to clinical supervision: Towards integration and empirical evaluation. Australian Psychologist, 37(1), 68–77. https://doi.org/10.1080/00050060210001706706.

    Article  Google Scholar 

  • Gonsalvez, C. J., Hamid, G., Savage, N. M., & Livni, D. (2017). The supervision evaluation and supervisory competence scale: Psychometric validation. Australian Psychologist, 52(2), 94–103. https://doi.org/10.1111/ap.12269.

    Article  Google Scholar 

  • Gonzalez, L. M., Ivers, N. N., Cristina Noyola, M., Murillo-Herrera, A. C., & Davis, K. M. (2015). Supervision in Spanish: Reflections from supervisor-trainee dyads. The Clinical Supervisor, 34(2), 184–203.

    Google Scholar 

  • Grant, J., Schofield, M. J., & Crawford, S. (2012). Managing difficulties in supervision: Supervisors’ perspectives. Journal of Counseling Psychology, 59(4), 528.

    Google Scholar 

  • Hall, J., D’ardenne, P., Nsereko, J., Kasujja, R., Baillie, D., Mpango, R., … Hunter, E. (2014). Mental health practitioners’ reflections on psychological work in Uganda: Exploring perspectives from different professions. British Journal of Guidance & Counselling, 42(4), 423–435.

    Google Scholar 

  • Hall, J., Kasujja, R., & Oakes, P. (2015). Clinical supervision for clinical psychology students in Uganda: An initial qualitative exploration. International Journal of Mental Health Systems, 9(1), 1–9. https://doi.org/10.1186/s/3033-015-0016-8.

    Article  Google Scholar 

  • Hatcher, R. L., Grus, C. L., & Wise, E. H. (2011). Administering practicum training: A survey of graduate programs’ policies and procedures. Training and Education in Professional Psychology, 5(4), 244–252. https://doi.org/10.1037/a0025008.

    Article  Google Scholar 

  • Hatcher, R. L., Wise, E. H., Grus, C. L., Mangione, L., & Emmons, L. (2012). Inside the practicum in professional psychology: A survey of practicum site coordinators. Training and Education in Professional Psychology, 6(4), 220–228. https://doi.org/10.1037/a0029542.

    Article  Google Scholar 

  • Hatcher, R. L., Wise, E. H., & Grus, C. L. (2015). Preparation for practicum in professional psychology: A survey of training directors. Training and Education in Professional Psychology, 9(1), 5–12. https://doi.org/10.1037/tep0000060.

    Article  Google Scholar 

  • Hausman, E. M., Quetsch, L. B., Luebbe, A. M., Martin, E. A., & Bell, D. J. (2017). Public disclosure by accredited doctoral programs: Prospective applicants’ views on clarity, helpfulness, and sufficiency of information to make application decisions. Training and Education in Professional Psychology, 11(2), 100–107. https://doi.org/10.1037/tep0000144.

    Article  Google Scholar 

  • Health Professions Council of South Africa Form 160. (2014). Policy regarding intern psychologists: Guidelines for universities, internship training institutions and intern psychologists (Form 160). South Africa.

    Google Scholar 

  • Holloway, E. (1995). Clinical supervision: A systems approach. Thousand Oaks: Sage.

    Google Scholar 

  • Johnson, E. A., & Stewart, D. W. (2000). Clinical supervision in Canadian academic and service settings: The importance of education, training, and workplace support for supervisor development. Canadian Psychology/Psychologie Canadienne [Canadian Psychology], 41(2), 124–130.

    Google Scholar 

  • Kaslow, N. J., & Bell, K. D. (2008). A competency-based approach to supervision. In C. A. Falender & E. P. Shafranske (Eds.), Casebook for clinical supervision: A competency-based approach (pp. 17–38). Washington, DC: American Psychological Association.

    Google Scholar 

  • Kaslow, N. J., Pate, W. E., II, & Thorn, B. (2005). Academic and Internship directors’ perspectives on practicum experiences: Implications for training. Professional Psychology: Research and Practice, 36(3), 307–317. https://doi.org/10.1037/0735-7028.36.3.307.

    Article  Google Scholar 

  • Kaufman, J., & Schwartz, T. (2004). Models of supervision: Shaping professional identity. The Clinical Supervisor, 22(1), 143–158.

    Google Scholar 

  • Kilminster, S., Cottrell, D., Grant, J., & Jolly, B. (2007). AMEE guide no. 27: Effective educational and clinical supervision. Medical Teacher, 29(1), 2–19.

    Google Scholar 

  • Knox, S., Caperton, W., Phelps, D., & Pruitt, N. (2014). A qualitative study of supervisees’ internal representations of supervisors. Counselling Psychology Quarterly, 27(4), 334–352. https://doi.org/10.1080/09515070.2014.886999.

    Article  Google Scholar 

  • Kpanake, L., & Ndoye, O. (2013). Counseling and psychotherapy in francophone West Africa: Creating a future vision. In Handbook of counseling and psychotherapy in an international context (pp. 30–39). New York: Routledge.

    Google Scholar 

  • Kwesiga, J. (1994). Literacy and the language question: Brief experiences from Uganda. Language and Education, 8(1–2), 57–63.

    Google Scholar 

  • Lewis, B. L., Hatcher, R. L., & Pate Ii, W. E. (2005). The practicum experience: A survey of practicum site coordinators. Professional Psychology: Research and Practice, 36(3), 291–298. https://doi.org/10.1037/0735-7028.36.3.291.

    Article  Google Scholar 

  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park: Sage.

    Google Scholar 

  • Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist, 10(1), 3–42.

    Google Scholar 

  • Milne, D. (2007). An empirical definition of clinical supervision. British Journal of Clinical Psychology, 46(4), 437–447.

    Google Scholar 

  • Milne, D., & Dunkerley, C. (2010). Towards evidence-based clinical supervision: The development and evaluation of four CBT guidelines. The Cognitive Behaviour Therapist, 3(02), 43–57.

    Google Scholar 

  • Milne, D., & Reiser, R. P. (2012). A rationale for evidence-based clinical supervision. Journal of Contemporary Psychotherapy, 42(3), 139–149.

    Google Scholar 

  • Milne, D., & Watkins, C. E. J. (2014). Defining and understanding clinical supervision. A functional approach. In C. E. J. Watkins & D. Milne (Eds.), The Wiley international handbook of clinical supervision (pp. 3–16). Chichester: Wiley.

    Google Scholar 

  • Milne, D., Aylott, H., Fitzpatrick, H., & Ellis, M. V. (2008). How does clinical supervision work? Using a “best evidence synthesis” approach to construct a basic model of supervision. The Clinical Supervisor, 27(2), 170–190.

    Google Scholar 

  • Milne, D. L., Sheikh, A. I., Pattison, S., & Wilkinson, A. (2011). Evidence-based training for clinical supervisors: A systematic review of 11 controlled studies. The Clinical Supervisor, 30(1), 53–71.

    Google Scholar 

  • Nel, L., & Fouche, P. (2017). Experiences of master’s students regarding clinical supervision in an applied psychology programme in South Africa. Teaching in Higher Education, 22(1), 30–43. https://doi.org/10.1080/13562517.2016.1213230.

    Article  Google Scholar 

  • Nsereko, N. D. (2017). The evolution of mental health understanding and practice in Uganda. International Journal of Emergency Mental Health and Human Resilience, 19(1), 354–360.

    Google Scholar 

  • Owens, V. (2015, May 20). History of counsellor training in Uganda.

    Google Scholar 

  • Senyonyi, R. M., & Ochieng, L. A. (2013). Counseling in Uganda. In T. H. Hohenshil, N. E. Amundson, & S. G. Niles (Eds.), Counseling around the world: An international handbook (pp. 57–63). Alexandria: American Counseling Association.

    Google Scholar 

  • Senyonyi, R. M., Ochieng, L. A., & Sells, J. (2012). The development of professional counseling in Uganda: Current status and future trends. Journal of Counseling & Development, 90(4), 500–504.

    Google Scholar 

  • Son, E., Ellis, M. V., & Yoo, S.-K. (2013). Clinical supervision in South Korea and the United States a comparative descriptive study. The Counseling Psychologist, 41(1), 48–65.

    Google Scholar 

  • Spence, S. H., Wilson, J., Kavanagh, D., Strong, J., & Worrall, L. (2001). Clinical supervision in four mental health professions: A review of the evidence. Behaviour Change, 18(03), 135–155.

    Google Scholar 

  • Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28(1), 59–65.

    Google Scholar 

  • Stoltenberg, C. D., & Delworth, U. (1988). Developmental models of supervision: It is development – Response to Holloway. Professional Psychology: Research and Practice, 19(2), 134–137. https://doi.org/10.1037/0735-7028.19.2.134.

    Article  Google Scholar 

  • Stoltenberg, C. D., & Mcneill, B. W. (1997). Clinical supervision from a developmental perspective: Research and practice. Handbook of Psychotherapy Supervision, 184–202.

    Google Scholar 

  • Stoltenberg, C. D., & Mcneill, B. W. (2011). IDM supervision: An integrative developmental model for supervising counselors and therapists. New York: Routledge.

    Google Scholar 

  • Stupart, Y., Rehfuss, M., & Parks-Savage, A. (2010). Counselor supervision in Jamaica: An initial exploration. Journal for International Counselor Education, 2(1), 74–95.

    Google Scholar 

  • Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748.

    Article  Google Scholar 

  • Uganda Counselling Association. (2010a). Accreditation and certification guidelines for counselling in Uganda. Kampala: Uganda Counselling Association.

    Google Scholar 

  • Uganda Counselling Association. (2010b). The counsellors’ code of ethics. Kampala: Uganda Counselling Association.

    Google Scholar 

  • Uganda National Council for Higher Education. (2014). Higheredited academic programmes education acc. Kampala: Uganda National Council for Higher education.

    Google Scholar 

  • Vernon, D. (2009). Counseling supervision: The past meets the future. The Association for Counselor Education & Supervision, 69(3), 70.

    Google Scholar 

  • Watkins, C. E. J. (1997). Definition of psychotherapy supervision. In C. E. Watkins Jr. (Ed.), Handbook of psychotherapy supervision. New York: Wiley.

    Google Scholar 

  • Watkins, C. E. J. (2012). Psychotherapy supervision in the new millennium: Competency-based, evidence-based, particularized, and energized. Journal of Contemporary Psychotherapy, 42(3), 193–203. https://doi.org/10.1007/s10879-011-9202-4.

    Article  Google Scholar 

  • Watkins, C. E. J. (2014). Clinical supervision in the 21st century: Revisiting pressing needs and impressing possibilities. American Journal of Psychotherapy, 68(2), 251–272.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Kyambogo University, Kampala, Uganda

    Jane Namusoke

Authors
  1. Jane Namusoke
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jane Namusoke .

Editor information

Editors and Affiliations

  1. Faculty of Education, University of Pretoria, Pretoria, South Africa

    Kolawole Samuel Adeyemo

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Namusoke, J. (2020). Counsellor training and supervision in Uganda. In: Adeyemo, K. (eds) The Education Systems of Africa. Global Education Systems. Springer, Cham. https://doi.org/10.1007/978-3-030-43042-9_25-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-43042-9_25-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-43042-9

  • Online ISBN: 978-3-030-43042-9

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation