Sweet SupervisionCady E. Barbour, M.A., LAPC, NCC

Section VII

Supervision Contract Packet

A clinical supervision agreement clearly defines the expectations, goals, and responsibilities of both supervisor and supervisee at the individual and organizational level.

The supervision contract packet provides documentation to ensure client safety, support supervisee professional growth, and confirm academic, ethical, and licensure progress (Center for Credentialing & Education, 2016, 2021, 2026; Bernard & Goodyear, 2019). This contract serves both initial and ongoing licensure or certification, and compliance with professional standards. My supervision coursework has equipped me to develop comprehensive documentation covering informed consent, confidentiality, ethical practice, and supervision structure (Bernard & Goodyear, 2019; Mercer University, n.d.).

This supervision contract packet outlines my professional disclosure statement in alignment with Approved Clinical Supervisor (ACS) requirements (Center for Credentialing & Education, 2016). The Mercer University clinical internship and practicum agreement (Mercer University, n.d.) and the supervisee bill of rights from Bernard and Goodyear (2019) are included verbatim. The packet also contains both formative and summative assessment tools for tracking and evaluating supervisee growth. The appendices provide a sample introductory supervision activity and a concise outline of a standard supervision session under my guidance (Bernard & Goodyear, 2019; Mercer University, n.d.).

Appendix A

Supervisor Professional Disclosure Statement

§A.1

Purpose and Overview

This document provides clear guidelines for your practicum and internship experience. As your supervisor for this semester, I will provide individual and group supervision. Please review all included materials and references, as they outline the ethical and legal responsibilities of both counselors and supervisors. This document will answer questions, explain protocols, outline qualifications, address safety planning, and define the supervisory relationship. Expectations for supervision sessions are included, along with ethical standards based on the American Counseling Association Code of Ethics. Both formative and summative evaluation processes will be used throughout your training as a supervisee.

§A.2

Supervisor Qualifications

I hold an associate license as a mental health counselor (APC, GA) and national counselor certification through the National Board for Certified Counselors (NBCC). My clinical experience includes work in community and inpatient settings, including partial residential treatment. You will receive one hour (60 minutes) of individual supervision with me per week, and 90 minutes of group supervision — with a maximum of four supervisees per group — with a fully licensed clinical supervisor. I have completed graduate-level supervision training and specialize in Dialectical Behavior Therapy and its adaptations: standard DBT, Radically Open DBT (RO-DBT), DBT for PTSD (DBT-PTSD), and DBT for Children (DBT-C). My clinical interests include trauma, development, and wellness in marginalized populations. My primary modalities include DBT, RO-DBT, DBT-PTSD, DBT-C, attachment-based interventions, family systems training, and psychoeducation.

§A.3

Supervision Approach

My supervisory approach meshes an attachment-based framework — focused on building a secure, responsive supervisory alliance and attending to trust, vulnerability, power dynamics, and multicultural systems — with Cognitive-Behavioral Supervision (CBS), which provides the structure for challenging clinical assumptions, teaching behavioral strategies, and using interventions such as behavioral activation and mindfulness. Together this meshed approach balances relational depth with practical skills for working with the complex cases we are most likely to sit with — emotional dysregulation and trauma. My goal is to help new clinicians become culturally competent, emotionally attuned, and skilled in supporting clients and families. I value peace, support, collaboration, and community, and I am committed to supporting each supervisee in reaching their clinical and professional goals. I will also provide resources — treatment plans, manuals, books, intervention guides, family-systems materials, and additional tools — to support your growth.

§A.4

Session Expectations

For each supervision session, be prepared to identify clear goals, bring questions about your cases, and follow up on previously discussed cases. Identify areas for professional or academic growth to improve client care and address different populations. Evaluation will be both formative and summative throughout your development as a clinician.

§A.5

Supervisor Responsibilities

  • Ensuring you are informed of the necessary code of ethics and maintaining ethical standards in alignment with the American Counseling Association and the Center for Credentialing & Education as an Approved Clinical Supervisor (ACS).
  • Maintaining professional boundaries and recognizing potential dual relationships. No social interactions should occur outside of the professional or academic setting, except for professional advancement with proper documentation. All communications and interactions will adhere to ethical codes and professional standards.
  • Providing weekly evaluations through verbal, written, formal, and informal feedback. This may include role-play, evaluative forms, and video recordings of supervision sessions for review and feedback.
  • Maintaining confidentiality in accordance with ACA ethical codes and HIPAA. Records may be reviewed with a fully licensed supervisor if needed. Any issues involving harm to self or others will be reported to protect client and supervisee welfare.
§A.6

Supervision Fees

The supervision fee is covered through your semester tuition and fees. If you choose to continue supervision after graduation or outside of the academic setting, fees will be determined by the supervising clinician and the counseling practice.

§A.7

Acknowledgment

I have thoroughly read and understand the above policies and disclosure statements regarding the expectations of the supervisor and supervisee, including compliance with all ethical codes. In the event of supervisor incapacitation or death, it is the responsibility of the supervisee to maintain all supervision and clinical documentation. The supervisee must ensure all documentation is signed and submitted before the next supervision session to meet required timelines.

Supervisee Name (print)

Supervisee Signature

Date

Supervisor Name (print)

Cady E. Barbour, M.A., LAPC, NCC

Supervisor Signature

Supervisor Email

cady.barbour@gmail.com

Supervisor Address

Atlanta, Georgia

Supervisor Work Number

502.802.6384

Supervisor Cell Phone Number

502.802.6384

Supervisor Emergency Contact

(for documentation needs)

Appendix B

Mercer Practicum/Internship Agreement

Memorandum of Agreement by and between the Graduate Program in Clinical Mental Health Counseling, College of Professional Advancement at Mercer University (the "Program") and the "Site," for a defined period, beginning on and ending on the agreed dates. The Site and the Program agree as follows.

§B.A

Responsibilities of the Site

Site representative must initial next to each responsibility.

  • 01Orient the practicum student or intern to Site rules and regulations.Initial
  • 02Share in the responsibility for training by providing appropriate client contact, instruction, and supervision by qualified personnel.Initial
  • 03Consider practicum students and interns as learners and not require services beyond practicum/internship scope.Initial
  • 04Provide a fully licensed professional (LPC, LCSW, LMFT, Psychologist, or Psychiatrist) at the Site to commit to one hour per week of individual/triadic supervision with the Intern.Initial
  • 05Ensure any student continuing at the Site between semesters remains under weekly supervision of a fully licensed professional.Initial
  • 06Have the Site supervisor review Mercer training materials and correspond with the University supervisor biweekly.Initial
  • 07Commit to providing clients for the Intern to counsel — interns do not procure their own clients.Initial
  • 08Provide opportunities for individual and group counseling for the practicum/internship student.Initial
  • 09Support documentation of 40 direct-contact hours in Practicum and 240 direct-contact hours across both Internship semesters (total 100 Practicum / 600 Internship hours).Initial
  • 10Ensure the Site supervisor is on Site or available by telephone during client contact; a licensed professional is on Site for emergencies.Initial
  • 11Allow students to engage in the practice of professional counseling as defined in the Program handbook.Initial
  • 12Understand that direct hours are those in which students are directly engaged in professional counseling with a client.Initial
  • 13Not use interns as filing clerks, receptionists, marketing staff, or in non-counseling roles.Initial
  • 14Never allow students to conduct home-based counseling without on-site supervision by a fully licensed professional; never allow a student to be alone in a client's home.Initial
  • 15Provide formative and summative evaluative information to the student and to the Program.Initial
  • 16Allow the student to record clinical samples for evaluative feedback.Initial
  • 17Maintain the Site's accreditation status.Initial
  • 18Notify the Program of any change in supervisor or personnel that affects the Site's ability to meet these responsibilities.Initial
  • 19Notify the Program of any problems with a student and request withdrawal of any student whose conduct or performance does not meet Site standards.Initial
  • 20Maintain professional and general liability insurance in an amount agreeable to both parties, or self-insure equivalently.Initial
§B.B

Responsibilities of the Program

  1. Send to the Site only students who have been screened and met all prerequisites for practicum/internship.
  2. Send to the Site only students covered by liability insurance.
  3. Provide faculty assistance for supervision and a named faculty representative authorized to act for the Program if a problem arises.
  4. Assure that placed students conform to Site rules and, at the Site's request, remove any student whose conduct or performance is inappropriate.
  5. Cooperate with the Site on any liability claim involving a student.
  6. Provide 90 minutes of group supervision per week — capped at four supervisees per group — while the student is enrolled.
  7. Assure that all students, university supervisors, and faculty carry Professional Liability Insurance of not less than $1,000,000 per occurrence / $3,000,000 aggregate; provide evidence to the Site.
  8. Acknowledge that students participate at their own risk and will not engage in clinical care for which they are not trained and confirmed by Mercer.
§B.C

Responsibilities of the Practicum Student or Intern

Student to initial next to each responsibility.

  • 01Conduct oneself in a professional manner according to Site rules — dress, punctuality, schedule, and interactions with staff, peers, and clients.Initial
  • 02Abide by all rules and regulations of the Site as required in the Internship Agreement.Initial
  • 03If leaving a Site before completing the contract, discuss with the Clinical Coordinator and provide at least two weeks' written notice.Initial
  • 04Not counsel clients, groups, or families whose issues are beyond scope of practice and training; refer to a more experienced clinician.Initial
  • 05Abide by the 2014 ACA Code of Ethics; not refuse to counsel a client based solely on race, ethnicity, religion, sexual orientation, gender, or age.Initial
  • 06Provide proof of liability insurance coverage outside of the Site's or Mercer's coverage.Initial
  • 07Complete all training required by the Site and/or the Program.Initial
  • 08Comply with all applicable conditions of the agreement.Initial
§B.D

Mutual Agreements

  • There will be no discrimination against any student because of gender, sexual orientation, age, marital status, race, color, creed, national origin, or disability.
  • Clinical experience assignments will be selected, planned, and made by the Site and correspond to practicum/internship requirements outlined by the Program.
  • Students will behave professionally and report promptly at the time and place designated by the Site.
  • Responsibility for patient/client care and related duties is retained by the Site and takes precedence over student clinical experience.
  • All electronic and redactive information used for supervision off-site will be transported and destroyed as needed to protect client privacy.
  • This agreement is considered in effect for the period designated and may be reviewed at any time, for any reason, and terminated by either party.

For the Site

Signature of Site Supervisor

Title: __________________

Date: __________________

For Mercer University

Signature of University Supervisor / Clinical Coordinator

Title: __________________

Date: __________________

For the Student

Signature of Student

Title: __________________

Date: __________________

Revised 07.09.19

Appendix C

Supervisee's Bill of Rights

§C.1

Introduction

The purpose of the Bill of Rights is to inform supervisees of their rights and responsibilities in the supervisory process.

§C.2

Nature of the Supervisory Relationship

The supervisory relationship is an experiential learning process that assists the supervisee in developing therapeutic and professional competence. A professional counselor supervisor who has received specific training in supervision facilitates professional growth of the supervisee through:

  • Monitoring client welfare
  • Encouraging compliance with legal, ethical, and professional standards
  • Teaching therapeutic skills
  • Providing professional experiences and opportunities
§C.3

Expectations of the Initial Supervisory Session

The supervisee has the right to be informed of the supervisor's expectations of the supervisory relationship. The supervisor shall clearly state expectations that may include:

  • Supervisee identification of supervision goals for oneself
  • Supervisee preparedness for supervisory meetings
  • Supervisee determination of areas for professional growth and development
  • Supervisor's expectations regarding formal and informal evaluations
  • Supervisor's expectations of the supervisee's need to provide formal and informal self-evaluations
  • Supervisor's expectations regarding the structure and/or nature of the supervisory sessions
  • Supervisee input to the supervisor regarding the supervisee's expectations of the relationship
§C.4

Expectations of the Supervisory Relationship

A supervisor is a professional counselor with appropriate credentials. The supervisee can expect the supervisor to serve as a mentor and a positive role model who assists the supervisee in developing a professional identity. The supervisee has the right to work with a supervisor who is culturally sensitive and is able to openly discuss the influence of race, ethnicity, gender, sexual orientation, religion, and class on the counseling and the supervision process. The supervisor is aware of personal cultural assumptions and constructs and is able to assist the supervisee in developing additional knowledge and skills in working with clients from diverse cultures.

Since a positive rapport between the supervisor and supervisee is critical for successful supervision to occur, the relationship is a priority for both. In the event that relationship concerns exist, the supervisor or supervisee will discuss concerns with one another and work towards resolving differences. Therapeutic interventions initiated by the supervisor or solicited by the supervisee shall be implemented only in the service of helping the supervisee increase effectiveness with clients. A proper referral for counseling shall be made if appropriate.

The supervisor shall inform the supervisee of an alternative supervisor who will be available in case of crisis situations or known absences.

§C.5

Ethics and Issues in the Supervisory Relationship

  1. Code of Ethics & Standards of Practice: The supervisor ensures the supervisee understands the ACA Code of Ethics and Standards of Practice and legal responsibilities, and discusses sections applicable to the beginning counselor.
  2. Dual Relationships: Because a power differential exists, the supervisor does not use it for gain and will not ask the supervisee to engage in social interaction that would compromise the professional relationship.
  3. Due Process: During the initial meeting the supervisor provides expectations, goals, and roles. The supervisee has the right to regular verbal feedback and periodic formal written feedback signed by both individuals.
  4. Evaluation: During the initial session, the supervisor provides a copy of the evaluation instrument used to assess the counselor's progress.
  5. Informed Consent: The supervisee informs the client that they are in training, being supervised, and obtains written permission from the client to audiotape or videotape.
  6. Confidentiality: The counseling relationship, assessments, records, and correspondences remain confidential. The client must sign a written consent prior to counselor's consultation.
  7. Vicarious Liability: The supervisor is ultimately liable for the welfare of the supervisee's clients. The supervisee is expected to discuss the counseling process and individual concerns of each client.
  8. Isolation: The supervisor consults with peers regarding supervisory concerns and issues.
  9. Termination of Supervision: The supervisor discusses termination and helps the supervisee identify areas for continued growth and explore professional goals.
§C.6

Expectations of the Supervisory Process

The supervisee shall be encouraged to determine a theoretical orientation that can be used for conceptualizing and guiding work with clients. The supervisee has the right to work with a supervisor who is responsive to the supervisee's theoretical orientation, learning style, and developmental needs.

§C.7

Expectations of Supervisory Sessions

The weekly supervisory session shall include a review of all cases, audiotapes, videotapes, and may include live supervision. The supervisee is expected to meet with the supervisor face-to-face in a professional environment that ensures confidentiality.

§C.8

Expectations of the Evaluation Process

During the initial meeting, the supervisee shall be provided with a copy of the formal evaluation tool(s) that will be used by the supervisor.

The supervisee shall receive verbal feedback and/or informal evaluation during each supervisory session. The supervisee shall receive written feedback or written evaluation on a regular basis during beginning phases of counselor development. Written feedback may be requested by the supervisee during intermediate and advanced phases.

The supervisee should be recommended for remedial assistance in a timely manner if the supervisor becomes aware of personal or professional limitations that may impede future professional performance.

Beginning counselors receive written and verbal summative evaluation during the last supervisory meeting. Intermediate and advanced counselors may receive a recommendation for licensure and/or certification.

Appendix D

Formative Assessment Instrument

Formative assessment happens in-session and between sessions. It is designed to guide learning in real time, not to sort the supervisee at term's end. The following instruments are used in every supervision cycle and are documented in the session note.

Instrument

Weekly Verbal Feedback

Direct, in-session feedback anchored to observable behavior and to the supervisee's stated goals.

Instrument

Session Recording Review

Time-stamped review of a supervisee-selected segment, with one supervisor-selected segment per month.

Instrument

Role-Play & Skill Rehearsal

Structured practice of specific micro-skills (reflection of meaning, C-SSRS, boundary-setting, mandated-report scripting).

Instrument

Case Conceptualization Rubric

Written conceptualization scored on presenting concerns, theoretical frame, treatment plan, cultural considerations, and risk.

Instrument

Working Alliance Check

Verbal WAI-S style check at weeks 4, 10, and 16. Low scores are treated as data about supervision, not about the supervisee.

Instrument

Written Feedback in the Session Note

Strengths, growth edges, and agreed action items entered in the supervision note within 24 hours.

Appendix E

Summative Assessment Instrument

Clinical Mental Health Counseling Final Supervision Evaluation

Intern
 
Semester & Year
 
Site Supervisor
 
Site
 
§E.1

Rating Scale (Adapted from the Counseling Competencies Scale)

8

Exceeds Expectations

Demonstrates strong (exceeding a beginning professional counselor's) knowledge, skills, and dispositions in the specified competencies.

6

Meets Expectations

Consistent, proficient knowledge, skills, and dispositions. Beginning counselors should be at this level by the end of practicum/internship. Below this level triggers a collaborative remediation plan.

4

Near Expectations

Inconsistent, limited knowledge and skills. At final evaluation, has not demonstrated competencies needed to progress. Remediation may be necessary.

2

Below Expectations

Limited or no evidence of competencies. At final evaluation, has not demonstrated readiness to progress. Remediation may be necessary.

§E.2

Standard Competency Areas

F.1

Professional Counseling Orientation & Ethical Practice

  • F-1.c Counselors' roles and responsibilities on interdisciplinary community outreach and emergency management teams.
  • F-1.i Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.
  • F-1.k Strategies for personal and professional self-evaluation and implications for practice.
  • F-1.l Self-care strategies appropriate to the counselor role.

Comments

F.2

Social and Cultural Diversity

  • F-2.e Effects of power and privilege for counselors and clients.
  • F-2.g Impact of spiritual beliefs on clients' and counselors' worldviews.

Comments

F.3

Human Growth and Development

  • F-3.c Theories of normal and abnormal personality development.
  • F-3.f Systemic and environmental factors that affect human development, functioning, and behavior.
  • F-3.h Framework for understanding differing abilities and strategies for differentiated interventions.
  • F-3.i Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan.

Comments

F.4

Career Development

  • F-4.b Approaches for conceptualizing the interrelationships among work, mental well-being, relationships, and other roles.

Comments

F.5

Counseling and Helping Relationships

  • F-5.a Theories and models of counseling.
  • F-5.b Systems approach to conceptualizing clients.
  • F-5.f Counselor characteristics and behaviors that influence the counseling process.
  • F-5.g Essential interviewing, counseling, and case conceptualization skills.
  • F-5.h Developmentally relevant counseling treatment or intervention plans.
  • F-5.i Development of measurable outcomes for clients.
  • F-5.j Evidence-based counseling strategies and techniques for prevention and intervention.
  • F-5.k Strategies to promote client understanding of and access to community-based resources.
  • F-5.l Suicide prevention models and strategies.
  • F-5.n Processes for aiding students in developing a personal model of counseling.

Comments

F.6

Group Counseling and Group Work

  • F-6.b Dynamics associated with group process and development.
  • F-6.d Characteristics and functions of effective group leaders.

Comments

F.7

Assessment and Testing

  • F-7.b Methods of effectively preparing for and conducting initial assessment meetings.
  • F-7.c Procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide.
  • F-7.d Procedures for identifying trauma and abuse and for reporting abuse.
  • F-7.e Use of assessments for diagnostic and intervention planning purposes.

Comments

§E.3

Clinical Mental Health Counseling Competency Areas

Foundations

  • 1.c Principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning.
  • 1.e Psychological tests and assessments specific to clinical mental health counseling.

Comments

Contextual Dimensions

  • 2.d Diagnostic process, including differential diagnosis and the use of current diagnostic classification systems (DSM, ICD).
  • 2.j Cultural factors relevant to clinical mental health counseling.
  • 2.l Legal and ethical considerations specific to clinical mental health counseling.
  • 2.m Record keeping, third-party reimbursement, and other practice and management issues.

Comments

Practice

  • 3.a Intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management.
  • 3.b Techniques and interventions for prevention and treatment for a broad range of mental health issues.

Comments

§E.4

Narrative Feedback from Supervising Instructor

Please note the counseling student's areas of strength, which you have observed:

Please note the counseling student's areas that warrant improvement, which you have observed:

Please comment on the counseling student's general performance during their clinical experience to this point:

Counseling Student

Name (print) / Date

Signature

Site Supervisor

Name (print) / Date

Signature

Supervising Instructor

Name (print) / Date

Signature

Appendix F

Initial Supervision Meeting Activity

For the initial supervision session, consider playing a game in which the clinician hides clues around the office, with each clue tailored to different aspects of counseling practice or theory. For example, a clue could be a picture of a serene landscape paired with a mindfulness or DBT theme, or a bubblegum shaped like a brain to represent CBT, accompanied by a related hint. Before the first supervision, the supervisee should complete an interest form listing their favorite counseling theories, preferred counseling techniques, and areas of clinical interest, in addition to any personal preferences such as favorite place or activity. The supervisor can then use this information to create clues and small items that reflect both clinical and personal interests, fostering engagement and connection.

The purpose of this activity is to gain a deeper understanding of the supervisee's interests, strengths, and preferred counseling theories and skills. It also allows the supervisor to observe how the supervisee responds to different supervision styles — direct, collaborative, verbal, or written. By using clues related to various clinical approaches, the supervisor can assess the supervisee's comfort with different modalities and identify if certain tasks cause anxiety or excitement, as well as which client populations the supervisee may enjoy working with. This playful activity can be especially effective for supervisees who prefer experiential or interactive learning.

The clues provided to the supervisee should relate to different aspects of culture, religion, upbringing, or socioeconomic status for both the supervisee and the supervisor. This approach supports a deeper mutual understanding and gives the supervisor insight into how the supervisee's background may influence clinical decision-making. While this activity is best done in person at the individual level, it can also be adapted for individual, dyadic, or group supervision formats.

Appendix G

Supervision Session Structure

The expectations for a supervisee within the supervision space are to complete all documentation and informed consent prior to the beginning of supervision. It is imperative that the supervisee knows what they are consenting to regarding supervision agreements and the scope of the supervisor's practices. This includes completing professional disclosure, understanding what will be evaluated, and following the protocol for obtaining a new supervisor for licensure or within a specific counseling setting. Whether in academia as a practicum or internship, or in a clinical environment such as inpatient, outpatient, or in-home programming, the supervisee should be well informed and arrive prepared with a clear understanding of the tasks required to meet supervision goals and progress toward licensure or professional objectives.

A first supervision meeting can be broken down into the following steps. These steps help establish rapport, clarify expectations, and lay a strong foundation for ongoing supervision. Each is designed to support a full one-hour session.

  1. 01

    Introductions and Rapport Building

    Take time to introduce yourself and invite the supervisee to share about themselves. Discuss background, interests, and prior experiences. Begin establishing a positive, open relationship.

  2. 02

    Supervision Overview

    Explain the supervision process, structure, and goals. Review supervision style, expectations, and the roles and responsibilities of both parties. Clarify questions about the supervision agreement and informed consent.

  3. 03

    Emotional Check-In

    Ask the supervisee how they feel about starting supervision. Invite them to share hopes, concerns, or questions. Provide reassurance and support as needed.

  4. 04

    Supervision Goals

    Collaboratively set goals for supervision. Discuss what the supervisee hopes to achieve, skills or competencies they want to develop, and how progress will be measured.

  5. 05

    Self-Care Discussion

    Emphasize the importance of self-care in clinical work. Ask how the supervisee currently manages stress and balance, and discuss strategies to support well-being.

  6. 06

    Administrative Items

    Review any necessary paperwork, documentation, or forms. Go over processes and answer logistical questions about scheduling, communication, and expectations.

  7. 07

    Strengths and Growth Areas

    Invite the supervisee to share perceived strengths, interests, and areas for growth. Discuss how supervision can support development in these areas.

  8. 08

    Questions and Next Steps

    Allow time for the supervisee to ask questions about supervision, expectations, or their clinical work. Summarize next steps and set an agenda for the next meeting.

  9. 09

    Feedback and Recognition

    Offer positive feedback and recognition. Highlight strengths or progress noticed over the past week of completing documentation — begin to establish a pattern of praise.

  10. 10

    Case Review

    Review cases from the supervisee's caseload as they begin to receive them. Discuss the topic identified at the start of the session — problem-solving, psychoeducation, support, evaluation, complex case review, or licensure questions.

Bibliography

References

  • Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson Education.
  • Center for Credentialing & Education. (2016, March 30). Approved Clinical Supervisor (ACS) code of ethics. https://www.cce-global.org/Assets/Ethics/ACScodeofethics.pdf
  • Center for Credentialing & Education. (2021, April 29). Approved Clinical Supervisor (ACS) eligibility policy (Policy Number: POL.00.920.ACSEligibility.0421.v1.A). https://www.cce-global.org/credentialing/acs
  • Center for Credentialing & Education. (2026). Requirements | ACS. https://www.cce-global.org/credentialing/acs/requirements
  • Envision Counseling Clinic. (n.d.). Supervisee evaluation form. http://www.EnvisionClinic.com
  • Giordano, M. A., Altekruse, M. K., & Kern, C. W. (2000). Academic paradigms in counseling and mental health development [Unpublished manuscript]. Department of Counseling, Mercer University.
  • Mercer University. (2019, July 9). Clinical Mental Health Counseling program practicum/internship agreement.
  • Mercer University. (n.d.). Clinical supervision contract and documentation framework.
  • Mercer University. (n.d.). COUN 802: Counselor supervision: Supervision contract packet rubric.
  • South Dakota State University. (n.d.). Clinical Mental Health Counseling final practicum evaluation. Department of Counseling and Human Development.