This article describes an initiative to train public sector clinicians in competency-based clinical supervision. It was delivered as an 18-session course taught online to clinicians employed in departments of behavioral health in nine Southern California counties. The curriculum was co-constructed by a team of clinical supervision scholars and leaders who then served as instructors. Each two-hour meeting addressed a specific topic for which a training video had been prepared, usually featuring a member of the training team who had expertise in that topic. The second part of each meeting focused on a class member’s supervision case presentation. Those presentations revealed 35 themes; the four most frequently occurring were: developing supervisees’ clinical competencies, addressing countertransference and parallel process, balancing clinical and administrative supervisory roles, and addressing record keeping/paperwork. Participants’ pre-to-post supervisory self-efficacy changes demonstrated a moderate effect size (Cohen’s d = .46) for the training, with the greatest pre- to post-training changes being in the use of technology, multicultural competencies (awareness of oppression, bias, and stereotyping in clinical work and in clinical supervision), and contracting. They reported that the strengths of the course included an inclusive learning environment and opportunities to reflect on and apply new knowledge and skills, though they also reported struggling with the assignments and the course platform software. Lessons learned reflected the use of technology in this online program, the importance of obtaining buy-in from agency decision makers and being prepared to address challenges related to the use of direct observation in supervision, gatekeeping, and enacting the simultaneous roles of administrative and clinical supervisor.

本文介绍了一项旨在培训公共部门临床医生进行基于能力的临床监督的举措。它是作为一个 18 节课程的在线课程提供给南加州九个县的行为健康部门的临床医生。该课程由临床监督学者和领导团队共同构建，然后担任讲师。每两个小时的会议讨论一个特定的主题，并为此准备了一个培训视频，通常由一名在该主题方面具有专业知识的培训团队成员参与。每次会议的第二部分重点是班员的督导案例介绍。这些演讲揭示了 35 个主题；最常发生的四个是：培养受监管者的临床能力，解决反移情和平行过程，平衡临床和行政监督角色，并解决记录保存/文书工作。参与者的监督前后自我效能变化表现出中等的影响大小（Cohen'sd  = .46) 用于培训，培训前后最大的变化在于技术的使用、多元文化能力（对临床工作和临床监督中的压迫、偏见和成见的意识）和合同。他们报告说，该课程的优势包括包容性的学习环境以及反思和应用新知识和技能的机会，尽管他们也报告说在作业和课程平台软件方面遇到了困难。吸取的经验教训反映了该在线计划中技术的使用，获得机构决策者支持的重要性，并准备应对与在监督、守门和同时发挥行政和临床作用中使用直接观察相关的挑战导师。