Clinical Supervision Handbook - CAMH Knowledge Exchange ...

cannabis use—which Janet felt was quite positive—as well as the
importance of the client’s efforts and strengths outside of the
therapeutic relationship.
The clinical supervisor then explored feelings around the client
“going through the motions” and discussed if this interfered with
Janet’s lack of feelings of success about this client. The clinical
supervisor then asked about whether cas would object to
occasional marijuana use, given that her doctor had prescribed
her marijuana, and concluded this would likely not be a great
concern to cas.
Finally the clinical supervisor gave her some feedback about her
approach with the client. She told Janet that she could use the last
two sessions to tell the client what she really thought about the
marijuana use, or she could work toward cultivating a
relationship with the client so if she ever wanted to address the
marijuana use or her feelings around using crack cocaine, this
would be a safe place for the client to return regardless of whether
she was still involved with cas.
Janet was able to see that her approach to the client had been
focused more on substance use (very common in a substance
use service) and less on maintaining a relationship with the client
to foster further growth and development if the client wished to
seek out further treatment.
LEARNING STYLES
Beginning Clinical Supervision
A learning style is “a predominant and preferred approach which characterizes an
individual’s attitude and behaviour in a learning context” (Bogo & Vayda, 1998,
p. 100). Clinicians may not have considered how their learning styles or needs might
differ from those of their colleagues or the clinical supervisor. Learning styles can
vary on a variety of dimensions.
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