Abstract

This chapter focuses on a challenging aspect in the substantive area of training/education in clinical supervision; that of deciding on what and how much of what to include in training/education programmes/courses designed to enable effective engagement in and effective use of clinical supervision. After reviewing the extant literature emanating from the United Kingdom and drawing on examples also from the UK, the chapters show how training in and for clinical supervision is far from homogenous. Nevertheless, the literature does indicate that there appears to be some common curricula content. The chapter concludes with recommendations for training for clinical supervision and advances an argument for establishing minimum competences for clinical supervision practice and accreditation criteria for clinical supervisors.