From Theory to Practice: Clinical Supervisors' Perspectives on Developing Counselor Skills in Eating Disorder Treatment

Abstract

This study explores the role of clinical supervision in developing core skills for counselors working with individuals with eating disorders. Through in-depth interviews with experienced supervisors, the study identifies key supervisory strategies that foster the development of personalization, conceptualization, and intervention skills, which are critical for effective eating disorder treatment. Four major themes emerged from the data: 1) The Importance of the Supervisory Relationship, which emphasizes the foundational role of trust and support in the supervisory process; 2) Addressing the Personal Impact of Eating Disorder Work, focuses on the need to normalize and process countertransference and burnout while integrating personal experiences as a source of insight; 3) Developing Core Clinical Competencies, which highlights the importance of expanding conceptual understanding, adapting interventions to client needs, and building collaborative treatment teams; and 4) Navigating Systemic and Educational Gaps, which addresses the significant gaps in formal training and the need for structural reform in counselor education programs to better prepare clinicians for the complexities of eating disorder care. The findings of this study underscore the importance of supervision as both an educational and relational process that highlights the emotional and technical challenges unique to eating disorder treatment. Supervisors must balance support and challenge while adapting their approaches to the developmental needs of supervisees, ensuring that they are emotionally resilient and clinically competent. The study contributes to the literature on clinical supervision by extending these concepts specifically to the context of eating disorder care, offering practical implications for graduate programs, supervisors, and clinicians. The research also identifies areas for future studies, including the development of assessment tools, exploration of multidisciplinary supervision models, and investigation into the role of cultural competence and technology in supervision.