Effective supervision often involves balancing multiple responsibilities at once. Without a clear structure, these responsibilities can feel diffuse or difficult to prioritize. Rodney Goodyear is a leading authority in clinical supervision and developer of the Learning Partnership Framework, which helps supervisors stay oriented to key questions such as:

• What does this supervisee need at this moment?
• What type of intervention will best support their development and client care?

You’ll see how these decisions unfold in real supervision sessions—not just in theory.

What You Get

• 3.5 hours of video featuring supervision sessions
• 3.5 CE credits available
• Interactive learning opportunities to consolidate learning
• Skill-building exercises and downloadable resources
• Detailed commentary and analysis
• A clear, adaptable framework for structuring supervision

Take a look inside the course…

Part 1: Contracting for Collaboration

Watch Rodney Goodyear demonstrate how to build a collaborative, competency-based supervision process using his Learning Partnership Framework. In Part 1 you’ll learn how to use the contracting session to set the tone for the entire supervisory relationship. You’ll see how Goodyear uses this conversation not just to review expectations, but to establish collaboration, begin shaping the working alliance, and set the stage for meaningful supervision.

Part 2: Shifting to Working Sessions

After using the contracting session with Sing to establish a collaborative supervisory relationship, Goodyear shifts into the active work of supervision, demonstrating how to structure and conduct sessions. He illustrates how to flexibly direct attention across case conceptualization, intervention, and supervisee self-awareness while using multiple data sources to guide development. Throughout, Goodyear uses his framework to integrate observation, reflection, and targeted teaching interventions to support Sing’s awareness, growth and autonomy.

Part 3: Developing Competency and Confidence

In Part 3, Goodyear continues his work with Sing in a second working session, reviewing video of her next session with Amalie to further develop Sing’s clinical decision-making. As they work, he deepens the focus on both Sing’s clinical presence and her intervention choices, while continuing to balance reflection with targeted teaching. Interwoven with this session, Goodyear steps back to explicitly connect the work to his learning partnership framework, illustrating how the supervisory relationship, data, and interventions come together to build both competence and confidence over time.

Rod Goodyear, PhD, is an emeritus professor at the University of Redlands, where he maintains a part time appointment with a master’s program he founded to train Chinese counselors and psychotherapists. He is also Emeritus Professor, University of Southern California. His primary area of scholarship has been the training and supervision of mental health professionals. Fundamentals of Clinical Supervision (Bernard & Goodyear, 2019), now in its sixth edition, is in translation in both China and South Korea and over its three decades has become the most cited publication on clinical supervision.

Goodyear has served on the task forces that developed both the 2014 APA supervision guidelines and then the just-approved revisions to those guidelines. The American Psychological Association awarded him the Award for Distinguished Lifetime Contributions to Psychology Education and Training.

General Disclosure

This Disclosure Statement has been designed to meet accreditation standards; Psychotherapy.net does its best to mitigate potential conflicts of interest and eliminate bias in all areas of content. Experts are compensated for their contributions to our training videos; while some of them have published works, the purchase of additional materials are not required for any Psychotherapy.net training. Each experts’ specific disclosures can be found in their biography.

Psychotherapy.net offers trainings for cost but has no financial or other relationships to disclose.

Therapist Disclosure

Rodney Goodyear was compensated for his contribution to this course. None of his books or additional offerings are required for this course. Should such materials be referenced, it is only as additional resources.

Psychotherapy.net defines ineligible companies as those whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. There is no minimum financial threshold; individuals must disclose all financial relationships, regardless of the amount, with ineligible companies. We ask that all contributors disclose any and all financial relationships they have with any ineligible companies whether the individual views them as relevant to the education or not.

Additionally, there is no commercial support for this activity. None of the planners or any employee at Psychotherapy.net who has worked on this educational activity has relevant financial relationship(s) to disclose with ineligible companies.

If you’re looking to bring more clarity and structure to your supervision, this course offers a practical framework you can apply right away.

By watching Rodney Goodyear work directly with a supervisee, you’ll see how to:

• Structure early supervision sessions through clear contracting and expectation setting
• Use recorded clinical work to inform feedback and discussion
• Differentiate between relationship-focused and teaching-focused interventions
• Identify what to focus on in supervision based on supervisee needs and development
• Navigate common supervisory challenges such as nondisclosure, cultural differences, and supervisee self-criticism
• Offer feedback that is specific, grounded, and clinically useful

You’ll learn how to…

• Describe the core components of Goodyear’s Learning Partnership Framework, including its emphasis on supervision as a teaching and learning process.
• Analyze how structured contracting strategies support the development of a collaborative supervisory alliance, including trust, communication, and shared goals.
• Assess supervisee clinical competence and developmental needs using direct observation and supervisory dialogue.
• Select and apply supervisory feedback strategies that are specific, behaviorally grounded, and responsive to supervisee developmental needs.
• Identify common stress points and challenges in the supervisory relationship—including issues related to performance, communication, and professional identity development—and select appropriate supervisory responses.
• Analyze the relationship between supervisory interventions and observed changes in supervisee clinical performance.