Ethical Issues in Supervising Psychology Trainees: A Scoping Review

Abstract ―​

Supervision is an essential component in the training of psychology students, where trainees become skilled at attending to ethical considerations. Through ongoing mentoring and timely feedback, trainees develop a deep understanding of ethical principles, fostering a commitment to professional integrity and clients' well-being. At the same time, ineffective and unethical supervision practices may not only negatively affect the professional development of trainees but also the delivery of client outcomes. This scoping review examines the ethical issues encountered in the supervision of psychology trainees using Kitchener’s (1984) five ethical principles of autonomy, beneficence, nonmaleficence, justice, and fidelity. Using the Arksey and O’Malley framework, this review identifies and categorizes key ethical dilemmas experienced by trainees and supervisors. Issues related to autonomy were finding the right balance between independence and guidance. Concerns about beneficence are related to organizational or systemic challenges. Nonmaleficence issues are mostly about direct experiences that cause harm such as harassment, microaggressions, and even sexual misconduct. Justice-related challenges include fair and equitable treatment practices including multicultural awareness and sensitivity. Issues on fidelity are typically related to the supervisor’s inability to honor commitments which erodes the foundation of trust in the supervisory relationship. This review emphasizes the importance of intentional ethics training programs in supervisory practice. This research would contribute to the ongoing discussions on addressing ethical issues in supervision and improving training programs.