| This study aimed to investigate the experiences of clinical psychology students in Uganda with clinical supervision,
focusing on its cultural appropriateness and perceived effectiveness in mitigating burnout and enhancing quality of care.
Qualitative and thematic analyses were conducted on focus group discussions involving second-year clinical psychology
students. The analysis revealed a five-fold thematic structure capturing various aspects of the supervision experience.
Firstly, participants discussed how supervision aided in coping with negative emotions associated with training,
highlighting its role in emotional support. Secondly, they emphasized the value of observation, co-therapy, and parallel
processes in facilitating learning during supervision sessions. Thirdly, students described how supervision provided
guidance on navigating Uganda's mental health system, enhancing their clinical skills and competence. Fourthly,
recommendations were made to improve the supervision process, including the early introduction of supervision, regular
meetings with supervisors, and an emphasis on practical skills in university training. Lastly, miscellaneous topics and
differences of opinion among students were explored, suggesting a nuanced understanding of supervision dynamics.
Overall, clinical supervision was perceived as beneficial by Ugandan psychology students, but areas for improvement were
identified to enhance its effectiveness. Suggestions for promoting self-care among mental health professionals to prevent
burnout were also highlighted, indicating the potential role of supervision in supporting staff well-being in Uganda's mental
health systemsddd |
