Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.

Psychometric properties on a newly developed Supervisor Principle Ethics Scale (SPES) are reported. The SPES was created to measure supervisees' perceptions of supervisors' use of ethical principles (Autonomy, Beneficence/Nonmaleficence, Justice, Veracity, Fidelity). Participants were vocational rehabilitation counsellors with a state agency in the United States (US) (Males = 38, Females = 49). They completed the SPES and the Supervisory Working Alliance-Trainee Form (Efstation, Patton, & Kardash, 1990). The five factors of the SPES were significantly correlated with the Supervisory Working Alliance-Trainee Form (SWAI-T), suggesting evidence of construct validity. Potential uses for the SPES in research and training activities are discussed.