Why I No Longer Offer Onsite Supervision to Practicum Students — and What I’ve Learned About Supporting Clinicians in a Changing Field

By Nicole, Registered Psychotherapist & Clinical Supervisor

After nearly a decade in the field, I’ve had the privilege of mentoring many emerging therapists—supporting them through their first sessions, helping them navigate ethical challenges, and watching them find their clinical voice. For years, my private practice opened its doors to practicum students, offering hands-on experience within a supportive environment.

But over time, and particularly in our post-COVID landscape, I’ve made the decision to step away from offering onsite supervision to practicum students. Instead, my focus has shifted toward providing external clinical supervision to licensed and registered clinicians who are already working in the field. This change didn’t come lightly—it’s a reflection of what I’ve seen evolve in the profession, in training programs, and in the broader therapy marketplace.

The Changing Landscape of the Therapy Profession

Since COVID-19, the demand for mental health services has skyrocketed—and so has the number of new therapists entering the field. While it’s encouraging to see so many people drawn to helping professions, I’ve also observed a concerning trend: many new graduates are entering psychotherapy not from a deep passion for clinical work, but from the perception that private practice is a quick and easy path to financial success or flexible self-employment.

Therapy is a deeply relational, emotionally demanding, and ethically complex profession—it requires far more than enthusiasm or an interest in “helping people.” The best clinicians I’ve worked with are those who view their work as a lifelong craft, who find genuine joy in the process of supporting others, and who are committed to ongoing self-reflection and learning. These are the professionals I now dedicate my supervision time to: those who already have a foundation and are invested in honing their skills for the long haul.

The Gap Between Universities and Small Practices

Many universities and colleges rely on small private practices like mine to host practicum students. While this model offers students diverse and real-world learning opportunities, it also comes with challenges that are often overlooked.

Universities rarely provide sufficient support—either to students or to placement sites—to ensure a safe, sustainable, and ethical training environment. Students are often left scrambling to find placements with minimal guidance, while practices are expected to dedicate significant time, energy, and administrative resources to onboarding, supervising, and supporting students—often without any compensation or partnership structure.

For small businesses like ours, that imbalance becomes unsustainable. Supervision is not just a conversation—it’s a clinical, ethical, and legal responsibility that requires time, training, and thoughtful mentorship. Without adequate institutional support, small practices are left to absorb the cost of supervision, training, and liability coverage; not to mention the overhead costs of offering placement spots to students including the costs of rent, utilities, access to practice management systems, and so much more! Many have responded by charging students for their supervision hours—a necessary, but often misunderstood, adjustment to make the model viable.

Why External Supervision Feels More Aligned

Focusing on external supervision allows me to work with clinicians who are already engaged in active practice—those who bring real-world cases, professional self-awareness, and a readiness to deepen their clinical skills. These are therapists who have already made the investment in their careers, and who approach supervision as a form of growth, not a requirement to complete.

I find great meaning in supporting clinicians who are genuinely passionate about their work and committed to developing as ethical, competent, and compassionate practitioners. My supervision practice has become a space where we can explore complexity, celebrate progress, and refine the art of therapy—without the systemic barriers and inequities that have made student supervision increasingly difficult.

As a supervisor, I take significant responsibility in how I show up for my students and supervisees. During this season of motherhood that I'm in, I recognize that my capacity to support onsite supervision needs is significantly impacted. Consequently, I have opted for external supervision over onsite practicums at my practice. This decision allows me to focus my time and energy on parenting while still providing valuable guidance to my supervisees. By engaging in external supervision, I can maintain a level of professional support that aligns with my current priorities, ensuring that I remain effective and present in both my roles as a mother and a supervisor. This shift has not only helped me balance my personal and professional responsibilities but has also encouraged me to explore innovative ways to support my students remotely.

Looking Ahead

As our field continues to evolve, I hope to see more meaningful partnerships between educational institutions and small practices—ones that honour the value of supervision and the realities of providing it. Until then, my focus remains on supporting clinicians who embody the heart of this work: those who see therapy as both a responsibility and a privilege.

Because at the end of the day, the quality of our profession depends not on how many therapists enter the field—but on how deeply they care about the people they serve, and how committed they are to doing this work well.

Are you looking for clinical supervision? Connect with me to learn more about my business coaching & clinical supervision services!