Counseling Supervision Training
Transcript of Counseling Supervision Training
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Counseling Supervision Training
For Site Supervisors
Created by Paula J. Britton, Ph.D Professor, John Carroll University
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Paradoxical
Supervision is regarded the “essential” ingredient in training mental health providers Imbalance between the critical importance of supervisors on one hand and limited efforts to train supervisors on the other Ohio boards one of first
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What is Supervision?
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Definition (Bernard & Goodyear)
An intervention provided by a more senior member of a profession to a more junior member of that same profession. This relationship is evaluative; extends over time, and has the simultaneous purpose of enhancing the professional functioning of the more junior person, monitoring the quality of professional services offered to the client and serving as a gatekeeper for those who are to enter the profession.
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Educative Process
We as supervisors strive to l Embrace l Empower l Emancipate the therapeutic potential of the
supervisees with whom we have the privilege to work
(Watkins, 2012)
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Clinical Supervision Distinguished from:
Consultation Psychotherapy Administrative supervision Mentoring
Critical Components l Evaluation l Power l Responsibility and
liability
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Why Clinical Supervision?
Improving job satisfaction (Lambert, 2006)
Enhanced treatment outcomes (Bambling et al., 2006)
Supervision is a protective factor for emotional exhaustion and turnover intention (Knudsen, Duchame, & Roman, 2008)
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Your experience of Supervision
Think of one supervisor or supervisory experience that stands out as very helpful to you? Think of one supervisory experience that was NOT helpful. l What was it about that person/experience
that made it helpful/not helpful?
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Effective/Ineffective Supervision (Ladany, Mori, &
Mehr, 2012)
N=128 psychologists/trainees Identified on “best” supervisor, and one “worst” supervisor Mixed-methods
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Supervisory relationship critical Empowering supervisee l Encouraging autonomy l Facilitating openness to supervisees ideas
Demonstrate Clinical knowledge l Self-disclose relevant information
Positive/challenging feedback l Supervisees can handle challenges within
positive relationship
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Ineffective supervision Depreciated or devalued supervision Supervisees were harmed Unprofessional behavior Negative personal qualities Insufficient observation and feedback Lack of and misapplication of theroy
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Qualities that Contribute to a Successful
Supervision Experience Having clinical skills and knowledge Fostering an accepting supervisory climate Having a desire to train and an investment in supervision Being empathic Being flexible Possessing good relationship skills Being an experienced clinician
(Lowry, 2001)
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Undesirable Supervisory Behaviors (Matino, 2001)
Lack of interest in supervisee’s training and professional development Lack of availability Inflexibility Lack of openness to new ideas and approaches Limited clinical knowledge and expertise Being unreliable
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Undesirable Supervisor (contd.)
Providing unhelpful and inconsistent feedback Being punitive or overly critical, lacking empathy Not providing structure to the supervisory process Not focusing on ethics issues or not behaving ethically
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Philosophy of Supervision
Supervisees need to find their own therapeutic style and voice. The challenge for supervisors, much like for parents, is to permit and assist supervisees in growing in ways that are natural and important for them.
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Relationship
The essential component Supervisory working alliance, a bond Mutually respectful engagement
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Initial Supervisory Process
Establishing a positive relationship l Creating a safe space l Listen to the supervisee’s story l Explore previous experiences with
supervision l Uniqueness l Strengths
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Expectations
Often are not realistic Be honest and reasonable Setting limits is OK!
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Rationale for Supervision Contract
Clarifies methods, goals, and expectations of supervision Encourages professional collaboration Upholds ethical principles Documents services to be provided
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Elements of Supervision Contract
Purpose, Goals and Objectives of Supervision Context of Service Method of Evaluation Duties and Responsibilities of Supervisor and Supervisee Procedural Considerations Supervisor’s Scope of Competence
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Assessment of Supervisee
Counseling Performance Skills l Counselor’s behavior in the session
Cognitive Counseling Skills l How the counselor conceptualizes and
chooses interventions
Developmental Level
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Case Conceptualization Format
Relevant demographic data Presenting issues Relevant history Theoretical orientation Environmental factors Personality dynamics (cognitive and emotional)
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Goals
A statement of goals enhances supervisee’s commitment and fosters cooperation Small, specific, realistic Monitor progress Experience success critical to future motivation Modeling the goal setting process Provides structure and clarifies expectations
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SMART goals (knowledge and Skill)
Specific
Measurable
Attainable
Relevant
Time Bound
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Feedback
Experience not related to effectiveness Feedback is essential to improved performance Complex process Relationship is critical Behavioral rather than personal Related to goals
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Supervision Interventions
Choosing interventions l Supervisee’s learning goals l Supervisee’s experience level l Developmental issues l Supervisee’s learning style l Your goals for the supervisee l Theoretical orientation
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Types of Supervision Interventions
Self-report Audio/video tapes Modeling Role-play Live observation/Live supervision Triadic supervision Interventions for cognitive counseling skills
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Self-Report
Supervisees talk about their clients and issues What is the major problem?
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Audio/Visual Tapes
Review whole tape and then pick sections Ask supervisee to select part of session Allow supervisee to become an observer of self l The most important part of a session l Where the supervisee struggles l Most confusing part of a session
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Live Observation
Advantages l Greater likelihood session will go well l Supervisees learn more from successful
therapy sessions l Clients are more protected l Supervisees can work with more
challenging clients l Supervisees tend to risk more in therapy
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Disadvantages l Time l Clients and supervisees may be
uncomfortable l Supervisees may parrot the supervisor
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Role Play
Supervisee role-plays him/her self
l To rehearse a skill l Practice with difficult types of clients l Replay a session
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Role-play
Supervisee role-plays a client l Observe supervisor modeling l Experience client response to an
intervention
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Modeling
Supervisor can demonstrate clinical interventions Imitation versus identification Hazards of modeling l Idealize l Gloria films
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Creative Interventions
Use of Art Use of metaphor l Metaphoric stories l Metaphoric drawings l Sand tray
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Supervision is the question asked, rather than the answer given
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How would you intervene differently? What stands out most to you about this case? I wonder what would happen if…. How do you think the client would see this? After discussing this, is there something you would do differently? What do you need from me right now
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Supervisory Self-Disclosure
Helps build the relationship Share discoveries from own experiences Normalize struggles Intentions of disclosure
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Documentation
Summarize issues presented Monitor goal attainment Supervisor Interventions Assessment of progress Plans of next session Professional Development assignments
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Group Supervision
Use only for LSW, LPC, or MFT NOT CT Task oriented l Highly structured, heavily didactic l Focus on case presentations
Relationship oriented l Less structured and more process focused l Member self-disclosure and feedback
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Positive Benefits
Vicarious learning Multiple perspectives Feedback from peers Fostering cohesion
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Training Supervision in Group format
No more than 6 supervisees All must have the same license Not CT Must directly address Professional Practice Case meetings that don’t address professional practice are not training supervision
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Tips for Group Supervisors
Encourage willingness to be imperfect Assist group members in being genuine and respectful vs. being nice “Try on” new interventions Encourage cooperation vs. competition Identify unique strengths and unique struggles
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Group Supervision
Model (Borders, 1991) Counselor identifies questions and requests feedback, Supervisor moderator and process observer l Peers are assigned roles, e.g.
l Observer of counselor/client relationship l View from theoretical perspective or case
conceptualization l Assume role of client l Clinical techniques/skills
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Helpful Group “Rules”
No interpretations Questions vs. answers Positive vs. negative Offer ideas and thoughts versus suggestions, e.g. “I wonder if…” Include your own reactions and feelings
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Cybersupervision
Synchronous (real time) l Instant messaging l Texting l Video conferencing l Skype l Web chats/web camera
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Asynchronous (delayed time) l Chat rooms l Discussion threads l Email l Use of list-servs, discussion boards, blogs
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Advantages
Convenience of scheduling Better selection of supervisors More effective use of time Immediate access Satellite offices/rural areas
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Barriers
Availability/expense of technology Reliance on tech skills Non-verbal cues Informed consent Confidentiality/security Technological failures State laws
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New paradigm
Supervision becomes about leaving the world a better place Can provide a deeper meaning – to enrich your work and your life Supervision is about giving back A servant’s mindset
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Models of Supervision
A theoretical description The roadmap How you view the supervisee, the task of supervision and the roles of the supervisors
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Popular Approaches to Clinical Supervision
Apprenticeship-master model
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The No-Model Model
Good clinicians selected Own supervision as a model Reactive Relies on supervisee’s ability to identify problems “My door is always open” Inherent problems
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The Expert Model
Medical model Supervisor is master, intern imitates Supervisor critiques, corrects Right/wrong approach Does not encourage collaboration
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One-size-fits-all
Treat all supervisees the same way without attention to development, character, levels of competence, individual differences
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The Supervisee-as-Patient Model
Hunt for pathology Interpretations Supervisees may withdraw, hide
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Two Broad Categories
Models based primarily on counseling theories Models specifically focused on counseling supervision
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Psychotherapy-Based Models
Use concepts developed for psychotherapy and apply them to supervision That which is useful in bringing about change with clients is useful in brining about change with supervisees
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Psychodynamic Models Learning Alliance Transference/Countertransference Resistance Parallel process Emphasis on the dynamics of supervisees Unresolved issues
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Ethical Considerations
Extensive training required Techniques are powerful and relationships are emotionally intense Boundary challenges – psychoanalytic communities
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Person-Centered Model
Supervisor not the expert – Facilitative conditions essential Advise and direction are minimal Supervisees direct the supervision Learning results from collaboration Quality of the relationship is key Evaluation is down played Patterson (1997)
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Ethical Considerations
Supervisees don’t receive adequate direction Supervisors cannot ensure that supervisees are acting ethically Trainees need more monitoring Liability issues
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Cognitive-Behavioral Teaching CBT techniques Sessions are structured, focused and educational Cognitions of Supervisees Cognitions of clients Supervisor models use of skills
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Ethical Considerations
CBT supervisors have responsibility for two individuals: Therapy versus supervision Lack of emphasis on supervisory relationship; problematic interpersonal dynamics can go unaddressed
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Family Systems Models
Active, directive, and collaborative Supervisees examine their own intergenerational dynamics, values and culture Supervisory relationship viewed as a system Personal growth is essential Family of origin and interpersonal patterns
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Ethical considerations
Invasion of privacy (get consent) Therapy versus supervision Concerning background information disclosed
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Integrative Models
Rely on more than one theory and technique Supervisors should customize supervision to the unique needs of the supervisee
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Supervision Models
• Explosion during 1980’s • Social Role Models • Developmental • Integrative • Flexible
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Developmental Models
View supervision as an evolutionary process Supervision methods adjusted to fit the developmental level of the supervisee
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Discrimination Model Bernard (1979)
Three focus areas for supervision l Intervention skills l Conceptualization skills l Personal style
Supervisor chooses a role l Teacher l Counselor l Consultant
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Constructivist Models of Supervision
Collaborative Contextual Empowerment l Solution Focused l Narrative
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Developing your own Model
Reflect on the meaning of your own experiences of being supervised Primary theory to guide Commit to ongoing learning Engage in reflective practice and conceptual framework Consult with other supervisors Supervision of supervision
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Contact Us
We are here to assist you in this process. If ever you have questions or concerns, please let us know. We are a team! Remember, if there are concerns with a student, better to address is early and let us know so we can all assist in the process.
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Final Thoughts
Remediation is not discipline but an opporutunity! We are all in the business of training our future mental health providers. You are MUCH appreciated!