HomesteadSchools.com - Clinical Supervision by Cohen

Learning Objectives

1.	Describe the process of clinical supervision.
2.	Identify the initial phase of orienting the supervisee.
3.	Recognize the purpose of developing an initial supervisory contract.
4.	List the various roles of the supervisee.
5.	Define the core relationship skills necessary to develop a good working relationship between the supervisor and supervisee.
6.	Describe the necessary supervisory skills to effectively relate to the cultural diversity of supervisees and ultimately to their clients.
7.	Identify practice models of cultural competency.
8.	Describe the ethical constructs that are inherent in most professional codes of ethics.
9.	Describe the process and structure of the individual supervisory format as it moves through the work phase.
10.	Identify various kinds of groups in a clinical setting.
11.	Describe how to prepare the group for supervision.
12.	Identify the stages of group development.
13.	List the advantages and disadvantages of group and individual supervision.
14.	Describe techniques a supervisor may use to assess the supervisee’s cultural assets.
15.	Evaluate the supervisees’ need for intervention based on their level of development and experience.
16.	List core adult learning principles.
17.	Recognize four learning abilities.
18.	Identify various methods of direct supervision.
19.	Describe three indirect methods of assessment.
20.	Differentiate between formative and summative evaluations.
21.	Recognize the importance of both strengths and problems as part of a formative assessment.
22.	Identify the role of the supervisor and supervisee in developing goals for growth.
23.	Describe reasons for revising a contract.
24.	Identify various strength-based interventions.
25.	Describe core relationship skills as interventions.
26.	Indicate primary intervention skills.
27.	Recognize guidelines for successful direct feedback.
28.	Recognize the steps of the Biculturalization of Interventions Model.
29.	Identify legal principles that affect supervisory practice.
30.	Recognize steps of the ethical decision making process.
31.	Identify various legal statutes and ethical implications.
32.	Recognize the evaluation process steps.
33.	Describe the role of a manager

Course Contents

I. THE ENGAGEMENT PHASE: CONSTRUCTING A FOUNDATION
	1.	Beginning the Supervision
			Clinical Supervision Defined
			Role Induction: Orienting the Supervisee
			The Supervisory Contract
				Supervisee’s Role as Clinician
				Supervisee’s Clinical Role as Facilitator of Professional Growth
				Supervisor’s Administrative Role as Manager
	2.	Developing the Relationship: Supervisor Skills and Attributes
			Core Relationship Skills
				A Supportive Presence
				Psychological and Physical Attending
				Listening
				Empathy
				Challenging Skills
				Self-Management Skills
			Cultural Competence
				Definitions and Culturally Competent Practice Models
				Culturally Competent Relationship-Building Skills and Attributes
				Lum’s Process Stage Approach: Contact
				The Ethnographic Stance and Interview
			Ethical Use of Self
				Informed Consent and Due Process
				Confidentiality
				Use of Power and Ethical Caring
				Dual Relationships and Boundary Decisions
	3.	The Individual and Group Formats for Supervision
			The Format for Individual Supervision
			The Format for Group Supervision
			Kinds of Groups in the Clinical Setting
				The Staff Meeting
				The Training Group and Utilization Review
				Peer Supervision
				Group Clinical Consultation
			Group Clinical Supervision
				Preparing for the Group: The Supervisor’s Mind-Set
				Stages of Group Development
				Process and Structure of the Group Session
			Advantages and Disadvantages of Group Compared to Individual Supervision
				Advantages
				Disadvantages
II. THE WORK PHASE: BUILDING ON ENGAGEMENT
	4.	Assessment
			Multicultural Attributes, Experience and Development Level, and Learning Style
				Multicultural Attributes
				Experience and Development Level
				Learning Styles
			Direct and Indirect Methods of Assessment
				Direct Methods of Assessment
				Indirect Methods of Assessment
	5.	Formative Assessment, Goals for Growth and Contract Revision
			The Formative Assessment
				Themes Organized Around Strengths
				Themes Organized Around Problems
			Goals for Growth, Action Plans, and Criteria for Success
			Revision of the Supervisory Contract
	6.	Intervention: The Supervisor’s Clinical Role
			Education
			Empowerment
				Strength-Based Interventions
			Core Relationship Skills
			Culturally Competent Interventions
				Lum’s Process Stage Approach
				Biculturalization of Interventions Model
	7.	Intervention: The Supervisor’s Administrative Role
			Risk Management
				Supervisors’ Actions that Minimize Liability Risks
				Legal Statutes and Ethical Implications
				Legal Principles that Affect Supervisory Practice
				Limits of Confidentiality and the Duties to Warn, Protect and Report
				Ethical Decision Making
				The Summative Evaluation
			Managing the Agency-Staff Fit
				Administrative and Psychological Needs of the Agency
				Administrative and Psychological Needs of the Staff
				Win/Win Negotiation Intervention Strategy
A Final Note
Appendices
	A.	Multicultural Competencies in Supervision
	B.	The Multicultural Awareness, Knowledge, and Skills Survey
	C.	C. Educational Assessment Scale
	D.	A Blueprint for Developmental Supervision
References
Index

Comments:

"Excellent course and very practical. Great for teaching interns." - C.K., MFT, CA

"Material was presented in a manner that was conducive to learning. The text was well written and I will be able to apply the material in a practical manner." - X.R., Counselor, OH

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