Category:

Clinical Supervision by Cohen NBCC approved.

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

  1. 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

  2. THE WORK PHASE: BUILDING ON ENGAGEMENT

    1. 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
    2. 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
    3. 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
    4. 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

  1. Multicultural Competencies in Supervision
  2. The Multicultural Awareness, Knowledge, and Skills Survey
  3. Educational Assessment Scale
  4. 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