Supervision of Mental Health Counseling Interns. On line training for field supervisors Clinical Mental Health Counseling Program Fall 08 . Reflections on supervisory experiences . Answer the following questions for yourself about your own supervision experiences .
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Supervision of Mental Health Counseling Interns
On line training for field supervisors
Clinical Mental Health Counseling Program
Answer the following questions for yourself about your own supervision experiences
What kind of supervision did you get:
What was most helpful or least helpful
What do you do that is the same as your supervisor
What do you do that is different
(Bernard and Goodyear, 2004)
An intervention provided by a more senior member of a profession to a more junior member or members of that same profession
extends over time
enhancing professional functioning
gate keeping for the profession
Supervisor as teacher
Supervisor as Counselor
Supervisor as Consultant
(Bernard and Goodyear, 2004)
Supervisor as evaluator
Supervisor as Administrator
A client arrived for her appointment wearing a distinctive coat. The therapist remarked on its bright and beautiful colors. At the end of the day, the therapist returned home to find a box with an identical coat on her doorstep. The note said the client had made a big effort to find the identical coat as a way to say thank you for all the help she had received.
The clinician is your supervisee. She states that when trying to return the gift to the client, the client became distraught and said it felt like a rejection of her. The client asked the therapist to keep the coat at least until the next session and if the therapist still wanted to give it back, she would take it. The client stated that she could not return the coat because it was on sale.
What are the main issues in this situation
What supervisory roles will be most useful to you in addressing these issues
How do you see yourself structuring the feedback you will give
What personal concerns may be raised for you by this situation
(Fall and Sutton, 2004)
Three main types of supervision models:
Psychotherapy based models
Social Role models
Based on the use of specific theories of psychotherapy.
Putney, Worthington, and McCullough (1992) concluded that style or role of the supervisor is influenced by the supervisor's theoretical orientation in these models
Two basic underlying assumptions:
(a) Student counselor/supervisee moves toward competence in a series of stages
(b) each student counselor/supervisee's developmental stage requires qualitatively different supervision environment if most favorable professional growth is to occur
(Chagnon & Russell, 1995).
Focus on roles that supervisors engage in during supervision.
Primary range of roles includes:
(Bernard, 1979; Carroll, 1996; Holloway, 1995; Williams, 1995).
Views training process as sequence of identifiable stages through which trainee progresses
Provides a conceptual framework for supervisor and supervisee
Four Stages of Development :
Capable of independent practice
Aware of personal limitations
Interested in process of counseling
Comfortable with interdependent/collaborative approach
Seeks peer supervision
Three basic roles for supervisors:
Four main foci for supervision:
Determine what is critical for the student counselors/supervisees to learn
Give information, instruction, and guidance
Evaluate student counselors/supervisees
Give regular verbal and written feedback of strengths and areas for growth.
What the supervisee is doing in the session
that is observable by the supervisor
How the supervisee understands what is happening in the session
Supervisee’s style and ability to mange transference and countertransference
When determining what role will be prominent at any one time during supervision, it is helpful to consider the purpose, or goal, of the role and how it fits with the focus of the supervisionat that point
Assessing supervisee’s developmental stage
Assessing need for a particular focus
choosing an appropriate role to address that focus
Making an intervention around a particular focus using skills appropriate to the chosen role
Dr. Snyder believes her role as a supervisor is to provide monitoring and direction for her supervisees. She keeps a close watch on them as she wants to make sure they are not being given too much responsibility. She puts a lot of time and energy into her supervisees. Her supervisees benefit from seeing her work but not from doing the work themselves and many do not feel confident about their clinical work
Mr. Lee meets weekly with his supervisees and has clearly defined goals for supervision. He gives feedback on a regular basis and has a reputation for being direct. Mr. Lee is a highly skilled clinician and often gives advice about how to work with clients.
Ms. Adams sees supervisees as junior colleagues who should be functioning independently. She learned through the “sink” or “swim” method and that worked well for her, so she sees no reason that it won’t work well for her supervisees.
A legal term for a procedure that ensures that “notice and hearing must be given before an important right is taken away”.
States that criteria and procedures that govern training programs MUST be applied consistently and fairly.
Procedural due process:
Hannah is in a master’s program in mental health counseling. She has completed 10 courses in the program and is currently in practicum. Hannah has received a great deal of formative feedback throughout the practicum indicating that she had many areas that needed improvement. At the conclusion of the practicum, Hannah’s instructor a assigns Hannah a grade of F for the course. At this time, Hannah is informed that a failing grade in the practicum is grounds for dismissal from the program. Hannah is told that she may retake the practicum one time, but that the faculty is not optimistic that she will improve enough to receive a B or better, a condition for her continuing in the program. Although Hannah knew that she was not doing as well in the practicum as some others, she had no awareness that she was in danger of being terminated from the program until the final evaluation. It is likely that Hannah will take the advice of the faculty and will discontinue the training program at this time.
BEFORE it begins and at any time when it requires a change.
of assessment process
awareness and knowledge of diversity and its affects
sensitivity to multiple roles with supervisee
Dimensions of confidentiality that the supervisor must safeguard: