CLINICAL MENTAL HEALTH COUNSELING

MASTER OF SCIENCE PROGRAM

CLINICALMENTALHEALTHCOUNSELINGMasterofScienceProgram

Clinical Supervisor Training

Department of Clinical Mental Health Counseling

Molloy College

Adapted from "Clinical Supervision in the Helping Profession: A Practical Guide" By Robert Haynes, Gerald Corey, & Patrice Moulton (2003) and other sources (see references)

Agenda

!   Introduction to supervision

!   Roles and responsibilities

!   The role of professional identity in supervision

!   The process of supervision

!   Models of supervision

!   Completing evaluations and providing constructive feedback

!   Clinical, ethical, and legal responsibilities of supervisors

!   Assisting supervisees in taking an active role in fieldwork experiences

Introduction to Supervision

Introduction to Supervision !   Questions for thought as you go through this presentation:

!   What kind of feelings comes to mind when you consider working with a trainee? How do these feelings impact your definition of supervision?

!   How would you describe clinical supervision? If you had to define clinical supervision, what would that definition be? What do you base this definition on?

!   What are some memorable experiences you have had in working with a supervisor? Are they good? Bad? A mix of both?

!   These questions can help guide you in your understanding of clinical supervision and assist you in becoming a self-aware supervisor.

What is Supervision !   “Clinical supervision is best defined as a process whereby consistent observation

and evaluation of the counseling process is provided by a trained and experienced professional who recognizes and is competent in the unique body of knowledge and skill required for professional development” (Haynes, Corey, & Moulton, 2003)

!   There are two general categories of supervision:

!   Administrative – Focuses on issues surrounding responsibilities of the position

!   Examples – timekeeping, personnel files, recordkeeping

!   Clinical – Focuses on the work of the supervisee in providing services to clients, cultivating professional and personal growth of the supervisee

!   Examples – reviewing clinical documentation, treatment planning, etc.

!   Clinical supervision will be your primary focus with practicum and internship students; however, the administrative aspect of the responsibility can’t be ignored

Purpose and Goals !   A clinical supervisor aims to:

!   Create an environment where a trainee can learn, acquire experience, and work toward becoming an independent professional

!   Create a balance between providing professional development opportunities for supervisees and protecting the welfare of the client

!   Goals:

!   Promoting supervisee growth and development through teaching

!   Protecting the welfare of the client

!   Monitoring supervisee performance and gatekeeping for the profession

!   Empowering the supervisee to self-supervise and carry out goals

Roles and Responsibilities

Roles of a Supervisor 1.   Teacher – Provide instruction on assessment, diagnosis, counseling approaches,

ethics, legal issues, etc., and ultimately encouraging independent learning

2.   Mentor – Be a trusted guide who provides direction and guidance, setting a professional tone and model for the supervisee

3.   Consultant – Work with the supervisee in order to solve a problem, demonstrating problem-solving skills using the student’s input, and provide guidance in independent problem-solving

4.   Counselor – Focus on professional development on the growth of the supervisee - This does not mean being the student’s personal therapist! Personal concerns should not be the focus of clinical supervision and should be addressed by maintaining appropriate boundaries.

5.   Adviser – Giving advice when necessary - This should be utilized when the student does not have the expertise to solve a problem that requires resolution quickly. The supervisor should seek to model the behavior and then process the experience with the supervisee afterward.

Roles of a Supervisor (Continued) 6.   Sounding Board – Create a safe space for the supervisee to discuss ideas and get

feedback

7.   Administrator – Attends to policies and requirements of the organization, school, and licensing bodies - This also includes supervising clinical documentation, working with students on adhering to standards, and encouraging effective collaboration with interdisciplinary teams.

8.   Evaluator – Provide regular feedback on progress and complete required evaluations

9.   Recorder and Documenter – Supervision sessions will be documented, and records of supervision will be maintained - Records should clearly and accurately reflect the student’s progress.

10.   Empowerer – “Give another the ability to do something” (Haynes, Corey, & Moulton, 2003) - It is the supervisor’s role to inspire the belief in the student’s abilities, foster confidence, and promote independence.

Responsibilities of a Supervisor According to Haynes, Corey, and Moulton (2003), there are 13 distinct responsibilities of supervisors in this field:

1.   The supervisor is responsible, legally and ethically, for the supervisee

2.   Have knowledge of clients that the supervisee is working with

3.   Feedback and evaluation

4.   Monitor actions and decisions of the supervisee

5.   Documentation of supervision

6.   Stay within your scope of practice, seek consultation if necessary

7.   Provide due process information

8.   Begin a supervisory relationship with a written contract pertaining to the scope of supervision and expectations

9.   Monitor the development and examine how it affects the practice of counseling

10.   Model problem-solving skills and encourage the development of problem-solving skills

11.   Assist with developing ethical knowledge and behavior

12.   Model and promote cultural competency

13.   Educate on ethical issues in a managed care setting

Student Supervision Objectives !  Becomeknowledgeableaboutcounselingtheories,

methods,andpracGce

!  BecomecompetentintheapplicaGonofcounselingmethodsforworkingwithdiverseclientpopulaGons

!  Haveabroadunderstandingofdiagnosisandtreatmentmethods

!  KnowthelimitsofpersonalcompetenceandhowtoseekconsultaGonandsupervision

!  Developthebasichelpingskillsofempathy,respect,andgenuineness

!  Beawareofhowpersonalissuesaffectclinicalworkandwhatimpacttheseissuesmayhaveonclients

!  Knowwhichclientsareeasytoworkwithandwhicharemoredifficult,andwhythatisthecase

!  Knowhowtorecognizeandworkwithresistantclients

!  Knowtherelevantethicalcodesoftheprofession

!  Havesoundjudgmentandacleardecision-makingmodelregardingclinicalandethicalissues

!  BeawareofthelegalaspectsthataffectclinicalpracGce

!  HaveanawarenessofhowmulGculturalissuesaffectthecounselingprocessandhowtoworkwithmulGculturaldifferenceswithclientsandcolleagues

!  Acquireself-confidencewithincreasedpracGce

!  Developtheabilitytoexamineone’spersonalroleasacounselor

!  Bewillingtoexpandskillseventhoughthereisariskofmakingmistakes,andtalkaboutthisinsupervision

!  Strivetocreateapersonalstyleofcounseling

!  DevelopthepracGceofself-evaluaGon

The Role of Professional Identity in Supervision

The Role of Professional Identity !   Questions for thought:

!   What does it mean to have a professional identity? How do you develop a professional identity? What is the role of a clinical supervisor in the development of a student’s professional identity?

!   What is the definition of a counselor/therapist?

!   Although there are official definitions of counselors and therapists, the purpose of professional identity development is to create your own definition of counselor/therapist that is aligned with your views, beliefs, and values.

!   Professional identity is defined as “the integration of professional training with personal attributes in the context of a professional community” (Gibson, Dollarhide, & Moss, 2010).

The view of self as professional + competence as a professional = Congruent personal and professional worldview

Professional Identity (Continued) !   Themes related to professional identity:

!   Self-labeling as a professional

!   Integration of skills and attitudes and a professional

!   Perception of context in a professional community

!   Supervisors assist in developing professional identity in students for many reasons

!   Professional identity involves creating a frame of reference for counseling roles, decisions, attitudes, models of thinking and problem solving

!   Feedback and experiences are compared with previous views and evaluated then internalized or rejected

!   Supervision fosters intrapersonal development – individuation that results from a cycle of autonomy and dependence during professional skill acquisition

!   Supervision fosters interpersonal development – how the professional community shapes the individual, which occurs through immersion in the professional community whereby professional attitudes, values, modes of thinking and problem-solving strategies are learned

Why is it important to discuss professional identity?

If awareness of professional identity is not explored, the development of professional identity during the educational period may be lacking. Supervisors should be able to assist the supervisee in developing their own professional identity. If this is not addressed, the professional identity development of the supervisee could suffer, resulting in role confusion and lack of integration

into the professional community.

The Process of Supervision

The Process of Supervision and Expectations of the Supervisor

Phase Supervisor Supervisee

Initial Phase

Assess the supervisee’s strengths and weaknesses, estimate the supervisee’s level of professional development in regards to the setting and develop a supervision plan

Identify goals for supervision, review strengths and weaknesses, and develop a supervision plan

Beginning Phase

Create a safe learning environment that allows for increasing autonomy; provide a clear agreement regarding the expectations of the supervisory relationship

Follow the modeling and direction from the supervisor to ensure competent and safe clinical practice; cautiously explore the training environment

Middle Phase

Organize the supervision environment, encourage collaborative work in supervision, and help supervisees see clinical successes as a result of their own work

Organize the supervision environment; decide when to function autonomously and when to consult the supervisor; develop a professional identity

Ending Phase

Review supervisees’ progress and help them consolidate the gains made with an assessment of their strengths and weaknesses; help them prepare for their ongoing work and growth as an independent professional

Review learning over the course of supervision; clarify professional goals and how to proceed to accomplish those goals

Source: Morey, R., Burton, D., & Roske, A. (1998). Clinical supervision in a forensic setting: Four developmental phases in supervision.

The Process of Supervision (Continued)

The phases of relationship:

!   Early phase: clarifying the nature of the relationship, developing ways to work collaboratively and effectively in supervision, selectin supportive teaching interventions, developing competencies, and designing treatment plans

!   Supervisory contract: a set of expectations for both the supervisor and supervisee as well as the tasks of supervision

!   Mature phase: emphasis on increasing the individual nature of the relationship and promoting social bonding- trainees develop self-confidence, personal issues are explored as they relate to professional performance

!   Terminal phase: summative evaluation process, discussion of future professional goals and development

Supervision Process and Phases (Continued) !   In the initial phase of supervision, responsibilities include:

!   Reviewing the supervisory contract and competing for initial competencies or training (administrative duties)

!   Developing rapport

!   Demonstrating clinical work and groups

!   Modeling appropriate professional behaviors

!   Observing initial work of the supervisee

!   The beginning phase of supervision involves creating a safe space for exploration with observation and vigorous case examination

!   The supervisee begins to work more autonomously

!   The middle phase of supervision involves reviewing progress, setting future goals, allows for more independence and involves an exploration of the supervisee’s next steps in their professional career

Goal setting

SMART goals should be present in each of these phases. Goals should be evolving and appropriate for the supervisee’s level of ability and progress throughout the internship

process.

Fostering the Supervisory Relationship “Supervision is an educative process that involves learning specific knowledge and skills on the supervisee’s part.

However for this to occur, a working relationship between supervisor and supervisee is essential.”

-Haynes, Corey, & Moulton, 2003

Three essential components of the supervisory relationship (Holloway, 1999):

!   The interpersonal Structure

!   Power- the ability to influence or control others (vs. Authority- the right to do so)

!   The supervisory relationship has a built-in power differential; therefore supervisors have a responsibility to openly discuss certain aspects of the relationship to create a balance that promotes learning while reducing the effects of the power differential.

!   Parallel Process- Using the interactions of the supervisor with the supervisee as a glimpse into how the supervisee interacts with clients.

!   It is the supervisor’s responsibility to be mindful and aware of these interactions and explore these themes in supervision sessions.

!   This process will also mirror the supervisor’s counseling style, which promotes an opportunity for self-exploration and development.

!   Other components of the supervisory relationship

!   Trust

!   Self-disclosure

!   Transference and Countertransference

!   Diversity Issues

!   Boundaries

Fostering the Supervisory Relationship (Continued)

Challenges:

!   Conflicts between the supervisor and supervisee

!   Challenges for the supervisee:

!   Dealing with doubts and fears

!   Identifying unresolved personal problems

!   Avoiding the role of the problem solver

!   Identifying countertransference

!   Challenging themselves, self-exploration

!   Challenges for the supervisors:

!   Supervisee anxiety

!   Supervisee reactions to the client failure

Characteristics that Facilitate or Hinder the Supervision Process Positive supervisor characteristics Adverse supervisor characteristics:

•   Good clinical knowledge and skill •   Accepting supervisory climate •   A desire to train and investment in supervision •   Matching the supervisees level of development •   Providing constructive feedback •   Being empathetic •   Being flexible and available •   Good relationship skills •   Being an experienced clinician

•   Judgmental or overly critical •   Personally or theoretically rigid •   Not committed to the supervisory process •   Being unavailable •   Limited knowledge or skills •   Unethical •   Poor boundaries •   Too self-focused •   Lack of compassion •   Arrogance •   Inability to provide helpful feedback •   Lack of preparation for supervision

Positive supervisee characteristics: Adverse supervisee characteristics:

•   A desire to learn and improve •   Being non-defensive and open to feedback •   Openness and flexibility •   Knowledge and good clinical skills •   Intelligence •   Responsible and prepared for supervision •   Innovative and willing to take risks •   Good interpersonal and communication skills •   Empathetic •   Self-accepting •   Insightful •   Genuine •   Asks questions •   Focuses on the client •   Maturity

•   Lack of openness •   Fear of evaluation •   Rigid •   Defensive •   Arrogant •   Perception that they are all-knowing •   Lacking motivation and interest •   Lack of intelligence •   Psychopathology •   Immature •   Poor knowledge and skill base •   Poor boundaries and ethical standards •   Poor interpersonal skills •   Unprepared •   Disorganized •   Lacking personal insight •   Passive •   Dependent

Models of Supervision

Development of a Supervisor Model Just as we, as clinicians, practice from a theoretical model, it is best practice to explore and choose a model of supervision that fits with you. There are ethical codes related to utilizing a model of supervision:

!   American Counseling Association – 2014 ACA Code of Ethics (2014)

!   https://www.counseling.org/resources/aca-code-of-ethics.pdf See section F (Pages 12-15)

!   F.2.a. Supervisor Preparation - Prior to offering supervision services, counselors are trained in supervision methods and techniques. Counselors who offer supervision services regularly pursue continuing education activities, including both counselor internship supervisors to master’s level students are adequately prepared and supervised by the training program.

!   Association for Counselor Education and Supervision -Ethical Guidelines for Counseling Supervision (1993)

!   Included for historical purposes - these guidelines were established in 1993 and later incorporated into the ACA Code of Ethics in 2005 (see above)

!   2.06 Actual work samples via audio and/or videotape or live observation, in addition to case notes, should be reviewed by the supervisor as a regular part of the ongoing supervisory process.

!   Association for Counselor Education and Supervision – Best Practices in Clinical Supervision (2011)

!   Every clinical supervisor should be aware of and adhere to the guidelines set forth by ACES pertaining to clinical supervision. The full document can be obtained here - Obtained from: http://www.saces.org/resources/documents/aces_best_practices.doc

!   “The best practices guidelines are intended to support supervisors in their work. They are intended to be relevant and practical, and are offered to augment the judgment of supervisors as they strive to do the following: (a) offer ethical and legal protection of the rights of supervisors, supervisees, and clients; and (b) meet the professional development needs of supervisees while protecting client welfare.” (ACES, p. 2)

Ethics Pertaining to Models of Supervision

!   Association for Counselor Education and Supervision - Ethical Guidelines for Counseling Supervision (1993)

!   Included for historical purposes - these guidelines were established in 1993 and later incorporated into the ACA Code of Ethics in 2005 (see above)

!   3.07 Supervision should inform supervisees of the goals policies, theoretical orientations toward counseling, training, and supervision model or approach on which the supervision is based.

!   Association for Counselor Education and Supervision - Standards for Counseling Supervisors (1990)

!   Included for historical purposes - these guidelines were established in 1993 and later incorporated into the ACA Code of Ethics in 2005 (see above)

!   The counseling supervisor:

!   1.3 demonstrates knowledge of his/her assumptions about human behavior.

!   6.2 demonstrates knowledge of various theoretical models of supervision.

 

!   National Board for Certified Counselors – The Approved Clinical Supervisor (ACS) Code of Ethics (2008)

!   Obtained from https://www.ncblpc.org/Assets/LawsAndCodes/ACS_Code_of_Ethics(forSupervisors).pdf

!   Clinical supervisors shall:

!   3. Inform supervisees about the process of supervision, including supervision goals, case management procedures, and the supervisor’s preferred supervision model(s).

Models of Supervision

Psychotherapy Based Models

Developmental Models Process Models

•   Psychodynamic •   Humanistic-relationship •   Cognitive-behavioral •   Systemic •   Constructivist

•   Narrative •   Solution-Focused

•   Loganbill, Hardy, & Delworth •   Integrative Developmental

Model (IDM; Stoltenberg & McNeill)

•   Reflective •   Life-Span (Ronnestad &

Skovholt) •   Systemic Cognitive-

Developmental Supervision (SCDS; Rigazio-Digilio, & Anderson)

•   Discrimination Model (Bernard)

•   Events-based (Ladany, Friedlander, & Nelson)

•   Hawkins & Shohet •   Systems Approach to

Supervision (SAS; Holloway)

Adapted from Bernard and Goodyear (2014)

“Models of supervision provide a conceptual framework(s) for supervisors. As such, they help make supervision cohesive and guide supervisors toward providing supervision that addresses their supervisees’ needs.” (Bernard & Goodyear, 2014)

Supervisors tend to practice across categories, instead of within categories, depending on the supervision objective, need, or goal.

Models of Supervision (Continued) !   Psychotherapy based models – influenced by the supervisor’s lens as a

clinician; passing on one’s therapeutic approach

!   Developmental models – derived from psychosocial developmental theory, cognitive learning theory, and models of human development; centered around the intricacies of the learning process for the supervisee

!   Supervision process models – emerged from an interest in the educational and relationship aspects of supervision; supervision is an observational process

!   Example – IDM supervision – The role of the supervisor can be teacher, counselor, or consultant depending on the stage and needs of the supervisee

There are several models of supervision, however for the purpose of this training, the focus will be on the developmental model of supervision as

it is applicable in a broad sense.

A Blueprint for Developmental Supervision !   Beginning Stage: The goal of this stage is to develop the relationship, assess

competencies, educate, and monitor early experiences Supervisor Supervisee

•   Assume primary responsibility and encourage supervisee •   Assess supervisee’s strengths and weaknesses in areas of

training, experience, and clinical competence (assessment, direct treatment, and interpersonal style)

•   Use supervisees assessment information to develop goals with the supervisee

•   Review and sign supervisory contract and other supervisory agreements

•   Critically review each of the supervisee’s prospective clients for appropriate placement

•   Set supervisory goals collaboratively with supervisees •   Review policies and procedures of practice (address ethics,

confidentiality, and emergency procedures) •   Educate supervisee in areas of need to include ethics, liability,

assessment, organization of information, document, and therapeutic skills

•   Provide direct and consistent observation of therapy (live supervision, video, one-way mirror, bug-in-the-ear)

•   Provide structure for supervisory sessions •   Limit autonomy until competence in performance is evidenced •   Provide direct feedback often and combine with information

and practice as needed •   Be available for direct intervention in critical incidents (with

supervisee and clients) •   Review and approve all documentation (assist in writing if

needed) •   Document supervisory activities

•   Seek and accept direction •   Discuss perception of strengths and weaknesses with supervisor •   Provide supervisor with information requested •   Review and sign contract and supervisory agreements •   Set supervision goals in collaboration with supervisor •   Practice safe and prudent therapy within the structure provided

by the supervisor •   Review policies and procedure for practice and seek

clarification •   Be willing to take risks and practice within the boundaries of

the supervisory relationship •   Question and hypothesize •   Provide information to supervisor regarding wants and

expectations of supervision •   Recognize that anxiety is normal and discuss concerns with

supervisor

A Blueprint for Developmental Supervision (Continued)

!   Middle Stage: The goal of this stage is to transition from dependency to independent practice. This stage is often characterized by a struggle in the supervisory relationship as supervisees want to move forward, and supervisors want to tread carefully.

Supervisor Supervisee

•   Role-play, provide ethical dilemmas, play devil’s advocate, and design “what if” scenarios for supervisees to explore and discuss

•   Suggest various theoretical approaches for each given case •   Facilitate discussion of various treatment alternatives •   Assist supervisee in choosing a sound course of action •   Provide supervisee with opportunities to discuss client and

presenting problems from supervisee’s perspective •   Share responsibility with supervisees •   Monitor by direct observation, documentation review, and self-

report •   Create opportunities for supervisees to struggle with decisions

and consequences •   Ask questions and expect supervisee to seek answers (be

prepared to assist) •   Serve as a resource and reference for materials, problem-solving,

and practice •   Encourage supervisee to present case in a collaborative manner •   Collaboratively make decisions about how much time to spend on

each case •   Share responsibility for the supervision session structure •   Reduce directive stance and encourage democratic decision

making •   Provide formative feedback consistently, and develop a plan of

action collaboratively with supervisee for improvement •   Document supervisory practice

•   Practice presenting cases in a professional manner •   Explore theoretical orientation with supervisor •   Actively participate in identification of treatment techniques and

strategies •   Consult with supervisor for direction •   Initiate interventions independently •   Provide information to supervisor to assure client welfare •   Choose approach for case conceptualization and share with

supervisor •   Identify relevant questions and strategies for gaining information •   Draft reports and explain the formulation process to supervisor •   Assume comprehensive case management duties •   Share responsibility with supervisor for client care •   Share responsibility for the structure of supervisory scenarios •   Come to supervision sessions prepared to initiate topics for

discussion •   Provide feedback to supervisor on the supervision received and

identify and voice perceptions of unmet needs

A Blueprint for Developmental Supervision (Continued) !   Ending Stage: The primary goal of this stage is to foster independence and prepare

supervisees for work as an independent professional.

Supervisor Supervisee

•   Review goals and progress •   Listen to and encourage supervisee •   Monitor primarily through self-report and documentation

with occasional direct observation •   Provide summative evaluation •   Take responsibility for the termination of a formal

supervisory relationship •   Document supervisory process •   Acknowledge continued vicarious and direct liability

throughout the supervisory relationship •   Be open to and seek evaluation feedback on the

supervisory process, the structure of supervision, and specific supervisory skills

•   Articulate theoretical orientation, treatment alternatives explored, and course of action chosen

•   Provide justification for any given course of action in the treatment

•   Recognize and identify skills for future development •   Assume primary responsibility for client’s welfare •   Review goals and progress •   Review learning during supervision •   Determine future goals and course of action •   Think out loud while problem-solving and

conceptualizing client’s information •   Increase independent decision making •   Be self-supervising •   Reflect on the supervisory process and provide the

supervisor with evaluative feedback

Completing Evaluations and Providing Constructive Feedback

Evaluation Evaluation is a critical part of being a supervisor. It is a skill that is developed over time and involves being able to assist the supervisee in developing clinically and professionally.

Evaluation is central to the 4 main goals of supervision:

1.   Promote development and foster learning by evaluating whether learning is taking place and whether there has been a progress

2.   To protect the welfare of the client by ensuring that standards of clinical practice are upheld

3.   To assist with gatekeeping for the profession by monitoring progress and ensuring suitability for the profession

4.   To assist the supervisees in developing a structure to evaluate themselves and empower them to continue to learn and develop independently as a clinician and a professional

Evaluation should be:

!   Systematic

!   Based on clearly defined criteria

!   Formally completed at regular intervals

!   Looked at as a tool for communications to assist in learning and growth and to foster confidence- this is the most important aspect!! If you’re giving a glowing evaluation, the student will not understand the need for growth and improvement. The evaluation should be realistic.

Feedback Feedback is the ongoing process of productive critique that should occur upon observing counseling or a professional skill that needs improvement, or when the student is doing something well. Feedback is basically a check-in with the supervisee to let them know about their progress in real-time. This could occur after observing individual interactions with patients, after groups, after interdisciplinary meetings, or within the context of supervision.

!   Giving constructive feedback:

!   Validate

!   State the need

!   Give a solution

For additional information on effective feedback and evaluation, please review the following article:

Colvin Harris, M. B. (1994). Supervisory Evaluation and Feedback. ERIC Clearinghouse.

This article can be obtained from https://www.counseling.org/Resources/Library/ERIC%20Digests/94-16.pdf

Promoting Self-Evaluation !   The goal of providing constructive feedback and evaluation is to

demonstrate to the supervisees how to evaluate themselves.

!   Self-evaluation is an important tool for any counselor to have so that he or she can evaluate the services being provided to the client, as well as examine ways that he or she wants to improve going forward.

!   By the middle of the internship process, the intern should be beginning to self-evaluate (if not earlier).

!   The student should be bringing areas for improvement to supervision.

!   The supervisor should be encouraging this exploration and assisting with developing a plan for growth.

Clinical, Ethical, and Legal Responsibilities of Supervisors

Clinical, Ethical, and Legal Responsibilities of Supervisors

!   Provide feedback and evaluation to supervisees regarding their performance

!   Monitor the actions and decisions of the supervisee

!   Document the supervisory sessions

!   Supervise only within the scope of one’s expertise and seek consultation when necessary

!   Provide supervisees with due process information

!   Monitor the personal development of the supervisee as it impacts his or her counseling

!   Model effective problem-solving skills and assist supervisees in developing their own problem-solving capabilities

!   Promote the supervisee’s ethical knowledge and behavior

!   Promote the knowledge and skills required to understand and work effectively with clients and cultural differences

!   Promote self-care

!   Teach supervisee how to use supervision effectively

Ethical Dilemmas !   There are five major areas where ethical dilemmas usually surface:

1.   Informed consent

2.   Confidentiality

3.   Abandonment

4.   Utilization review

5.   Competence

It is the responsibility of the supervisor to be prepared on how to handle ethical dilemmas that arise

Additional Resource: Supervision Code of Ethics

The Approved Clinical Supervisor (ACS) Code of Ethics

Obtained from https://www.ncblpc.org/Assets/LawsAndCodes/ACS_Code_of_Ethics(forSupervisors).pdf

Assisting Supervisees in taking an Active Role in Fieldwork Experiences

Assisting Supervisees in taking an Active Role in Fieldwork Experiences !   Questions for thought - Did you take an active role in the internship and supervisory process?

What did you do? What do you wish you did? How could have taking a more active role changed your experience?

As supervisors, it is our responsibility to ensure that we are promoting the professional and personal development of our supervisees

Roles and Responsibilities of Supervisors: Practical tips for getting the most from your fieldwork experience (Haynes, Corey, & Moulton, 2003):

!   Seek a variety of placements with a diverse range of client populations.

!   Take courses and workshops that will prepare you for the type of work you will do.

!   Fit into the agency rather than trying to get the agency to fit you.

!   Learn as much as possible about the structure of the agency prior to your fieldwork.

!   Recognize the limits of your training and practice only within those boundaries.

!   Be flexible in applying techniques and interventions to diverse client populations.

!   Look for opportunities to learn, even in placements you do not particularly like.

!   Learn how to use community resources and community support systems.

!   Keep a journal and record your observations and personal reactions to your

work.

!   Be open to trying new things.

!   Look for ways to apply your academic learning to your fieldwork.

!   Be prepared to adjust your expectations.

!   Treat your field placement like a job.

!   Think and act in a self-directed way

!   Realize that you can be of assistance to clients who are different from you.

!   Do not allow your idealism to be eroded by others’ negative attitudes.

!   Recognize that learning is never finished.

!   Be aware of the emotional and physical toll your work might have on you.

!   Recognize that you may be anxious about performing well.

!   Consider the merits of seeking personal therapy to explore issues that surface in your life as you begin working with clients.

Assisting Supervisees in taking an Active Role in Fieldwork Experiences (Continued)

!   What is important for the supervisee to learn during an internship in order to have professional growth? !   The ability to accept and utilize constructive feedback

!   Ability to self-analyze and be self-aware

!   Ability to be present

!   Cognitive complexity

!   Personal and professional identity development

References American Counseling Association (2014). ACA Code of ethics. Alexandria, VA: Author. Obtained

from https://www.counseling.org/resources/aca-code-of-ethics.pdf

Association for Counselor Education and Supervision (2011). Best practices in clinical supervision. Obtained from http://www.saces.org/resources/documents/aces_best_practices.doc

Bernard, J. M., &Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Pearson: Upper Saddle River, NJ.

Colvin Harris, M. B. (1994). Supervisory evaluation and feedback. ERIC Clearinghouse. Obtained from https://www.counseling.org/Resources/Library/ERIC%20Digests/94-16.pdf

Gibson, D. M., Dollarhide, C. T., & Moss, J. M. (2010). Professional identity development: A grounded theory of transformational tasks of new counselors. Journal of Counseling and Development, 92(1), 3-12. doi: 10.1002/j. 1556-6676.2014.00124.x

Holloway, E. L. (1999). A framework for supervision training. In E. Hollowway & M. Carroll (Eds.). Training counseling supervisors (pp. 8-43). London: Sage.

Haynes, R., Corey, G., & Moulton, P. (2003). Clinical supervision in the helping professions: A practical guide. Brooks/Cole, Cengage Learning: Belmont, CA.

Morey, R., Burton, D., & Roske, A. (1998). Clinical supervision in a forensic setting. Unpublished manuscript.

National Board for Certified Counselors (2008). The Approved clinical supervisor (ACS) code of ethics. Obtained from https://www.ncblpc.org/Assets/LawsAndCodes/ACS_Code_of_Ethics(forSupervisors).pdf

Questions? Seeking Additional Information? Contact Us!

!   Clinical Coordinator and Assistant Professor, Clinical Mental Health Counseling Program at Molloy College – Candice Crawford, MA, LMHC !   CCrawford2@Molloy.edu

!   516.323.3853

!   Clinic Director, Mental Health and Wellness Center at Molloy College – Kellyanne Brady, MA, MS, LMHC, NCC !   KBrady1@Molloy.edu

!   516.323.3851

The Clinical Mental Health Counseling Master of Science Program Molloy College

30 Hempstead Avenue, Suite 248

Rockville Centre, NY 11571-5002

516.323.3844 – CMHC@Molloy.edu – Molloy.edu/CMHCprogram