Clinical Supervision > Chapter 1 - INTRODUCTION

Clinical Supervision

Presented by
Lance J. Parks, LCSW

Approvals

This course is recognized by the California Board of Behavioral Sciences.
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This program is Approved by the the National Association of Social Workers (NASW) (Approval #886463870-9833) for 15 Social Work continuing education contact hours.
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This program is approved for 15 continuing education hours by:
The California Board of Registered Nursing # CEP 14462
The National Association of Social Workers (NASW) # 886463870
Texas Board of Examiners of Marriage and Family Therapists # 628
Texas State Board of Examiners of Professional Counselors #1646
The National Board for Certified Counselors (NBCC) #6412

COURSE OBJECTIVES


Upon completing this course, the clinical supervisor will be able to:

1. Define the role of the clinical supervisor, including at least four competencies that a supervisor needs.
2. Explain at least five goals of a supervisor.
3. Describe what his or her current supervisory philosophy is, how it was arrived at and what is being considered to improve that philosophy.
4. Give a brief definition or deblockedion of five basic types of supervision models: functional, competency-based, theory- and treatment-based, developmental, process-oriented etc.
5. Name and explain three areas that relate competencies of professional and ethical standards.
6. Name at least four areas where counter-transference could be an issue.
7. Name some types of dual-relationships that are not unethical; and name some benefits of self-disclosure.
8. Identify rights clients have under HIPPA and its exceptions to confidentiality.
9. List at least eight areas that belong in the therapy record.
10. Name the single, most helpful thing an agency can give its therapists to aid in dealing with suicidal or homicidal clients.
11. Name two possible resistant behaviors of a supervisee and two of the ways to counteract that resistance.
12. Name at least two developmental stages between supervisor and supervisee.
13. Name at least four modalities or approaches to supervision.
14. Name at least four non-clinical areas that may need to be discussed with a supervisee.

INTRODUCTION


Supervision could well be the highest calling in social work, counseling and related professions. It requires passing on knowledge and skill, mentoring, monitoring, overseeing and evaluating. It includes developing a partnership that functions as the basis for the process. It's the way these professions are shared and carried from one generation of practitioners to another.

We currently understand the need for an established process because the mental health field has progressed, and supervision has developed into a core skill that requires evaluating and appraisal of the stages of supervisee readiness, proficiency, and influence, and for the supervisor to consider these also in himself. A supervisor must blend ideas, feelings, and experience into effective professional intervention.

Until the 21st century, astonishingly little focus was given to the concept of supervision. It was an art form handed from one generation to another. When the Association of State and Provincial Psychology Boards (ASPPB) organized a task force to study supervision, they were amazed that they found no requirements for graduate-level supervisor training had been established (ASPPB, 2003), especially as they recognized the vital role play by supervision in guarding the public from harm and in the training of clinicians (Kavanagh, Spence, Strong, Wilson, Sturk, & Crow, 2003).

For example, a specific structure and method for beginning, expanding, putting into use, as well as assessing the procedures and results has been developed for those with a competency-based view of therapy (Falender & Shafranske, 2004). The supervisee's evaluation is based on a standard, not on the performance of other practitioners. Because of this, supervision is more methodic in relationship to specific areas of expertise, knowledge and values than ever before, with both the supervisor and the supervisee being aware these areas of their own experience, as well as their attitudes and values.

This continuing education course is to review the background and methods for practicing distinctive supervision. Because of the prominence given to already-present assets and development of less-strong areas through encouragement, many problems common to supervisees can be avoided through competency-based supervision founded on a solid relationship between supervisor and supervisee. You will notice that some facts and topic are referred to many times. There are two reasons for this: 1) they have a slightly different emphasis in different contexts, and 2) repetition is a good learning tool.
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Clinical Supervision > Chapter 1 - INTRODUCTION
Page Last Modified On: June 1, 2017, 10:44 AM