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Supervision: Enhancing Supervisees Clinical Skills
6 CEUs Cultural Diversity & Ethical Boundaries: Freedom from Stereotypes

Section 13
Clinical Supervision and Professional Development of The Substance Abuse Counselor

Part 3: A Review of the Literature

Answer Booklet | Table of Contents | Supervision CEU Courses
 Counselor CEUs, Social Worker CEUs, Psychologist CEs, MFT CEUs

 

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- U.S. Department of Health and Human Services, Clinical Supervision and Professional Development of The Substance Abuse Counselor Part 3: A Review of the Literature, U.S. Department of Health and Human Services, p1-45.


 
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Answer Booklet for this course | Supervision CEU Courses
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The article above contains foundational information. Articles below contain optional updates.
Understanding the Researcher Identity Development of Counselor Education and Supervision Doctoral Students
Counselor education and supervision (CES) doctoral students play an important role in contributing to knowledge in the counseling profession. CES doctoral students were interviewed to explore their researcher identity, a unique self‐concept that possibly includes research self‐efficacy and interest. Issues critical to facilitating researcher identity development included confidence, the researcher voice, faculty support, and opportunities for research.
Exploring Emotional Intelligence Among Master's‐Level Counseling Trainees
The authors explored the relationship between counseling trainees' emotional intelligence (EI), empathy, stress, distress, and demographics. Results indicated that higher levels of EI were associated with lower stress and distress, higher affective and cognitive empathy, and age. These findings suggest curricular integration of EI and potential utility of EI measures to evaluate students' progress throughout the program.
Educational Technology and Distance Supervision in Counselor Education
The authors used a nonexperimental descriptive design to examine the prevalence of distance supervision in counselor education programs, educational technology used in supervision, training on technology in supervision, and participants' (N = 673) perceptions of legal and ethical compliance. Program policies are recommended to guide the training and use of technology in supervision.
Expert Supervisors' Priorities When Working With Easy and Challenging Supervisees
Using Kemer, Borders, and Willse's () concept map as a conceptual model, the authors aimed to understand expert supervisors' priorities with their easy and challenging supervisees. Experts' priorities with easy and challenging supervisees were represented in different parts of the concept map, and they seemed to individualize their work with challenging supervisees.

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