|Sponsored by the HealthcareTrainingInstitute.org providing Quality Education since 1979|
Solution-Focused Clinical Supervision
Hypothetical Examples of Solution-Focused Supervision
Inevitably, the supervisee will focus on problems he or she is experiencing with the client. Rather than listening to the counselor's concern in detail and requesting even more problem-saturated talk, the supervisor acknowledges the problem and asks, "As you begin to get better at dealing with this situation, how will you know that you have become good enough at it so you can take it on your own?" The supervisor then encourages the supervisee to explore these solutions in greater detail and to envision them more vividly by asking, "What will you be doing differently?" or "When you get to the point at which you won't need to deal with this issue in supervision anymore, how will you know?"
If the counselor-in-training persists in framing his or her own behavior as a problem, the use of a scale can set expectations of success. The supervisor may say, "On a scale of 1 to 10, with 1 being that the problem is at its absolute worst, and 10 being that the problem is completely solved, where would you say you are today?" After the counselor offers an estimate, the supervisor replies, "When you are on your way to a (the next highest number to the one named), how will you know?" The supervisor may follow this invitation by explicitly asking, "What, in particular, will be different about the way you handle that situation?" or "How will you have changed as a counselor?" By answering these questions, instead of exploring more minutia and facets of the problem, the supervisee is beginning to envision more clearly the strategies that may succeed in achieving a solution.
Sometimes, the counselor-in-training will be able to imagine a change but expresses discouragement that he or she would ever be able to achieve it. The supervisor has a number of possible responses to the counselor's doubts about accomplishing such a seemingly overwhelming goal. These responses are all based on the assumption that nothing is perfect--including failures! Even experiences that seem to be complete failures have small victories that have been overlooked. Therefore, there are always exceptions to these problems, circumstances that hold promise of alleviating these problems, or times, however brief and transient, when a person has a greater sense of confidence in achieving success. For example, the supervisor might invite the supervisee to focus on one of these exceptions by requesting, "Tell me about a time when a small piece of the change was already happening." Another possibility is to suggest focusing on a particular time of greater personal confidence, "When was there a time when you felt you were going to be able to solve this problem?"
Any time during supervision that the counselor-in-training describes successes, identifies improvements in effectiveness, or discovers an exception to a problem, the supervisor leans in, looks curious, and excitedly asks the supervisee to say more. The idea of solution-focused supervision is to facilitate concrete images of success and then ask, "How did you get yourself to do that?"
Clinical Supervision and Professional Development
- Center for Substance Abuse Treatment. Clinical Supervision and Professional Development of the Substance Abuse Counselor. Treatment Improvement Protocol (TIP) Series 52. HHS Publication No. (SMA) 144435. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2009.
Reflection Exercise #2
Online Continuing Education
Others who bought this Supervision Course
CEU Test for this course | Supervision CEU Courses
Forward to Section 9
Back to Section 7
Table of Contents
We conducted an interpretative phenomenological analysis of five counseling students' experiences collaborating with American Sign Languageâinterpreting students during counseling practice sessions. Themes were identified in developmental domains of counselor selfâawareness, counseling relationship, and advocacy interventions. Interdisciplinary collaboration led students to address cultural deficiency models and increase multicultural competency and efforts in social justice.
We explored the relationship between master'sâlevel counseling students' (N = 285) disability competence, disabilityârelated life experience, and multicultural course completion. Results indicated disabilityârelated life experience and multicultural course completion may differentially affect selfâperceived disability competence. Implications and recommendations for counselor training are discussed.
We conducted a phenomenological study of teaching preparation with 11 international counseling doctoral students. We identified four primary themes: (a) international identity becomes salient in teaching, (b) acculturation occurs in teaching, (c) teaching is relational, and (d) support system is critical to teaching preparation. Multicultural implications for preparing international doctoral students as emerging counselor educators are provided.
Predictors of broaching race for trainees and professionals (N = 85) seeing clients were examined in a correlational design. Results showed multicultural competence was a strong positive predictor of broaching, color blindness was a moderate negative predictor, and interpersonal communication as a predictor was mediated by multicultural competence. Demographics and experience were also studied to guide recommendations for broaching.
In this descriptive phenomenological study, we investigated 10 counselor education doctoral students' experiences with supervision of their teaching. Three supervision of teaching (SupT) structural themes were identified: delivery, dynamics, and distinctions. Implications for implementing SupT on the basis of theseÂ structures are discussed, along with the limitations of this study and suggestions for future research. A working definition of SupT is provided.
CEU Continuing Education for
Social Work CEUs, Psychology CEUs, Counselor CEUs, MFT CEUs
Get Social Worker CEUs, Psychology CEUs, Marriage and Family Therapist CEUS, Counselor CEUS, or Addiction Counselor CEUs for license renewal. OnlineCECredit.com offers 150+ easy, fast, affordable CE courses to earn your Continuing Education Credit. We are an approved provider of CE courses by APA, ASWB, NBCC, NAADAC, and various State Licensing Boards.
Our objective is to provide you… the Social Worker, Psychologist, Marriage and Family Therapist, Counselor, or Addiction Counselor with continuing education courses that contain practical, how-to interventions. Do these CE courses meet the requirements of your state licensing board? Select your state and profession above to view your Licensing Board's continuing education requirements.