Course Description and Learning Objectives/Outcomes
Course Description: This course includes 4 Key Characteristics in Setting Goals with Supervisees; How to Use a 4-Step Conflict Resolution Formula; Effective Ways of Dealing with Resistant Supervisees; Asking Yourself Four Ethical Cornerstone Questions; How to Effectively Facilitate of Therapist-Client Relationships; How to Overcome a Chicken-Egg Situation with Conflict Avoidance Tactics; Three Basic Skills for Empowerment and a Nine Question Empowerment Quiz; Encouraging Cognitive Development of Clinical Supervisees: Bloom's Taxonomy in Supervision; Solution-focused Strategies for Clinical Supervision; Reconstructing Clinical Supervisee Training; A Reflective Model of Counseling Clinical Supervision; Clinical Supervision: Lessons from the Literature; Cultural Factors in Clinical Supervision ; Supervisee Perspectives of Multicultural Clinical Supervision; and Getting the Most Out of Clinical Supervision: Strategies for Mental Health.
Course Learning Objectives/Outcomes
By the end of the course, the Counselor, Marriage and Family Therapist, Social Worker or Psychologist will be able to:
-Name the five characteristics of effective goal setting with your supervisee.
-Name the five steps to conflict resolution.
-Name the four types of supervisees that are resistant to improvement.
-Name three main ethical issues involved in the supervision of a therapist.
-Name four steps in an interview session with a client that might benefit the therapist-client relationship of a supervisee.
-Name two ways to correct problems resulting in the supervisor-therapist relationship and therapist-client relationship.
-Name three basic skills that you may wish to utilize to empower your supervisee.
-Name the six levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers.
-Explain how the solution-focused approach is based in a constructivist epistemology.
-Explain why is "scientific thinking" a valuable component in helping counselors-in-training process information about specific clients in complex ways.
-Name the four phases representing the developmental process of counseling supervision in reflective learning-based supervision.
-Explain what insufficient data many supervision evaluations focus on to measure success.
-Name two issues need to be considered in a supervisor’s openness to multi-cultural counseling competence according to Holloway.
-Explain how African American supervisees anticipated their supervisors to act towards them.
-Name five possible sources of threat for MHC students preparing for the supervision process.
"The instructional level of this course is introductory, intermediate, or advanced depending on the learners clinical area of expertise."
CEU Continuing Education for
Psychology CEUs, Counselor CEUs, Social Worker CEUs, MFT CEUs