Clinical Supervision: Models, Role, Legal & Ethical, Cultural Competency, & Transference

By the end of the course, the Counselor, Marriage and Family Therapist, Social Worker or Psychologist will be able to:

• I. Application of the Development Model of Supervision
  -Explain the three problematic approaches.
  
  II. The role of supervision in the practice environment
  -Explain the required Knowledge, Skills, and Abilities of a Mental Health Supervisor/Specialist.
  
  Applications & Examples of Supervisory Models and Roles
  -Explain the three main reasons to train supervisees in the process of supervision.
  -Explain five benefits to contracting in the supervisor supervisee relationship.
  -Explain the Three Dimensions of Reflective Learning.
  -Explain three common perspectives in multicultural counseling.
  -Explain the seven points in the Working and Evaluating Skills supervisee self-assessment.
  -Explain ten steps a supervisee can use in coping with a client's risk of suicide.
  -Explain three ways supervisees may react to feelings or fears of sexual attraction towards a client.
  -Explain the four characteristics of effective goal setting with your supervisee.
  -Explain the five steps presented in the Conflict Resolution Formula for use with a supervisee.
  -Explain the four types of supervisees that are resistant to improvement.
  -Explain the three main ethical issues involved in the supervision of a therapist.
  -Explain four steps in an interview session with a client that might benefit the therpist-client relationship of a supervisee.
  -Explain two ways to evaluate and identify problems in the supervisor-therapist relationship and therapist-client relationship.
  -Explain three basic skills that you may wish to utilize to empower your supervisee.
  -Explain two of the four types of supervisees that are resistant to improvement.
  -Explain three main ethical issues involved in the supervision of a therapist.
  -Explain two ways to correct problems resulting in the supervisor-therapist and therapist-client relationship.
  -Explain two of the three basic skills that you may wish to utilize to empower your supervisee
  -Explain the six levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers.
  -Explain the solution-focused approach based in a constructivist epistemology.
  -Explain the characteristics of a "scientific thinker."
  -Explain tthe four phases representing the developmental process of counseling supervision in reflective learning-based supervision.
  -Explain Technical adherence is improved with manualized training.
  -Explain a key element in using supervision to facilitate the acquisition of multi-cultural counseling competence.
  -Explain how African American supervisees anticipated that their supervisors are to act towards them. (This concept is referenced in the following article: Hird, Jeffrey, Cavalieri, Consuelo, Dulko, Jeffrey, & Algernon Felice; Visions and Realities: Supervisee Perspectives of Multicultural Supervision.)
  -Explain the five possible sources of threat for MH students.
  -Explain the three stages of counselor development. (This concept is referenced in the article by Thompson, Jill; A Readiness Hierarchy Theory of Counselor-in-Training.)
  -Explain Work with inner-city children, adolescents, and their families often calls for and involves collaborative efforts with another service agency.
  -Explain the five classic questions of supervisee discipline.
  -Explain the barriers to Implementing Clinical Supervision.
  
  III. Legal and Ethical Issues in Supervision
  -Explain when can you reveal confidential information in order to prevent a significant threatened danger.
  -Explain the first response of the therapist should be to: Susie (12 years old) tells the therapist during a session that she has been sexually abused by her father. Susie immediately breaks into tears as she fears the therapist will report it.
  -Explain how can you help Linda, a battered woman, informs you that her husband has threatened to kill her. He owns a gun. She has been unable to sleep soundly and has developed generalized anxiety. She is afraid that if her husband finds out that she has told you about his abuse, that he will follow through on his threat.
  -Explain the three aspects regarding ethical boundaries related to ethics versus the law.
  -Explain the three confidentiality boundaries to consider when treating self-harming clients.
  -Explain the concepts of consulting colleagues in relation to a client’s confidentiality.
  -Explain the three controversies resulting from concerns about confidentiality boundaries.
  -Explain the 5-Step Confidentiality and Risk Avoidance Procedure.
  -Explain the three concepts regarding confidentiality boundaries related to very young children.
  -Explain the three strategies that you might be able to use in order to protect a client’s right to confidentiality if subpoenaed by the court.
  
  IV. Cultural competency & supervision
  -Explain the Four Stages of Cultural Competence Development.
  -Explain the three approaches to moving beyond stereotypes in multicultural counseling.
  -Explain the four common approaches to multi-cultural training.
  -Explain the five cultural adaptation methods.
  -Explain the five factors that regulate the relationship between acculturation and stress.
  -Explain the three Counseling Microskills for Treating Culturally Different Clients.
  -Explain the three important issues to consider in starting a multicultural group.
  
  V. Transference and countertransference in clinical practice & supervision
  -Explain the four risk factors to the development of Secondary Traumatic Stress found in supervisees treating battered women and batterers.
  -Explain the four factors can determine whether a battered woman will leave her situation.
  
  
  "The instructional level of this course is introductory, intermediate, or advanced depending on the learners clinical area of expertise."