missouri state university counseling programs supervisor training fall, 2007
TRANSCRIPT
Missouri State University
Counseling ProgramsSupervisor Training
Fall, 2007
Program Outline
Introductions Developmental Model of Supervision Four Functions of a Supervisor Characteristics that Enhance Supervision Supervision and Ethics - Boundaries Tarasoff and Risk Assessment Supervision vs. Psychotherapy Attributes of Good Supervision Supervisee Evaluation
Introductions
Who Are you? Where are you from? Please give a brief “commercial” for your
site. Who are you supervising? How can we best help you to do your job
as site supervisor?
Developmental Model of Supervision
Stoltenberg & Delworth (1987) – an Integrated Developmental Approach (four developmental levels across time): Dependency Stage – trainee doesn’t utilize
supervisor feedback for fear of “doing something wrong”; completely reliant on supervisor for direction and decision-making
Dependency-Autonomy Conflict – trainee makes strides in independent thinking; still unsure and dependent upon supervisor
Conditional Dependency Stage – trainee experiences an increase in self-determination; feels more confident in work, but some self-doubt persists
Master Counselor Stage – trainee experiences competence as a therapist; successfully incorporates theory and practice
Developmental Model of Supervision (cont’d)
Four Functions of a Supervisor
Monitor Client Welfare Enhance supervisee growth within
stages Promote transition from one stage to the
next Evaluate supervisees
Core Characteristics that Enhance Supervision (Sussman, 2002)
A strong working alliance between supervisor and supervisee
An atmosphere of trust and safety Shared interest in supervision and an interest
in the learning and development of a competent therapist
Provision of a framework for understanding the theoretical and technical underpinnings of the treatment process
Supervisor and supervisee self-disclosure – permission to acknowledge mistakes in therapy
Provision of appropriate supervisor pacing and leading of supervisee which provides direction to the time-limited supervisory experience
Core Characteristics that Enhance Supervision (cont’d)
Supervision and Ethics - Boundaries
Attention to appropriate boundaries addresses the majority of areas within codes of ethics
Supervisees often need assistance establishing and maintaining appropriate boundaries
Tarasoff Decision
“When a therapist determines, or pursuant to the standards of his/her profession should determine, that his/her patient represents a serious danger of violence to another, he/she incurs the obligation to use reasonable care to protect the intended victim.”
Tarasoff Reporting Checklist
Remind the patient that he/she signed a consent form at the start of treatment outlining instances when you will need to break confidentiality. Threatening to harm another person or persons is one of those instances.
Contact your supervisor immediately. Contact the police in the jurisdiction of the
identified victim(s). Give only information necessary to ensure safety of potential victims (i.e., your name, patient’s name, content of the threat)
When you have the identified victim(s) name and phone number, attempt to contact them to alert them to the potential harm.
Document all actions (in detail) in the patient’s chart.
Send a letter to the identified victim(s) with pertinent info about your call to them and what other precautionary measures you took.
Put a copy of the letter in the patient’s chart; keep a hard copy for yourself
Tarasoff Reporting Checklist (cont’d)
Debrief the event with your supervisor, team, or other professionals.
Attempt to repair the therapeutic relationship with the patient, if possible. Provide a non-violence behavioral contract to the patient if involvement is continued.
Tarasoff Reporting Checklist (cont’d)
Risk Assessment: Things Associated with High Risk
Intent (specific plan; means) History (previous acts of violence; Hx of
homicidal threats; childhood antisocial behavior; abuse Hx; recent provocation)
Behavior (tension/agitation; bizarre behavior)
Personality Characteristics (poor impulse control; aggressiveness; mood lability)
Diagnosis (drugs/alcohol; paranoia; delusions; mania; antisocial personality)
Demographic Factors (being male; low SES)
From R. Williams, “Clinical Supervision: Framework for Success”
Risk Assessment: Things Associated with High Risk (cont’d)
Supervision vs. Psychotherapy
While good supervision can be therapeutic, it is not therapy
Codes of ethics emphasize the boundary between the two
Attributes of Good Supervision The capacity to enhance the trainee’s
self-confidence through support, autonomy, support
The capacity to model a strong working alliance
Provision of an environment to give and provide useful evaluations
Trainer has knowledge of multiple formats of supervision
Supervision is adaptable and flexible (adaptable over time)
Excellent communication, from case conceptualization to theoretical underpinning to interpersonal clarity
Contains a sense of equilibrium and a sense of humor
from Falender & Shafranske (2004)
Attributes of Good Supervision (cont’d)
Supervisee Evaluation
The Counselor-Trainee Progress Assessment
Done repeatedly throughout a student’s program
Assesses a wide domain of skills and relates them to standards