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5203: intro to counseling > Ch 8: models of clinical supervision > Flashcards

Ch 8: models of clinical supervision Flashcards

1
Q

nature and purpose of clinical supervision

A

essential role in development of counselors in training
facilitates the process of learning how to competently practice and the acquisition of professional attitudes foundational to ethical practice throughout a counselors career
helps you better understand your values

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2
Q

ACA code of ethics definition of supervision

A

a process in which the supervisor engages in a collaborative relationship with a supervised to promote the growth and development of supervised and evaluate their performance

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3
Q

AASCB clinical supervision includes

A

the supervisors participation in evaluation, diagnosis, development of treatment, clinical documentation, appropriate referral, adherence to legal and ethical practice, and nurturing the counseling process

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4
Q

clinical supervision

A

relational experience between an experienced senior counselor and a less experienced junior counselor designed to facilitate development of the skills, abilities, and personal attributes the junior counselor needs to be an effective clinician

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5
Q

two purposes of clinical supervision/supervisor

A

to support the growth and development of the supervised (create safe holding environment)
protect the welfare of clients receiving services from the supervised (ethical and professional obligation through supervising newbie)

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6
Q

holding environment

A

place for the supervises to share their experience as counselors including their knowledge, skills, fears, struggles, difficulties, and success

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7
Q

model

A

a methodical way in which supervision is applied or practiced

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8
Q

models of supervision

A

developmental models
orientation or theory driven models
integrative models

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9
Q

developmental models

A

based on the idea that supervises develop counseling knowledge, skills, and competence over time and their needs in supervision will be related to their developmental level
EX: integrated developmental model

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10
Q

4 levels of integrated developmental model

A
  1. supervisees motivated to participated and anxious about performance; inexperience
  2. supervises begin to function more independently and focus on client; motivation fluctuates from great need for supervision to little perceived need
  3. supervises have gained experience and developing strong professional identity; continue to be motivated in supervision
  4. begin to do things independently
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11
Q

orientation-specific models

A

operates from a counseling theory framework and typically focuses on the supervises adherence or fidelity to the theory in counseling sessions
include adlerian, cognitive, beahvioral, person-centered, etc.

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12
Q

Four orientation-specific models of supervision

A

person-centered
cognitive behavioral
psychodynamic
narrative

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13
Q

person-centered

A

based on person-centered theory by Carl Rogers
core conditions of empathy, congruence, and unconditional positive regard are the foundation
see supervises as ppl with the capacity for growth

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14
Q

cognitive-behavioral

A

supervisors operating from this perspective view cognitions or thoughts as driving force of supervises beliefs, feelings, and behaviors

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15
Q

psychodynamic

A

focuses on supervises resistance, defense mechanisms, transference, and countertransference (between them and the supervisor)

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16
Q

Narrative

A

assume that people are natural storytellers and have a generated story about themselves
supervisors maintain a positive of curiosity and pose questions to the supervised that help to write the story of who and how they are as a counselor (supervisor as editor)

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17
Q

integrative models

A

when more than one distinct model of counseling or supervision are combined OR

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18
Q

technical eclecticism

A

a combination of supervisory approaches without full endorsement of the theories that inform those approaches

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19
Q

Two examples of integrative models

A

discrimination model
microskills supervision

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20
Q

discrimination model (Bernard 1970s)

A

an atheoretical model of supervision based on technical eclecticism
the supervisor individualizes their responses, in other words discriminates, to meet the needs of the supervised
three areas of supervised skills

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21
Q

three areas of supervisee skills

A

process
conceptualization
personalization

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22
Q

Three roles supervisor can assume

A

teacher
counselor
consultant

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23
Q

process skills

A

include greeting the client, pacing the counseling, and closing the session

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24
Q

conceptualization skills

A

include the supervises ability to navigate content provided by the client to identify client themes or patterns and case conceptualize

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25
Q

personalization skills

A

comrprises the unique elements the supervised brings to the counseling decision (personality, beliefs, values, etc)

26
Q

micro counseling supervision model (Russell-chapin and Ivey 2004)

A

integrative model
microskills; the basic and foundational skills used by the counselors in session
EX: open questions, closed questions, reflection of feeling and content, paraphrasing, summarizing

27
Q

three stages of microcounseling skills

A

reviewing microskills with intention
classifying skills with mastery
processing supervisory needs

28
Q

Counseling Interview rating form (CIRF)

A

provides a format for baseline and follow-up evaluation of the supervises use of microskills in session

29
Q

practices

A

set of techniques, methods, or guidelines that represent the most efficient or prudent course of action
set forth by an authority organization

30
Q

effective supervisors…

A

address diversity at the onset of the supervisor supervises relationship
address diversity issues brought forth by the supervised in supervision
work with supervisee to create goals
adhere to ethical codes and professional standards

31
Q

informed consent process

A

done on the onset of supervision
gives supervised information about what to expect out of supervision

32
Q

gatekeeping

A

term used to describe the supervisors responsibility to intervene with supervises who are clinically impaired or engage in conduct that would be detrimental to the client

33
Q

2 supervision systems

A

dyadic systems
triadic systems

34
Q

dyadic systems

A
  1. the client and the counselor
    supervisors do not directly participate in this one
  2. counselor/supervisee and the supervisor; client does not participate
35
Q

triadic system

A

client, counselor/supervisee, and supervisor
the supervisor and supervise have a relationship centered around the supervises relationship with the client
parallel processes and isomorphism can occur

36
Q

parallel processes

A

rooted in the psychoanalytic concepts of transference and countertransference

37
Q

supervision transference

A

occurs when counselors/supervisees reenact with their supervisors what their clients have enacted with them
outside of supervisee awareness

38
Q

countertransference in supervision

A

when the supervisor then responds to the supervise/counselor similarly to the way the counselor responds to the client
*supervision session parallels counseling session

39
Q

isomorphism

A

roots in mathematics and systems theory
the map of supervision is qual in form to the map of counseling
combines the mapping element from math and the interrelation element from systems their
a repeated, bidirectional relational pattern that occurs in counseling or supervision

40
Q

triangle

A

origins in Bowenian family therapy
a way to conceptualize relationships
two persons are likely to be in coalition with each other, leaving the third person alienated: during conflict, third person is recruited to take sides

41
Q

Triangle in supervision

A

includes the client, counselor/supervisee, and supervisor and is a dynamic inherent in the supervisory process
2 parties (supervised and supervisor), meet regularly to discuss the third party, the client

42
Q

qualities of effective supervisors

A

exhibit high levels of empathy
understanding
unconditional positive reward
flexibility
concern
attention
investment
curiosity
openness
sense of humor
respect
effective on supervisor tasks
competent in the clinical areas to be supervised

43
Q

effective supervisor tasks

A

appropriately strutting supervision
providing clear, direct, and constructive feedback,
evaluating fairly and on agreed upon criteria
navigating among roles
accessing a variety of supervisor interventions
adapting to individual differences of the supervised
model self-care

44
Q

Supervisor competence (9)

A

ethics and professional practice
knowledge of the profession
diversity
reflective practice
supervisory alliance
structuring supervision
supervision research/theoru
learning
evaluation

45
Q

How supervisors gain competence

A

engage in meta-competence
the ability to asses what one knows and doesn’t know
continue education
engage in consultation and supervision
feedback from mentors
reflect on continued learning and effectiveness

46
Q

technique or intervention

A

method or skill used by the supervisor to produce a desired result in supervision

47
Q

forms of supervision

A

live supervision
recordings
recall supervision

48
Q

live supervision

A

the supervised is the counselor in session and the supervisor observes the session
pros: supervisor can intervene through mic and live; cons: the logistics or scheduling needed

49
Q

recordings

A

captures both the sound and picture of the counseling session and are played during the supervision session
pros: can be paused, reviewed, and reminded
cons: technology can fail

50
Q

recall supervision

A

occurs when a supervised recalls a counseling session that already occurred
pros: supervisor can have them recall specific things, free, does not rely on tech
cons: reliance on memory and observation

51
Q

formats of supervision

A

individual
triadic
group
team

52
Q

individual supervision

A

occurs with one supervisor and one supervisee

53
Q

triadic supervision

A

includes a supervisory relationship between one supervisor and two supervisees

54
Q

group supervision

A

includes a supervisory relationship between more than two supervisees

55
Q

team supervision

A

includes a team, typically of supervisees peers and a supervisor

56
Q

peer supervision

A

includes a group of peers who meet regularly for mutual benefit to discuss and receive feedback
no defined leader

57
Q

synchronous technology

A

products allow for back and forth interaction between supervises and their supervisor in real time (EX: video call)

58
Q

asynchronous technology

A

involves a delay in response time between the initiation of contact and a reply (text or email)

59
Q

benefits of technology-enhanced supervision

A

better access to services
seek out specialists
better and smoother communication between supervised and supervisor

60
Q

risk of technology enhanced supervision

A

messages may not be sent on time or taken the wrong way
platform selection

5203: intro to counseling (6 decks)

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