General Supervision Flashcards
Bloom B. S., Krathwohl D. R., Masia B. B. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: McKay.
Easy-peasy reference for Bloom’s taxonomy
- Remember. Example activities at the Remembering level: memorize a poem, recall state capitals, remember math formulas
- Understand. Example activities: organize the animal kingdom based on a given framework, illustrate the difference between a rectangle and square, summarize the plot of a simple story
- Apply. Example activities : use a formula to solve a problem, select a design to meet a purpose, reconstruct the passage of a new law through a given government/system
- Analyze. Example activities at the Analysis level: identify the ‘parts of’ democracy, explain how the steps of the scientific process work together, identify why a machine isn’t working
- Evaluate. Example activities at the Evaluation level: make a judgment regarding an ethical dilemma, interpret the significance of a given law of physics, illustrate the relative value of a technological innovation in a specific setting—a tool that helps recover topsoil farming, for example.
- Create. Example activities: design a new solution to an ‘old’ problem that honors/acknowledges the previous failures, delete the least useful arguments in a persuasive essay, write a poem based on a given theme and tone
Granello, D. H. (2000). Encouraging the Cognitive Development of Supervisees: Using Bloom’s Taxonomy in Supervision. Counselor Education and Supervision, 40(1), 31–46. https://doi.org/10.1002/j.1556-6978.2000.tb01797.x
- Inherent to Developmental approaches is idea of increasing cognitive complexity
- Ability to consider multiple perspectives, consider large amounts of data, integrate and synthesize in active collaboration with client.
- Knowledge, comprehension, application, analysis, synthesis, evaluation
knowledge- recall or recognize, know terms/facts
Comprenesion- understand facts, interpret graphs, grasp concepts
Application- used learned material in concrete situations
Analysis- break down concepts into parts,
Synthesis- put parts together to form a new whole, creativity
Evaluation- judged material, contains elements of all other categories as well as value judgments, judge own performance.
- Use questions correlated with taxonomy to determine cognitive complexity, pause at level where supervisee needs practice
Knowledge ?s- when did ct enter tx? What are the stages of group?
Comprehension ?s- summarize ct hx, what does research say about personality d/o prognsosi
Application ?s- What evidence exists for your dx? What stage of group are you in?
Analysis ?s- What is the relationship between SUD and anger? What components of presenting problems support this intervention use?
Synthesis ?s- design an assessment program that integrates multiple aspects of ct; construct tx plan
Evaluation ?s- evaluate effectiveness of interventions; progress over time
- provides interventions for assessing and working with cognitive complexity, one element of supervisee development
Ask questions or use other interventions to assess cognitive level on particular topic. When level is reached, suerpvisor stops and utilizes interventions to help supervisee work through cognitive level
Cognitive complexity is only one area of counselor development, not intended to be holistic approach to supervision.
(Loganbill et al., 1982)
Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A Conceptual Model. The Counseling Psychologist, 10(1), 3–42. https://doi.org/10.1177/0011000082101002
Model for training
Master apprentice approach
Intensive individual relationship, counseling is an interpersonal process and supervision is as well.
First assure ct welfare then to develop supervisee
Developmental model with 3 stages - supervisor to not hurry growth allowing to fully experience before moving to next stage, but also facilitate development
Power differential is different from counseling, authority integral PT of supervision
Critical evaluation vs feedback can present a dilemma for supervision
Recommend personal therapy for supervisees - helps avoid distortion of ct issues
Parallel process in which supervisee enacts difficulty with client in supervision relationship
Type of experience is more important than amount of experience
Developmental- conflict and confusion are set ups for growth, same for conflict
3 stage model
Early counselor- rigid thinking (only one right way), lack insight of impact on ct, may have low self-efficacy or lack awareness and be positive, unawareness of some issues, may stay here a long time?
Stage 2: turbulence, instability, conflict, supervisee becomes liberated from rigid thinking to nuanced, ambivalence toward self and supervisor
Stage 3: more stable, ongoing stage of growth, sees supervisors as whole persons and able to take what they can, value what supervisors can offer, reorganization, integration of professional id
(Wampold, 2015)
Wampold, B. E. (2015). How important are the common factors in psychotherapy? An update. World Psychiatry, 14(3), 270–277. https://doi.org/10.1002/wps.20238
Common factors Contextual model of common factors Social healing practice The real relationship, creation of expectation through understanding issue and plan for intervention, creation of health promoting actions Common factors include : Alliance formation Empathy Mutual goal setting Expectations Cultural adaptation Therapist effects - more skilled therapists have better outcomes Arguments still about different modalities of therapy for different disorders.
(Association for Counselor Education and Supervision Taskforce on Best Practices in Clinical Supervision, 2011)
Association for Counselor Education and Supervision Taskforce on Best Practices in Clinical Supervision. (2011). Best practices in clinical supervision. https://acesonline.net/wp-content/uploads/2018/11/ACES-Best-Practices-in-Clinical-Supervision-2011.pdf
Initiating supervision- sound informed consent practices; clear parameters for supervision; supervision process to foster working alliance (includes multicultural considerations)
Goal Setting- co-develops specific goals for supervision; emphasizes goals that benefit therapeutic alliance between supervisee and client and effective service provided to cts; intentional to address and evaluate goals
Giving feedback- provides regular and ongoing feedback; direct feedback (including specific, concrete constructive feedback); attends to multiple sources of feedback (cts, peers, site supervisors)
Conducting supervision- adheres to professional standards for frequency and modality of supervision; provides safe and structured supervision climate; uses a variety of supervisory interventions (based on learning styles, developmental level) to address things like cognitive skills, self-awareness, professional bhx; chooses group supervision format but does not include time efficiency as reason; chooses triadic supervision but does not include time efficiency as reason; employs technology to enhance supervision; actively evaluates supervision process regularly
Supervisory relationship- awareness that relationship is key to growth and development; intentionally engages with supervisee to create working alliance; attends to ethical and cultural concerns
Diversity and Advocacy Considerations- all supervision is multicultural supervision; encourage supervisees to infuse diversity and advocacy with cilents
Ethical considerations- expectation to adhere to ethical codes; continually monitors own competence in providing supervision; understands client welfare is first priority; maintains professional supervisory relationship (in dealing with personal issues helps supervisee id clinical implications, limit impacts, plan to resolve outside supervision and ongoing monitoring); ongoing assessment of supervisee’s strengths and limitations
Documentation- maintains documentation for supervisor accountability;
Evaluation- evaluation is fundamental to supervision and accepts responsibility; communicates evaluation plan; encourages ongoing supervisee self-evaluation; takes appropriate remediation steps when needed
Supervision format- uses various supervision formats to adhere to accreditation standards AND needs of supervisee, site, and ct needs; does not choose format based on convenience
Supervisor- competent in providing clinical supervision (training, resolve ethical issues); can describe purpose of supervision differentiating between counseling and administrative supervision; collaborative relationship with other supervisors; engages in self-reflection and other for personal and professional development (open to ambiguity, courage to be imperfect, errors as learning opportunities); manages supervisory relationship dynamics appropriately
Supervisor Preparation, supervision training- receive didactic instruction and experiential training; based in developmental approach; addresses minimum topics; theoretical knowledge, skills, and self-awareness; appropriate application of teaching, counseling, and consulting skills; role modeling that supervisor provides to supervisee; emphasize supervisory relationship; emphasis on managing balance of challenge and support; instruction in learning theory and research; focus on both clinical and professional development of supervisee; need for different approaches for different individuals/settings; personal philosophy of supervision; supervision of supervision
Council for the Accreditation of Counselor and Related Educational Programs, 2016)
Council for the Accreditation of Counseling and Related Educational Programs. (2016). 2016 CACREP Standards. 44.
Index:
- Learning Environment: Institution (support for programs, GAs consistent with other programs), academic unit (now all 60 credits), faculty and staff (core faculty, 12:1 ratio, teach 50% of classes)
- Professional counseling identity: foundation, counseling curriculum
- Professional practice: entry-level professional practice; practicum; internship; supervisor qualifications; practicum and internship course load
- Evaluation in the program: evaluation of the program; assessment of students
- Entry-level specialty areas: addictions; career; CMHC; rehabilitation; college and student affairs; CMFC; school
- Doctoral standards: learning environment; professional identity; practicum and internship
(Ladany et al., 2013)
Ladany, N., Mori, Y., & Mehr, K. E. (2013). Effective and Ineffective Supervision. The Counseling Psychologist, 41(1), 28–47. https://doi.org/10.1177/0011000012442648
Found 3 similar styles, like Bernard, consultant, counselor and teacher. Attractive (consultant); interpersonally sensitive (counselor); and task oriented (teacher
Attractive is being warm, friendly, open, supportive toward supervisees; Interpersonally sensitive is being invested, therapeutic, and perceptive; Task-oriented is focused, goal-oriented and structured
Trust is mutual, differentiated from counseling relationship
Supervisory style is related to relationship development, specifically working alliance and the study found that Supervisor’s perceptions of their working alliance were related to perceptions of their style
Those who believed themselves to be warm, friendly were more likely to believe their relationship was mutually trusting and aligned on goals
Those who engaged in exploration and used empathic understanding were more likely to believe they worked collaboratively with supervisees on objectives of supervision
Teacher-like approach also saw more perceptions of mutually agreed upon supervision tasks
Supervisors be flexible in their approach, each style contributes to different aspects of working alliance. This differs developmentally and with circumstances.
Positive Relationship between attractive and interpersonally sensitive style and supervisor self-disclosure; none with task-oriented.
Yourman, 2003
Yourman, D. B. (2003). Trainee disclosure in psychotherapy supervision: The impact of shame. Journal of Clinical Psychology, 59(5), 601–609. https://doi-org.unco.idm.oclc.org/10.1002/jclp.10162
Supervisees with high shame scores disclosed to supervisors at significantly lower rates than low-shame supervisees
Shame occurs when a positive affect is interrupted through non-responsiveness of another person or sudden realization that individual is not as smart, competent, etc. as previously believed
Pay close attention to what is happening in the supervisory dyad. Is the supervisee open, comfortable, and spontaneously sharing?
Explicitly give permission to disagree, share differences of opinion
Invite supervisees to critique supervisors and provide honest feedback
(Rønnestad & Skovholt, 2003)
Rønnestad, M. H., & Skovholt, T. M. (2003). The Journey of the Counselor and Therapist: Research Findings and Perspectives on Professional Development. Journal of Career Development, 30(1), 5–44. https://doi.org/10.1177/089484530303000102
Updated model from 1993 initial findings
6 phases of development (previously 8): lay helper, beginning student, advanced student, novice professional, experienced professional, and senior professional
Better understanding of development helps to set appropriate expectations and next steps, and also helps arrest negative avenues like burnout or incompetence
Each stage described on following topics: definition of stage, central task, predominant affect, predominant sources of influence, role and working style, conceptual ideas used, learning process, measures of effectiveness and satisfaction
Lay Helper Phase 1: experiences of helping others prior to training, natural/authentic way of helping, provide advice from own experience, tend to over-identify with helpee, may utilize sympathy instead of empathy
Phase 2 Beginning Student: learning many areas collide, lay conceptions of helping no longer valid but unknown role of professional, question suitability, professors and supervisors are very impactful during this vulnerable time, first client encounters, high anxiety, utilize straightforward frameworks (core skills?), searching for viable models to become “true believers”. Need openness to learning at this stage.
Phase 3 Advanced student: Intern, receiving supervision and have high standards for self, often more cautious and conservative, lacking play or sponteneity in their work. Conflicts in supervision peak here, autonomy and dependency conflicts can create ambivalence. Differentiating within their models. 4 kinds of theoretical orientation a) no attachment, b) one theory open, c) multiple attachments, d) true believer
Phase 4 Novice Professional: first years after graduation, experience confirmation, disillusionment, and exploration. Beginning steps of integrating personality in professional practice. Experiencing increasing sense of complexity of therapeutic work, in increased importance of therapeutic relationship.
Phase 5 Experienced Professional: created counseling role that is highly congruent with self-perception. Search for work environments that are compatible with conceptual system (cts and work).
