Supervision Flashcards
Supervisees focused on what of supervisory relationship
Most supervisees focused on aspects of the supervisory relationship, thus indicating that the supervisory relationship is an important part of supervision (Bell et al., 2016)
Two-Step Supervisory Process
It is important supervisor foster a strong supervisory relationship, because it is believed to enhance supervision and supervisor needs to assess the supervisee’s current developmental level (Tangen, 2017)
CIT Self-Efficacy
An optimal level of counselor self-efficacy cannot occur without optimal levels of supervisor self-efficacy and instructors should view supervision as including both teaching and learning (Fernando & Hulse-Killacky, 2005)
Overview of Supervision
an interpersonal experience that is subject to influences generated within the supervisory system and the broader arenas in which supervision occurs, such as personal familial, community and cultural backgrounds (Fernando & Hulse-Killacky, 2005)
What do supervisors do in supervisor-supervisee relationship?
encourage trainees to reflect on and discuss case conceptualization, challenges, and concerns before the supervisor offers feedback or guidance (Poncy, 2020)
Supervisors often prioritize what in supervision?
Supervisors often have task-specific items they prioritize in supervision but also beneficial to have adopted supervision theories or styles to guide supervisory relationship (Shelton & Zazzarino, 2020)
Possible Supervisory Interventions
Possible interventions include facilitating discussions during supervision about quality of relationship, determining whether CITs feel that their needs are being met, and noting parallels and differences between supervisory and therapeutic relationships (Bell et al., 2016)
CE’s and Supervisors are able to identify what?
CE’s and supervisors are able to identify specific variables that influence the outcome of supervision, may be better able to evaluate their particular styles, target interventions that address factors that may interfere with using a particular style in supervision and be more flexible in approach and style (Fernando & Hulse-Killacky, 2005)
Emotional Awareness in Supervision
Emotional awareness deemed a person’s developmental cognizance of increasingly sophisticated levels of emotions, whereas emotional complexity is a person’s ability to attend to various aspects of emotions and emotion combinations (Tangen, 2017)
Importance of Supervisee Emotional Awareness
Supervisees’ emotional awareness deemed an important aspect of counselor development and has been linked to an increased ability to work with clients’ emotions (Tangen, 2017)
Five levels of Emotional Awareness
On lowest level, individuals aware only of somatic sensations
On next level, people not fully aware of their emotions, yet they engage in some action tendency
With more emotional awareness, people on next level begin to identify some of basic emotions
On fourth level, people begin to identify emotion blends
Final level, people are aware of combinations of emotion blends (Tangen, 2017)
Increasing Levels of Emotional Awareness
To increase levels of emotional awareness and complexity, supervisors are encouraged to reflect on own experiences of emotions, notice emotion in themselves and others, allow themselves to experience wide range of emotion, tolerate mixed emotions, and identify finer gradients of broader emotions (Tangen, 2017)
Supervisee Disclosure in Supervision
Supervisee disclosure must include information related to the counseling sessions, supervisees’ feelings toward their clients, and their supervisors (Li et al., 2020)
What happens when supervisees have higher working alliance with supervisors?
The higher the working alliance, supervisees perceive to have with supervisors, the more willing they are to disclose in supervision (Li et al., 2020)
Supervisee Role Ambiguity
Supervisee role ambiguity refers to lack of clarity regarding expectations for one’s role, methods for fulfilling expectations and consequences for effective or ineffective performance (Li et al., 2020)
Supervisors mainly focus on what in supervision?
Supervisors may mainly focus on supervisees’ skill development and client’s care by promoting supervisees to talk more about their counseling sessions (Li et al., 2020)
Dimension 1 in peer feedback
Dimension 1 (skills-conceptualization) indicates peer feedback addressed important and common components of student case presentations as well as critical foci in clinical supervision (Wahesh et al., 2017)
Dimension 2 in Peer Feedback
Range of feedback representing effective/ineffective efforts of counselor (Dimension 2) indicates that, when prompted, CITs are able to provide constructive feedback to peers in a group supervisory setting (Wahesh et al., 2017)
Exchanged Peer Feedback
exchanged peer feedback included critical components of supervision practices, such as assessment of the supervisee and their work, the supervisory work alliance, the supervisor’s intentional practices, and the supervisor’s competence as well as assessment of missed opportunities to incorporate interventions into the supervision sessions, engage in collaboration and manage power dynamics (Kemer et al., 2021)
Rigidity in Supervisory Practices was associated with what?
Beginning supervisors associated peers’ rigidity in their supervisory practices with missed opportunities to facilitate supervisee’s exploration and process as well as collaboration with supervisee and getting wrapped up with power struggles and lacking presence (Kemer et al., 2021)
Positive Feedback in Supervision
Positive feedback reflects the supervisee’s strengths and is given with the intention of reinforcing behavior, whereas corrective feedback addresses problematic behaviors to promote supervisee change (Wahesh et al., 2017)
Feedback in Group Supervision
Facilitating the exchange of “meaningful and productive” feedback among supervisees during group supervision has been presented as a best practice for clinical supervisors by ACES (Wahesh et al., 2017)
Effective Feedback in Supervision
If feedback is to be effective, supervisees must be open and responsive to it; constructive feedback can increase supervisees’ anxiety (McKibben et al., 2019)
Supervisors Broaching Feedback
May be helpful for supervisors to broach topic of feedback in the first session, including how a supervisor typically offers feedback and important role of feedback for growth and development (McKibben et al., 2019)
Receptivity to Feedback
Supervisees were more receptive to feedback when supervisory relationship was supportive and trusting (McKibben et al., 2019)
Supervisees with Secure Attachment
Supervisee with a secure attachment may be more likely to hear constructive feedback more objectively for what it is and as intended by the supervisor and are able to view constructive feedback as valid and reply appropriately on supervisor to improve their counseling skills in line with feedback (McKibben et al., 2019)
Supervisees with Anxious Attachment
Anxious attached supervisees may be concerned about supervisor disapproval, may rely too much on supervisor’s direction or may be overwhelmed by feedback regardless of perceived validity (McKibben et al., 2019)
Supervisees with Avoidant Attachment
Avoidant attached supervisees may dismiss feedback as invalid or shut down/withdraw from supervisor in session and may provide excuses that minimize constructive feedback or challenge the supervisor or feedback (McKibben et al., 2019)
Supervisor Role in Feedback
Supervisors might explain to supervisees that not all feedback is positive, and constructive feedback is not meant as personal criticism but intended for growth and client welfare (McKibben et al., 2019)
Hindering Aspects of Beginning Supervisors’ Supervision Practices
Supervisor presence, flexibility and collaboration, as well as attendance to the process of supervisory work were reported as the hindering aspects of beginning supervisors’ supervision practices (Kemer et al., 2021)
Creativity in Supervision
Creative activities for part of model should be aimed at helping supervisees improve their ability to recognize themes and patterns and to develop working knowledge of clients; Using creative methods with this focus has potential to aid in reflective process, which is vital to effective counseling practice (Koltz, 2008)
Section F ACA Code of Ethics
Supervision, Training and Teaching: supervisors, trainers and educators aspire to foster meaningful and respectful professional relationships and to maintain appropriate boundaries with supervisees and students in both in-person and electronic formats (ACA, 2014)
Section F.1.a Client Welfare ACA Code of Ethics
Monitoring services provided by supervisees and monitoring client welfare and supervisee performance and professional development; supervisors regularly meet with supervisees to review their work and help them become prepared to serve range of diverse clients (ACA, 2014)
Section F.2.a Supervisor Preparation ACA Code of Ethics
Prior to offering supervision services, counselors are trained in supervision methods and techniques and regularly pursue continuing education activities including both counseling and supervision topics and skills (ACA, 2014)
Section F.2.b. Multicultural Issues/Diversity in Supervision ACA Code of Ethics
Counseling supervisors aware of and address role of multiculturalism/diversity in counseling relationship (ACA, 2014)
Section F.3.a. Extending Conventional Supervisory Relationships ACA Code of Ethics
Clearly define and maintain ethical, professional, personal and social relationships with supervisees; consider risks and benefits of extending current supervisory relationships in any form (ACA, 2014)
Section F.4.a Informed Consent for Supervision ACA Code of Ethics
Responsible for incorporating into supervision principles of informed consent and participation; supervisee informed of policies and procedures to which supervisors adhere (ACA, 2014)
Section F.5.a Ethical Responsibilities ACA Code of Ethics
Supervisees and students have same obligation to clients as those required of professional counselors (ACA, 2014)
Section F.6.a Evaluation ACA Code of Ethics
Supervisors document and provide supervisees with ongoing feedback regarding performance and schedule periodic formal evaluative sessions throughout supervisory relationship (ACA, 2014)
Section F.6.b Gatekeeping and remediation ACA Code of Ethics
Supervisors aware of supervisee limitations that might impede performance; supervisors assist supervisees in securing remedial assistance when needed (ACA, 2014)
Section F.7.g. Student-to-Student Supervision and Instruction ACA Code of Ethics
When students function in role of CE or supervisors, they understand that they have same ethical obligations as counselor educators, trainers and supervisors; make every effort to ensure rights of students are not compromised (ACA, 2014)
Section 4.A CACREP Standards
The counselor education program provides ongoing support to help students find fieldwork sites that are sufficient to provide the quality, quantity, and variety of expected experiences to prepare students for their roles and responsibilities as professional counselors within their CACREP specialized practice areas. (CACREP, 2024)
Section 4.D CACREP Standards
Students have the opportunity to become familiar with a variety of professional activities and resources, including technology, as part of their practicum and internship (CACREP, 2024)
Section 4.F CACREP Standards
Formative and summative evaluations of the student’s counseling performance and ability to integrate and apply knowledge are conducted as part of the student’s practicum and internship (CACREP, 2024)
Section 4.H CACREP Standards
Written supervision agreements:
1. define the roles and responsibilities of the faculty supervisor, field experience site supervisor, and student during practicum and internship;
2. include emergency procedures; and
3. detail the format and frequency of consultation between the counselor education program and the site to monitor student learning. (CACREP, 2024)
Guideline 1: Initiating Supervision
Supervisor engages in sound informed consent practices in the initial supervision session, states clear parameters for conducting supervision and facilitates a discussion about supervision process to foster supervisory working alliance (ACES, 2011)
Guideline 2: Goal setting
To extent possible, supervisor co-develops specific goals for supervision with supervisee, emphasize goals that directly benefit therapeutic alliance between supervisee and client and is intentional about addressing and evaluating goals in each supervision session (ACES, 2011)
Guideline 3: Giving Feedback
Supervisor provides regular and ongoing feedback, provides direct feedback as needed and pays attention to multiple sources of feedback available to supervisee (ACES, 2011)
Guideline 4: Conducting Supervision
Supervisor adheres to appropriate professional standards in establishing frequency and modality of supervision sessions, provides a safe, supportive and structured supervision climate, uses a variety of supervisory interventions, chooses a group/triadic supervision format if needed, employs technology for distance supervision and evaluates course of supervision on an ongoing basis (ACES, 2011)
Guideline 5: The Supervisory Relationship
Supervisor operates with awareness that supervisory relationship is key to effectiveness of supervision, intentionally engages with supervisee to facilitate development of productive supervisory relationship and attends to ethical and cultural concerns that impact the supervisory relationship (ACES, 2011)
Guideline 6: Diversity and Advocacy Considerations
Supervisor recognizes all supervision is multicultural supervision and infuses multicultural considerations into his/her approach to supervision and encourages supervisees to infuse diversity and advocacy considerations in their work with clients (ACES, 2011)
Guideline 7: Ethical Considerations
Supervisor conveys to supervisee that both supervisee and supervisor expected to adhere to ethical codes endorsed by ACA, ACES and other ACA divisions, supervisor continually monitors his/her own level of competence in providing supervision and acts accordingly, supervisor understands client welfare is his/her first and highest responsibility and acts accordingly, supervisor does not compromise supervisory relationship by engaging in relationships with supervisees that are considered appropriate and provides ongoing performance assessment and evaluation of supervisee (ACES, 2011)
Guideline 8: Documentation
Supervisor maintains documentation that provides system of supervisor accountability (ACES, 2011)
Guideline 9: Evaluation
Supervisor understands evaluation is fundamental to supervision and accepts his/her evaluation responsibilities, clearly communicates evaluation plan to the supervisee, encourages ongoing supervisee self-evaluation and takes appropriate steps when remediation is necessary (ACES, 2011)
Guideline 10: Supervision Format
Supervisor employs various supervision formats in ways that adhere to accreditation standards and does not choose a format based on what may be convenient for supervisor (ACES, 2011)
Guideline 11: The Supervisor
Supervisor is competent in providing clinical supervision, can clearly describe purpose of clinical supervision and distinguish from counseling process as well as from administrative and program supervision, has collaborative relationship with additional supervisors with whom supervisee may be working, engages in self-reflection and other avenues of personal professional development and manages supervisory relationship dynamics competently and appropriately (ACES, 2011)
Guideline 12: Supervisor Preparation
Supervisor has received didactic instruction and experiential learning in supervision, is based in a developmental perspective and approach, includes all topics identified in guidelines of professional organizations; training includes appropriate application of teaching, counseling and consulting, emphasizes role modeling that supervisor provides in all his/her interactions with supervisees, emphasizes supervisory relationship as primary vehicle for learning and includes emphasis on managing balance of challenge and support of supervisee (ACES, 2011)
