Week 1: Defining and Conceptualizing Supervision and Models of Supervision Flashcards
Textbook 1: Bernard & Goodyear, Chapters 1, 2
Fundamentals of Clinical Supervision
Author: Bernard, J. M. & Goodyear, R. K.
Publisher: 2019 Pearson
Edition: 6th ed.
ISBN: 978-0-13-475251-8
continued: engagement and uncertainty, and formation
signature pedagogy: the instructional strategy that most characterizes a profession’s preparation of its practitioners.
signature pedagogies are characterized by engagement, uncertainty, and formation (Shulman, 2005a)
continued: engagement and uncertainty, and formation
engagement in learning occurs through instructor-learner dialogue.
continued: engagement and uncertainty, and formation
uncertainty because the specific focus and outcomes of the interactions typically are unclear to the participants as they begin a teaching episode.
continued: engagement and uncertainty, and formation
formation in that the learner’s thought processes are made clear to the instructor, who helps shape those ideas so that the learner begins to “think like” a lawyer (Shulman, 2005b, p. 52)
intro to clin supervision
Clinical Supervision is the instructional strategy that most characterizes the preparation of mental health professionals
supervision style
every mental health professional should develop supervisor competence because virtually all eventually will supervise.
Foundational Premises
Clinical Supervision is an intervention in its own right
That the mental health professions are more alike than different in their practice of supervision
That clinical supervision is effective in developing supervisee competence
Terminology
Training is structured education for groups of trainees and involves a standardized set of steps
Continued: Terminology
Supervision is individualized and responsive to what the supervisee brings to sessions with the supervisor.
Importance to the professions
Supervision is essential to the trainee who is mastering the skills of his or her chosen profession.
Continued: Importance to the professions
because of the very specialized knowledge of professions, it is generally assumed that laypeople lack the knowledge to oversee them. Therefore, society permits the professions to self-regulate
Continued: Importance to the professions
but it does so with the understanding that members of the professions will place the welfare of society and of their clients above their own self-interests (Schon, 1983)
Supervision’s importance to regulatory boards
Regional or national governments, or designee of the governments, usually regulate the mental health professions
Continued: Supervision’s importance to regulatory boards
the reg. boards constitute sufficient supervision for a person seeking licensure or registration
including: amounts of a supervised practice,
conditions which supervision is to occur, qualification of those who supervise.
Supervision’s importance to program accrediation
accreditation is for the training programs that prepare mh professionals.
supervisee competence as a goal
supervision in the mh disciplines began with sw supervision, which “dates from the 19th century charity organization societies in which paid sw agents supervised the moral treatment of the poor by friendly visitors “ (Harkness & Poertner, 1989, p.115).
the pathway to competence
supervision is not only about skill development. Clinical supervisors provide an essential bridge between campus and practice by helping trainees apply theories and research findings to clinical practice.
Continued: the pathway to competence
research data confirm that unsupervised counseling experience does not accelarate the clinical progress of trainees.
importance of supervision competence
supervision is essential to the development of supervisees’ competence. But only if it is effective supervision , and to often that is not the case.
defining supervision
supervision is an intervention provided by a more senior member of a profession to a more junior colleague or colleagues who typically (but not always) are members of that same profession
differentiating supervision
supervision is an intervention, like teaching, psychotherapy, or mental health consultation.
teaching versus supervision
teaching is central to supervision.. teaching typically relies on an explicit curriculum with goals that are imposed on everyone uniformly, that is not the case for supervision.
Supervisors have teaching goals that apply to all their supervisees, but these usually are understood on a brood level (ie: to prepare competent practitioners.)
supervisors’ functions
supervisors are accountable for their worth.
Continued: supervisors’ functions
Proctor (1986) asserted that supervision has three fuctions:
formative, corresponds to fostering trainee development,
normative, is generally equivalent to ensuring client welfare and gatekeeping functions,
restorative function, providing supervisees the opportunity to express and meet needs that will help them avoid burnout.
parameters of supervision
p. 17
supervisor tasks
supervisor tasks are the actual behaviors of the supervisors
Chp 2- Supervision Models: Psychotherapy-based and developmental models
Fundamentals of Clinical Supervision
Author: Bernard, J. M. & Goodyear, R. K.
Publisher: 2019 Pearson
Edition: 6th ed.
ISBN: 978-0-13-475251-8
types of supervision models
see page 23-41
The Loganbill, Hardy, and Delworth Model
probably were the first to publish a comprehensive model of counselor development..
The trainee might be at one of three stages:
stagnation - is characterized by unawareness of deficiencies or difficulties
confustion
integration
The integrated development model p.34
Is a widely known stage developmental model of supervision, which occurs over four stages (supervisee characteristics supervisor, behaviors, )
Level 1- includes supervisees who are relatively new to training or are new to a particular therapy.
Level 2- Supervisees at this level have resolved some of the high dependence of the first level. They are prepared for less structure and supervision that is less directive.
Level 3- Supervisees at this level are focusing more on a personalized approach to practice and on using and understanding of ‘self’ in therapy
Level3i (integrated)- this level occurs as supervises reach level 3 across multiple domains (assessment, practice across domains and the ability to move easily across them) .these Supervisees have strong awareness of their strengths and weaknesses
Supervision environment
while there are a number of supervision techniques to consider, these techniques must be used in ways that are appropriate to the developmental stage of the supervisee
Chapter 3: Supervision Models: Process Models
P.47-69
Chapter 1: history, definition, and significance
Kadushin& Harkness Citation
History
There are few and scattered references to social work supervision before 1920.
