Week 1: Defining and Conceptualizing Supervision and Models of Supervision

Question 1

Textbook 1: Bernard & Goodyear, Chapters 1, 2

Answer 1

Fundamentals of Clinical Supervision
Author: Bernard, J. M. & Goodyear, R. K.
Publisher: 2019 Pearson
Edition: 6th ed.
ISBN: 978-0-13-475251-8

Question 2

continued: engagement and uncertainty, and formation

Answer 2

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)

Question 3

continued: engagement and uncertainty, and formation

Answer 3

engagement in learning occurs through instructor-learner dialogue.

Question 4

continued: engagement and uncertainty, and formation

Answer 4

uncertainty because the specific focus and outcomes of the interactions typically are unclear to the participants as they begin a teaching episode.

Question 5

continued: engagement and uncertainty, and formation

Answer 5

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)

Question 6

intro to clin supervision

Answer 6

Clinical Supervision is the instructional strategy that most characterizes the preparation of mental health professionals

Question 7

supervision style

Answer 7

every mental health professional should develop supervisor competence because virtually all eventually will supervise.

Question 8

Foundational Premises

Answer 8

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

Question 9

Terminology

Answer 9

Training is structured education for groups of trainees and involves a standardized set of steps

Question 10

Continued: Terminology

Answer 10

Supervision is individualized and responsive to what the supervisee brings to sessions with the supervisor.

Question 11

Importance to the professions

Answer 11

Supervision is essential to the trainee who is mastering the skills of his or her chosen profession.

Question 12

Continued: Importance to the professions

Answer 12

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

Question 13

Continued: Importance to the professions

Answer 13

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)

Question 14

Supervision’s importance to regulatory boards

Answer 14

Regional or national governments, or designee of the governments, usually regulate the mental health professions

Question 15

Continued: Supervision’s importance to regulatory boards

Answer 15

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.

Question 16

Supervision’s importance to program accrediation

Answer 16

accreditation is for the training programs that prepare mh professionals.

Question 17

supervisee competence as a goal

Answer 17

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).

Question 18

the pathway to competence

Answer 18

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.

Question 19

Continued: the pathway to competence

Answer 19

research data confirm that unsupervised counseling experience does not accelarate the clinical progress of trainees.

Question 20

importance of supervision competence

Answer 20

supervision is essential to the development of supervisees’ competence. But only if it is effective supervision , and to often that is not the case.

Question 21

defining supervision

Answer 21

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

Question 22

differentiating supervision

Answer 22

supervision is an intervention, like teaching, psychotherapy, or mental health consultation.

Question 23

teaching versus supervision

Answer 23

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.)

Question 24

supervisors’ functions

Answer 24

supervisors are accountable for their worth.

Question 25

Continued: supervisors’ functions

Answer 25

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.

Question 26

parameters of supervision

Answer 26

p. 17

Question 27

supervisor tasks

Answer 27

supervisor tasks are the actual behaviors of the supervisors

Question 28

Chp 2- Supervision Models: Psychotherapy-based and developmental models

Answer 28

Fundamentals of Clinical Supervision
Author: Bernard, J. M. & Goodyear, R. K.
Publisher: 2019 Pearson
Edition: 6th ed.
ISBN: 978-0-13-475251-8

Question 29

types of supervision models

Answer 29

see page 23-41

Question 30

The Loganbill, Hardy, and Delworth Model

Answer 30

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

Question 31

The integrated development model p.34

Answer 31

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

Question 32

Supervision environment

Answer 32

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

Question 33

Chapter 3: Supervision Models: Process Models

Answer 33

P.47-69

Question 34

Chapter 1: history, definition, and significance

Answer 34

Kadushin& Harkness Citation

Question 35

History

Answer 35

There are few and scattered references to social work supervision before 1920.