Transcript Counseling Supervision

Counseling Supervision
A brief overview of the models, strategies and issues
present in counseling supervision
“Do not confine your children to your own
learning for they were born in another time”
(Hebrew Proverb)
Colin Ward, Ph.D.
Winona State University, Counselor Education
Outline of the Day
Introductions
Metaphor Supervision Experience
University Expectations for Site Supervision
Presentation of Supervision Models
Reflective Model
Developmental Model
Competency Model
Presentation of Supervision Strategies
Submission of an initial Supervision Plan
A Supervision Metaphor
TASK
Draw a metaphor that
articulates a current
supervisee/client that you
have some level of
professional distress with
Now, draw a metaphor of
how the supervisory
relationship will be
different when it is more on
track?
DEFINITION
A figure of speech containing an
implied comparison, in which a
word or phrase ordinarily and
primarily used of one thing is
applied to another
To include any appropriate mode
of expression in which issues of
concern are represented
differently to facilitate integration
of new information and
enhancement of conceptual
abilities. This may include
drawing, painting, music, dance or
other modes of translating
information into a new format
CE Training Sequence
Laboratory
Practicum
Internship
On-campus counseling experiences integrated
into the following coursework:
Foundations of Counseling
Microskills
Group Process and Dynamics
Counseling Theories/Practice
On-site counseling experiences integrated into
the following coursework:
Orientation to Community and/or
School Counseling
Diagnosis and Treatment
School Counseling Practice
150 hours (40 direct client
600 hours (240 direct client
hours) of supervised counseling
experiences in campus and
community settings. Weekly
individual and group university
supervision is required as well as
weekly on-site individual
supervision.
hours) of supervised counseling
experience in either a school or
community setting. Weekly
individual and periodic group onsite supervision and scheduled
group university supervision is
required.
CE Counseling Supervision Outcomes
Goals for University Supervision
To teach counselors to develop and test hypotheses.
To assist counselors in shifting from a
performance laden stance (“Did I do this
right?”) to that of curiosity (What did I learn?
To prepare counselors in managing the
frustration and tension associated with the
ambiguity of the counseling process.
To facilitate the counselors self awareness and
understanding with regard to their influence
(directly or indirectly) on the counseling
process
To identify and develop their skills not only as a
counselor, but also as an advocate, educator,
systems consultant, and collaborative group
facilitator.
Goals for On-Site Supervision
To provide one hour a week of individual
supervision as well as group supervision
when relevant to the site.
To orient to the procedures, guidelines, and
purpose of the setting
To guide toward the acquisition of specific
skills and knowledge related to the setting
To provide counseling situations in which
trainees can gain experience in practical
application of methods and techniques
To assist in planning for efficient use of time
and resources
To assist in assessing client potential and
prognosis
To help develop positive working relationships
with supervisors, peers, and related mental
health professionals.
To submit a mid and final trainee evaluation
Counseling Supervision Defined
A distinct intervention that is provided by a senior member
of a profession to a junior member or members of that
same profession. This relationship is evaluative, extends
over time, and has the simultaneous purposes:
a)
b)
c)
enhancing the professional functioning of the junior
members,
monitoring the quality of professional services offered
to the clients he/she/they see(s) and,
serving as a gatekeeper for those who are to enter the
particular profession
(Bernard & Goodyear, 1992, p. 4).
Conclusions of Counseling Supervision Research
PRIMARY CONCLUSION
Qualities of professional
reflectivity were illustrated as
necessary for trainees to
adopt conceptual and
interactive skills
representative of advanced
counselor trainees.
SECONDARY CONCLUSIONS
Counseling trainees progress
through a sequence of definitive
stages while experiencing
increased levels of emotional and
cognitive dissonance.
Transforming dissonant counselortraining experiences into a
meaningful guide for practice is
largely a factor of increased
conceptual complexity, and
articulates the difference between
novice and advanced trainees
A trusting and supportive
supervisory relationship is a
prerequisite for advanced
supervisee development
History of Supervision Paradigms
MEDICAL
MODELS
COUNSELING
MODELS
DEVELOPMENTAL
MODELS
HOGAN
1964
PSYCHIATRY
PSYCHODYNAMIC
SOCIAL WORK
HUNT
1975
Ekstein & Wallerstein,
1958
Sexton et al.
STOLTENBERG
1981
Directive toward insight
BEHAVIORAL
PSYCHOLOGY
CONSTRUCTIVISM
MODELS
LOGANBILL
1982
Lazarus, 1966
Modeling
BLOCHER
1983
Hollaway.
FACILITATIVE
Rogers, 1957
Characteristics
COMPETENCY
Traux & Carkuff, 1967
Operationalization
Ivey, 1968
Microskills
CRITICAL EVENTS
Apothecaries Act
1815
AMA Formed
1847
Social Security
Act of 1935
Rogers, 1957 &
MRI, 1958
Microskills
1967, 1968
Developmental
Supervison
1981, 82, 83
Supervision
Function
Counseling
Tasks
DEVELOPMENTAL
PROCESSES
Counseling
Skills
Monitoring
SUPERVISION
RELATIONSHIP
Case
Conceptualization
Instructing
Mentoring
Professional
Role
Consulting
Professional
Reflectivity
Supporting
COMPETENT COUNSELING PROFESSIONAL
Colin C. Ward
Oregon State University
Synthesized Supervision Model
Supervisory
Reflective Cycle of
Professional
Interaction
Disorienting
Professional
Experience
Supervision
Relationship
Supervisor
Intervention
Shift in Supervisee
Perception and/or
Behavior and
Reemergence to the
Professional Context
Supervisee Stages of
Professional
Development
SELF CENTERED
Paradigms
influencing
Professional
Practice
REFLECTIVITY
PARADIGM
CLIENT CENTERED LEARNING SYTLE
PROCESS
CENTERED
CONTEXT
CENTERED
Phases of
Professional
Supervision
CONTEXTUAL
ORIENTATION
PARADIGM
ESTABLISHING
TRUST
CULTURAL
PARADIGM
CONCEPTUAL
DEVELOPMENT
PEDAGOGY
PARADIGM
CLINICAL
INDEPENDENCE
Reflective Process of the Supervision Relationship
Supervisory Reflective Cycle
1. Disorienting Professional
Experience(s)
Supervisee is anxious with a
perceived sense of professional
inadequacy.
2. Supervision Relationship
Supervisor is nonjudgmental,
supportive and validating
3. Supervisor Intervention
Supervisor seeks to expand
supervisee conceptual complexity
to promote clinical independence.
4. Shift in Supervisee Perception
and/or Behavior and
Reemergence to the Counseling
Context
Supervisee links supervision
experience to clientele/context
Phases of Supervision
CONTEXTUAL ORIENTATION
Supervisee experience of
Cognitive and Emotional
Dissonance in adjustment to
the counseling climate
ESTABLISHING TRUST
Experience of trust central to
supervisee willingness to
address dissonant internship
experiences
CONCEPTUAL DEVELOPMENT
Supervisor promoting
advanced conceptual
complexity through thematic
and reflective dialogue
CLINICAL INDEPENDENCE
Supervisor facilitates
supervisee autonomy by
encouraging self assessment
and self generation activities
Developmental Professional Stages
High levels of anxiety associated
with performance and evaluation
anxiety leading to patterns of
dependency on supervisor.
Enters with little insight and is
focused on general skill performance
and has difficulty attuning to thematic
patterns or the overview of the
therapy process.
SELF CENTERED STAGE
This may make them impatient or
fearful that the process will ever
move on from a current sticking place.
.
Developmental Professional Stages
Fluctuation between dependence
and autonomy; and between overconfidence and being overwhelmed.
CLIENT CENTERED STAGE
Oscillates between excitement and
anger/depression with increased
reactance to the interactional
triangle (Self. Supervisor and, Client(s).
Personalize the choices of
clients/students and overresponsible to the change
process.
Developmental Professional Stages
Exhibits increased professional
self-confidence, with increased
insight beyond specific skills
PROCESS CENTERED
Can observe thematic patterns (wider
context--systemic) in client(s)
Can begin to adjust his/her
approach to meet the presenting
needs of varying clientele (Matching).
.
Developmental Professional Stages
Has developed into an integrated
practitioner characterized by:
PERSONAL AUTONOMY
CONTEXT CENTERED
INSIGHTFUL AWARENESS
STABLE MOTIVATION
An awareness of needing to confront
own personal and professional problems
impacting professional practice and
growth.
Supervisor Role and Strategies
SELF
CENTERED
[Anxiety]
Structure & Instruction
Support & Accessibility
Corrective & Strength Feedback
Contextual Orientation
Linking Skills to Process
1.
2.
3.
4.
5.
6.
CLIENT
CENTERED
[Confusion]
Challenging & Encouraging:
Differentiation to Prof. Role
Conceptual Complexity
Hypothesis Testing
Linking Process to Client
Modeling
Monitoring
PROCESS &
CONTEXT
CENTERED
[Confidence]
Collegial & Encouraging
Professional Growth Plans
Self-Assessment & Emot. Insight
Professional Risk Taking
Linking Self to Process
Consulting
1.
2.
3.
4.
5.
6.
7.
1.
2.
3.
4.
5.
Shadowing Experiences
Co-Therapy Experiences
IPR of Counseling Tapes
Live Supervision (i.e. Mirror)
Role Play
Tape Scripts
Case Presentation
Peer/Topic Seminar
Frozen Fish Bowl
Issue/theme/ethics Review
Reflective Guide
Illustrative Disclosure
Solution Focused Supervision
Narrative Supervision
Action Research/Advocacy
Retrospection
Cotherapy
Reflective Journaling
Broad Reflective Questions
The supervisory relationship provides a context for the review of
counselor-trainee intentionality. Counseling supervision,
therefore, directs attention to broad questions to be explored
with the supervisee:
How do I make sense of the dissonant or distressful
counseling experiences?
What does this mean with regard to my professional
skills, theory of change, and gaps in my professional
development needing to be addressed?
How does this assist in better understanding the world
view of the client?
Issues Related to Supervision
Parallel Process
Dual Relationship
Informed Consent
Vicarious Liability
Isolation & Training
“Life experience is richer than discourse. Narrative
structures organize and give meaning to experience
but there are always feelings and lived experiences
not fully encompassed by the dominant narrative”
Bruener