COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY

Transcription

1 COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department of Educational Leadership and Counseling Course Number and Title: CP 771 Counselor Supervision (3) Counselor Supervision Revision Spring 2012 THE COUNSELOR AS COMPETENT PROFESSIONAL EDUCATOR I. Catalog Description and Credit Hours of Course: Students will: become familiar with models of counseling supervision; provide individual and group supervision for Master s level practicum/internship students; and be acquainted with the research in counselor training and supervision. Individual and group supervision is provided. Video- recording of individual and dyadic supervision sessions with practicum/internship students is required. 3 credit hours. II. Prerequisite: A. Completion of or currently enrolled in the Ed.S. Degree Program. B. Two years of field experience as a counselor. C. Full certification as a school counselor and/or a licensed professional counselor. D. Permission of the instructor III. Purposes or Objectives of the Course: A. Explore models and approaches to counseling supervision. B. Develop clinical competencies in counselor supervision, and apply helpful/appropriate supervisory interventions to counselors-in-training in a practicum/internship setting. C. Understand legal and ethical concerns relevant to counselor supervision, and demonstrate appropriate sensitivity to these concerns. Be familiar with the ACES Code of Ethics, and LPC Approved Clinical Supervisor requirements.

2 D. Articulate preferred theory/model of supervision, including the link between theory and practice. E. Demonstrate professional and ethical conduct. IV. Student Learning Outcomes A. The student will demonstrate clinical competencies in counselor supervision, and apply helpful/appropriate supervisory interventions to counselors-in-training in a practicum/internship setting. B. The student will demonstrate an understand legal and ethical concerns relevant to counselor supervision, and demonstrate appropriate sensitivity to these concerns. Be familiar with the ACES Code of Ethics, and LPC Approved Clinical Supervisor requirements. C. The student will articulate preferred theory/model of supervision, including the link between theory and practice. V. Expectations of the Student: A. Supervisors will schedule at least one hour of individual supervision weekly with each assigned supervisee and lead weekly group supervision for each practicum/internship class. B. Individual supervision sessions and group supervision sessions are to be videotaped. C. Supervision of supervisors will be in small groups which will meet with the instructor for at least one hour every week. Individual supervision of supervisors will also be scheduled as needed. D To enhance professional development, students are asked to subscribe to CESNET-L, a listserv for counselor educators and supervisors. Issues raised on this listserv will be discussed in class. VI. Course Content or Outline: Class Hours A. Introduction to Clinical Supervision 2 1. Context and Importance of Supervision 2. Clinical Supervision in the Preparation of Mental Health Counselors 3. Definition of Supervision B. Evaluation Issues in Supervision 3 1. Criteria for Evaluation

3 2. Favorable Conditions for Evaluation 3. Impairment and Incompetence 4. The Process of Evaluation 5. Consequences of Evaluation C. Legal and Ethical Issues in Supervision 6 1. Due Process 2. Informed Consent 3. Dual Relationships 4. Competence 5. Confidentiality 6. Malpractice 7. Ethical Decision Making D. Supervision Models Theory in Clinical Supervision 2. Psychotherapy Models a. Psychodynamic b. Person-Centered c. Cognitive Behavioral d. Systemic e. Constructivist 3. Developmental Models a. Integrated Developmental Model b. Ronnstadt and Scovhalt c. Loganbill, Hardy, and Delworth 4. Social Role Models a. Discrimination Model b. Hawkins and Shohet c. Holloway Systems E. The Supervisory Relationship 6 1. Cognitive or Learning Styles 2. Theoretical Orientation and Cognitive Style 3. Cognitive Complexity, Cognitive Development, and Level of Experience 4. Developmental Constructs 5 Multicultural Constructs, Cultural Differences 6. The Supervisee in the Relationship 7. The Supervisor in the Relationship F. Organizing the Supervision Experience 3 1. A Supervision Plan 2. Foundational Tasks 3. Ongoing Tasks 4. Evaluation and Debriefing

4 G. Individual Supervision 3 1. Criteria for Choosing Interventions 2. Structured vs. Unstructured Interventions 3. Methods, Forms, and Techniques H. Group Supervision 3 1. Definition and Conceptualization 2. Supervisor Roles, Tasks, and Strategies 3. Variations of Group Supervision I. Live Supervision 2 1. Methods and Interventions 2. Implementation 3. Team Supervision L. Teaching and Research in Supervision 2 1. Supervisor Developmental Models 2. Training and Supervising Supervisors 3. Supervision Process and Outcome Research VII. Textbooks: Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision. [3 rd ed.] Boston: Allyn and Bacon. Fall, M., & Sutton, J. M. (2004). Clinical supervision: A handbook for practicioners. Boston: Allyn and Bacon. VIII. Basis for Student Evaluation: A. Effectiveness in working with supervisees. B. Documenting one hour per week of supervision with each supervisee. Prior to each supervision session you will have listened to all of your supervisees counseling tapes, reviewed supervisees comments on their tapes, and completed a Counselor-Trainee Feedback Form for each tape (a copy of which will be given to both the supervisee and to me). C. Facilitating group supervision once a week. D. Demonstrating ethical behavior in every facet of the supervision experience. E. Narrative of self. F. Reflection on complexity.

5 G. Pictorial history or Reflections on a supervision topic. H. Model of supervision. IX. Method of Instruction This course is experiential and didactic in structure. There will be some preliminary information presented, then group and individual supervision will enhance the on site learning experience. X. Reasonable Accommodation for Students with Disabilities: If you have a diagnosed disability or believe that you have a disability that might require reasonable accommodation on the part of the instructor, please contact the Learning Enrichment Center, University Center, Room 302, or TDD As a part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting reasonable accommodation. XI. Adherence to the Academic Honesty Policy: Students will be expected to abide by the Academic Honesty Policy in regard to plagiarism and academic honesty. XII. Classroom Etiquette: It is to be expected that the instructor will treat all students with dignity and respect -- it is also expected that the students will treat both the instructor and other students with this same respect. In order to more effectively facilitate this respect, I would ask the following things: 1) all pager and cell phones need to be turned off before class; 2) side conversations should be kept to a minimum; and, 3) interactions should be respectful. XIII. Knowledge Base References: CP771 Knowledge Base Alberts, G., & Edelstein, B. (1990). Therapist training: A Critical review of skill training studies. Clinical Psychology Review, 10, Anderson, H., & Swim, S. (1995). Supervision as collaborative conversation: Connecting the voices of supervisor and supervisee. Journal of Systemic Therapies, 14(2), Bartlett, W. E. (1983). A multidimensional framework for the analysis of supervision of counseling. Counseling Psychologist, 11, 9-17.

6 Berg, K., & Stone, G. (1980). Effects of conceptual level and supervision structure on counselor skill development. Journal of Counseling Psychology, 27, Bernard, J. M. (1994). Multicultural supervision: A reaction to Leong and Wagner, Cook, Priest, and Fukuyama. Counselor Education and Supervision, 34, Bernard, S. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, Biever, J. L., & Gardner, G. T. (1995). The use of reflecting teams in social constructionist training. Journal of Systemic Therapies, 14(3), Biggs, D. A. (1988). The case presentation approach in clinical supervision. Counselor Education and Supervision, 27, Blocher, D. H. (1983). Toward a cognitive developmental approach to counseling supervision. Counseling Psychologist, 11, Bobele, M., Gardner, G., & Biever, J. (1995). Supervision as social construction. Journal of Systemic Therapies, 14(2), Borders, L. D. (1989). A pragmatic agenda for developmental supervision research. Counselor Education and Supervision, 29, Cantwell, P., & Holmes, S. (1995). Cumulative process: A collaborative approach to systemic supervision. Journal of Systemic Therapies, 14(2), Cook, D. A. (1994). Racial identity in supervision. Counselor Education and Supervision, 34, Cox, J. A., & L Amoreaux, N. (1998). Tom Andersen s Comments on Reflecting Processes and Some Observations on Reflecting Practices in Supervision. In J. Carlson (Series Ed.) & J. D. West, D. L. Bubenzer, & J. R. Bitter (Vol. Eds.), The family psychology and counseling series: Social construction in couple and family counseling (pp ). Arlington, VA: American Counseling Association. Daniels, J., D andrea, M., & Kim, B. S. K. (1999). Assessing the barriers and changes of cross cultural supervision: A case study. Counselor Education and Supervision, 38, Edwards, J. K., & Chen, M. (1999). Strength-based supervision: Frameworks, current practice, and future directions. The Family Journal: Counseling and Therapy for

7 Couples and Families, 7, Ellis, M. (1991). Conducting and reporting integrative research reviews: Accumulating scientific knowledge. Counselor Education and Supervision, 30, Ellis, M. V., & Douce, L. A. (1994). Group supervision of novice clinical supervisors: Eight recurring issues. Journal of Counseling and Development, 72, Epston, D., & Whilte, M. (1992). Experience, contradiction, narrative and imagination. Adelaide, South Australia: Dulwich Centre Publications. Flemons, D. G., Green, S. K., & Rambo, A. H. (1996). Evaluating therapists practices in a postmodern world: A discussion and scheme. Family Process, 35, Freedman, J., & Combs, G. (1996). Narrative therapy: The social construction of preferred realities. New York: Norton. Friedlander, M., & Snyder, J. (1983). Trainees' expectations for the supervisory process: Testing a developmental model. Counselor Education and Supervision, 22, Glaser, R. D., & Thorpe, J. S. (1986). Unethical intimacy: A survey of sexual contact and advances between psychology educators and female graduate students. American Psychologist, 41, Goodyear, R. K., & Bernard, J. M. (1998). Clinical supervision: Lessons from the literature. Counselor Education and Supervision, 38, Goodyear, R. K., & Bradley, F. O. (1983). Theories of counselor supervision: Points of convergence and divergence. Counseling Psychologist, 11, Granello, D. H., Beamish, P. M., & Davis, T. E. (1997). Supervisee empowerment: Does gender make a difference? Counselor Education and Supervision, 36, Holloway, E., & Johnston, R. (1985). Group supervision: Widely practiced but poorly understood. Counselor Education and Supervision, 24, Juhnke, G. A. (1996). Solution-focused supervision: Promoting supervisee skills and confidence through successful solutions. Counselor Education and Supervision, 36, Kaiser, T. L. (1992).The supervisory relationship: An identification of the primary elements in the relationship and an application of two theories of ethical relationships. Journal of Marital & Family Therapy, 18,

8 Kaiser, T. L. (1997). Supervisory relationships: Exploring the human element. Pacific Grove, CA: Brooks/Cole. Kitchener, K. (1986). Teaching applied ethics in counselor education: An integration of psychological processes and philosophical analysis. Journal of Counseling and Development, 64, Kurpius, D., Gibson, G., Lewis, J., & Corbet, M. (1991). Ethical issues in supervising counseling practitioners. Counselor Education and Supervision, 31, Leddick, G. R., & Dye, H. A. (1987). Effective supervision as portrayed by trainee expectations and preferences. Counselor Education and Supervision, 27, Leong, F. T. L., & Wagner, N. S. (1994). Cross-cultural counseling supervision: What do we know? What do we need to know? Counselor Education and Supervision, 34, Loganbill, C., & Stoltenberg, C. (1983). The case conceptualization format: A training device for practicum. Counselor Education and Supervision, 22, Marek, L. I., Sandifer, D. M., Beach, A., & Coward, R. L. (1994). Supervision without the problem: A model of solution-focused supervision. Journal of Family Psychotherapy, 5, McCarthy, P., DeBell, C., Kanuha, V., & McLeod, J. (1988). Myths of supervision: Identifying the gaps between theory and practice. Counselor Education and Supervision, 27, Merl, H. (1995). Reflecting supervision. Journal of Systemic Therapies, 14(2), Nelson, M. L. (1997). An interactional model for empowering women in supervision. Counselor Education and Supervision, 37, Newman, J. L., & Scott, T. B. (1988). The construct problem in measuring counseling performance. Counselor Education and Supervision, 27, Parry, A., & Doan, R. E. (1994). Story Re-visions: Narrative Therapy in the Postmodern World. New York: The Guilford Press. Presbury, J., Eechterling, L. G., & McKee, J. E. (1999). Supervision for inner vision: Solution-focused strategies. Counselor Education and Supervision, 39, Priest, R. (1994). Minority supervisor and majority supervisee: Another perspective of clinical reality. Counselor Education and Supervision, 34,

9 Prieto, L. R. (1996). Group supervision: Still widely practiced but poorly understood. Counselor Education and Supervision, 35, Rita, E. S. (1998). Solution-focused supervision. Clinical Supervisor, 17, Ronnestad, M. H., & Skovholt, T. M. (1993). Supervision of beginning and advanced graduate students of counselingand psychotherapy. Journal of Counseling and Development, 71, Selekman, M. D., & Todd, T. C. (1995). Co-creating a context for change in the supervisory system: The solution-focused supervision model. Journal of Systemic Therapies, 14(3), Sommer, C. A., & Cox, J. A. (2003). Using Greek mythology as a metaphor for enhancing supervision. Counselor Education and Supervision, 42(4), Stewart, K., & Amundson, J. (1995). The ethical postmodernist: Or not everything is relative all at once. Journal of Systemic Therapies, 14(2), Thomas, F. N. (1994). Solution-oriented supervision: The coaxing of expertise. The Family Journal: Counseling and Therapy for Couples and Families, 2, Wetchler, J. L. (1990). Solution-focused supervision. Family Therapy, 17, White, M. (1997). Narrative of therapists lives. Adelaide, South Australia: Dulwich Centre Publications. Wilbur, M. P., & Roberts-Wilbur, J. (1991). Structured group supervision: Theory into practice. The Journal for Specialists in Group Work, 16, Williams, A. (1987). Parallel process in a course on counseling supervision. Counselor Education and Supervision, 26, Worthington, E. L., Jr. (1987). Changes in supervision as counselors and supervisors gain experience: A review. Professional Psychology: Research and Practice, 18, DEPARTMENTAL APPROVAL DATE COLLEGE COUNCIL APPROVAL DATE Note: Course Schedule will be added each semester by the instructor Questions, comments or requests regarding this course or program should be taken to your instructor. Unanswered questions or unresolved issues involving this class may be taken to Dr. Ruth Ann Roberts.

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