1 Boundaries and Dangers in the Supervisory Relationship Philip R. Budd, Psy.D. Saint Anthony Hospital Family Medicine Residency Program
2 In Treatment Video Watch the video assessing: 1) Is this supervision or therapy? 2) What boundary violations do you observe? 3) How could the challenges in this video been addressed better?
3 Clinical Supervision Functions Client welfare Learning the hands on process of counseling Application of theory Assure ethical and competent practice Evaluation of the supervisee
4 Focus of Supervision Relationship between client and therapist Identify what the client may be experiencing Track client responses to therapist work Listen to what the client does after the intervention or lack of intervention of the therapist Monitor supervisor transference to the supervisee
5 Actions of the Supervisor Silently forming hypotheses Observe your subjective reactions (mood, fantasies, associations, posture, intuitive notions) Parallel process: how does transference/countertransference within the supervision mirror what occurs in the therapy Offer your hypotheses Use literature to support your views Use your clinical experiences Role play Follow cases over time Assess supervissee needs Supervision of your supervision
6 Supervisee Self Assessment Did the supervisor intervention meet the client need? Does it address the problems/diagnoses of the client? Does it reduce defensiveness? Did the intervention meet the therapist s need?
7 Categories of Supervisor Interventions Facilitative Confrontational Conceptual Prescriptive Catalytic
9 Assessing the Supervision Supervisory Relationship Supervisee development as therapist Ethics Competence Emotional awareness Respect Cultural issues Autonomy Purpose and direction of therapy Motivation
10 Dual Relationships in Supervision Confusion occurs when there are multiple roles within the same relationship (supervisor/therapist; supervisor/friend; supervisor/professor, etc.) (Kitchener, 1988)
11 Theoretical Alignment of Supervision Steinhelber, et. al. (1984) found that the amount of supervision was less significant in producing improved functioning in trainees than the alignment of the theoretical orientation between supervisor and supervisee
12 Trainee Therapy and Supervision Freud believed that new analysts must be supervised in their work and required the analysts to also participate in their own analysis. The likelihood of beginning therapists going through their own therapy has dropped from 70% ( ) to 20% ( ) and is seen as optional or irrelevant by many programs and trainees
13 Challenges in Supervision Many programs teach counseling skills in a programmatic manner with depth of supervision lacking. Without depth in the supervision Heru, et. al. (2004) believe that therapists struggle in the therapeutic relationships w/ their clients.
14 Key Components of Supervision The supervisor/supervisee relationship is the core of teaching counseling The quality of the supervisory relationship requires establishment of safe boundaries Guthiel and Gabbard (1993) believe that the supervisory relationship mirrors what occurs in therapy and that the therapeutic frame of counseling is mirrored in the supervision. It serves as an envelope or membrane around the supervisory process. The supervisor establishes the frame of supervision much like the therapist with the client.
15 Supervisor Roles Mentor Role model Evaluator Supervisees will filter information they share based on the trust in the supervisory frame. Mistakes Personal issues that may impact the supervision Negative feelings toward the supervisor Fear of narcissistic injury Hope of positive evaluation Gabbard states the thoughts feelings and behaviors that a therapist would be most likely to keep secret from a supervisor or consultant are the most important issues to discuss with that supervisor or consultant.
16 Discussion Question What roles do you feel are your strengths and in what roles do you need further development?
17 Discussion Question What feelings do you believe impede the supervisee in making good use of the supervision and how might the supervisor address those feelings?
18 Trainee Feelings Impeding Supervision Intrusion Vulnerability Child role
19 Boundaries in Supervision Sexual (Heru, et.al., 2004) Some have argued that the right to autonomy should allow for sexual relationships even if exploitive. Psychiatric residents report that 4.9% of residents have been sexually involved with psychiatric educators Ph.D. students that 19% of supervisees had unwanted sexual advances, 51% knew of peers who had been involved in sexual relationships with supervisors, and 9% reported having been involved sexually with a supervisor. Trust: For supervision to be helpful, vulnerability is necessary this is not easy if that person evaluates them for successful completion of their training. Thus, supervisors must be caring and respectful in their responses to supervisees
20 Abusive Supervision Abusive supervisor behavior: causes job and life dissatisfaction and psychological symptoms. Trainees who feel abused have diminished ability to work and participate in the learning environment. For some students it may be a lifelong impact. And it may get acted out in the way they treat trainees in the future.
21 Difficult Discussion in Supervision Heru, et. al. (2004) evaluated 43 supervisors and 52 supervisees regarding the appropriateness of behavior during supervision. The two groups basically agreed on what would be appropriate. Supervisors felt discussion of sexual fantasies was appropriate, while trainees did not agree. Particularly female supervisees.
22 Discussion Question What topics do you find difficult to address in the supervision? Are they related to client issues or more the supervisee s countertransference?
23 Conflict in Supervision Two studies (Nelson and Friedlander, 2001; Gray, Ladany, Walker and Ancis, 2001) reported issues of conflict and disruption in the supervisory relationship. Principles of poor supervisor behaviors 1. Imbalance in addressing all aspects of supervision 2. Developmentally inappropriate for supervisee developmental needs 3. Intolerance of differences 4. Poor model of personal-professional attributes 5. Untrained in managing boundaries and difficult situation 6. Professionally apathetic
24 Three Spheres of Poor Supervisor Behavior Organizational-administrative (e.g., failing to clarify expectations) Technical-cognitive (e.g., perceived as unskilled practitioner and supervisor) Relational-affective (e.g., imposes personal agenda; gives too much or too little affirming and corrective feedback)
25 Supervision Relationships (Veach, 2001) They found that beginning supervisors tend to experience anxiety and uncertainty about their role, often becoming too prescriptive and too rule driven. Ideal supervision relationships are secure, whereas conflicted relationships may result in anxious attachment, compulsive self-reliance and/or compulsive caregiving. Did negative perceptions of supervisors by supervisees change over time?
26 Discussion Question Where have you encountered conflicts with supervisees? How did you address the conflict? What was the end result?
27 Recommendations (Veach, 2001) Supervisors should receive more intensive training before providing supervision Peer group supervision for supervisors particularly for dealing w/ transference/ countertransference in the supervision. May help avoid intentional abuse in supervision Written informed consent for supervision Training of supervisees on how to make use of supervision Since part of supervision is evaluation, have multiple people involved in the evaluation. Training supervisors and supervisees in conflict resolution Avoid supervisors who are professionally apathetic
28 Why Conflicts Occur Nelson and Friedlander (2001) and Gray et. Al. ( Supervisor s lack of knowledge (content of supervision and roles) 2. Supervisor s lack of skills (delivering feedback effectively, general clinical skills) 3. Motivational issues (e.g., lack of interest in supervision, resentment, misuse of power) 4. Personal distress-impairment (e.g., sexually exploitive, having poor boundaries) 5. Transference-countertransference 6. Individual and cultural differences (e.g., identity, expectations, values, practices) 7. Administrative constraints (e.g., supervisor in dual role; lacking sppport)
29 Discussion Question What topics do you think need to be in a training of supervisees for making use of supervision and why?
30 Gottlieb Decision Making Model (1993) Assumptions 1. Applicable to all professional relationships of therapist 2. The goal of avoiding all dual relationships is unrealistic 3. Assess for potential harm 4. Not all dual relationships are exploitive; avoid all exploitive dual relationships 5. Model is intended to sensitize therapists to potential problems 6. The model is preventive rather than to address existing multiple relationships 7. Assess from the perspective of the consumer
31 Gottlieb Three Dimensions Model 1. Power: amount of power in relation to the supervisee 2. Duration: Duration of the relationship likely will increase the amount of power 3. Clarity of termination: How ambiguous is the end of the relationship? Will it be renewed?
32 Model Decision Tree: POWER Low power differential Clear power differential but relationship has clear boundaries Clear power differential w/ personal influence possible
33 Model Decision Tree: DURATION Brief Intermediate Long
34 Model Decision Tree: TERMINATION SPECIFIC: Externally controlled or mutual agreement UNCERTAIN: Professional function is completed but further contact is not ruled out IDEFINITE: No agreement regarding when or if termination is to take place
35 Process: Evaluate Relationship using 3 dimensions NO Relationship falls on right side on most/all dimensions (power, duration, termination) Relationship falls at mid range or Left on most dimensions Use dimensions to evaluate contemplated relationship Discontinue (obtain consultation) yes Obtain Consultation Discuss with consumer Get Informed Consent No Evaluate in terms of Role incompatibility
36 Case Dr. Y, a tenured professor in a large psychology department, was having an informal conversation with a current graduate student, a female of similar age, who was leaving for her internship within the year. In the course of the conversation, Dr. Y mentioned missing having a man in her life; she had been widowed some years previously. Some weeks later the graduate student called Dr. Y at home, reminded her of their conversation, and offered to introduce her to a man whom she believed Dr. Y would find interesting. Dr. Y agreed to the meeting, but she consulted a trusted colleague the next day. As a result of the consultation, she called the student declining to meet the friend.
37 Discussion Question Using the Gottlieb model, discuss this situation. What recommendation would you have made regarding this situation? Assess the current relationship according to the three dimensions. Assess according to the consumer s perspective.
38 References Gottlieb, M. (1993). Avoiding exploitive dual relationships: A decision-making model. Psychotherapy v.30 n1. p Gray, L.A., Ladany, N., Walker, J.A. & Ancic, J.R. (2001). Psychotherapy trinees experience of counterproductive events in supervision. Journal of Counseling Pychology, 48, Gutheil, T.G. & Gabbard, G. O. (1993) The concept of boundaries in clinical practice. American Journal of Psychiatry, 150 (2),p Heru, A.; Strong, D.; Price, M & Recupero, P. (2004) Boundaries in psychotherapy supervision. American Journal of Psychotherapy, v. 58, n.1 p Nelson, M.L., & Friedlander, M.L. (2001). A close look at conflictual supervisory relatinoships: The trainee s perspective. Journal of Counseling Psychology, 48, Steinhelber, J., Patterson, V., Cliffe, K. & Legoullon, M. (1984). An investigation of some relationships between psychotherapy supervision and patient change. Journal of Clinical Psychology, v40, n6, p Veech, P. M. (2001). Conflict and counterproductivity in supervision When relationships are less than ideal: Comments on Nelson and Friedlander (2001) and Gray et al. (2001). Journal of Counseling Psychology, 48,
Professional Guidelines for Psychologists SUPERVISORS AND REGISTERED PROVISIONAL PSYCHOLOGISTS February 2006 COLLEGE OF ALBERTA PSYCHOLOGISTS GUIDELINES FOR SUPERVISORS AND REGISTERED PROVISIONAL PSYCHOLOGISTS
UKCP Standards of Education and Training Guidelines for Section and Institutional Members for the Development of Standards of Supervision for Child Psychotherapists UKCP May 2008 This document is copyright
Ethical Issues in Clinical Supervision Presentation/Discussion PPA Continuing Education and Ethics June 20, 2015 Samuel Knapp, Ed.D., ABPP John A. Jay Mills, Ph.D., ABPP Overview of the session Introduction
Supervision Common Phases and Themes SUNY Oswego Mental Health Counseling Program Clinical Supervisor Training Module 1 Six Phases of Supervision (Skovholt& Rønnestad, 1995) Phase 1: The Lay Helper Phase
Psychology 460 Counseling & Interviewing Sheila. K. Grant, Ph.D. Overview Intro: The Effective Counselor Intro: Counseling for the Counselor Intro: The Counselor s Values Intro: Multicultural Counseling
Overview: TIP 52 Clinical Supervision and Professional Development of the Substance Abuse Counselor Christine Tronge, MSW, LCSW Clinical Standards Coordinator Dept. of Drug and Alcohol Services DADS Definitions
The Mental Health Center Mental Health Counselor Practicum Training Brochure 1 Updated 02/05/13 Mission Statement The Mental Health Center's (MHC's) mission of service, training, and advocacy focuses on
Self-Awareness The Counselor as a Person and as a Professional Chapter 2 Psychology 475 Professional Ethics in Addictions Counseling Listen to the audio lecture while viewing these slides Without a high
CALIFORNIA STATE UNIVERSITY FULLERTON Site Supervisor Final Evaluation of MFT/LPCC Trainee Student Name: CWID: Evaluation Period: Fall 20 Spring 20 Summer 20 Class: 530 584 590 59 Agency Name: City: Clinical
Sample Supervision Contract Carol Falender, Ph.D. Introduction to Supervision Contract This document is intended to establish parameters of supervision, assist in supervisee professional development (whether
SUPERVISOR S EVALUATION OF INTERN PERFORMANCE UNIVERSITY OF KENTUCKY INTERNSHIP CONSORTIUM PROGRAM Intern Period of Evaluation Supervisor Date Internship Site Briefly note activities you supervised (e.g.,
Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Student Agency Focus: Career Personal Other: Supervisor Semester (eg, SP-3 rd year) The following evaluation items reflect
Navigating Ethical Challenges in Behavior Analysis: Translating Code into Conduct Mary Jane Weiss, Ph.D., BCBA-D National Autism Conference Penn State August, 2014 What today is about Understanding guidelines
Understanding the Supervisory Relationship with Social Work Students Retrieved from: http://www.socialworker.com/home/feature_articles/field_placement/understanding_th e_supervisory_relationship_with_social_work_students/
ETHICAL GUIDELINES FOR COUNSELING SUPERVISORS The following Ethical Guidelines for Counseling Supervisors were adopted by the Association for Counselor Education and Supervision (ACES) Governing Council
ACA Policy Document on Professional Supervision Effective as of 1 st of March 2013 The following outlines ACA policy in relation to Professional Supervision effective as of 1 st of March 2013. Preamble:
College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals
Supervision and the Clinical Social Worker By Jamie Berman, LCSW-R, CASAC Presented by CEUSchool Course Summary This course will provide mental health professionals with the understanding that the central
ETHICAL CONDUCT AND PROFESSIONAL PRACTICE: PRINCIPLES AND STANDARDS FOR MEMBERS OF THE BRITISH COLUMBIA ASSOCIATION OF SCHOOL PSYCHOLOGISTS March 2010 Preamble Ethical Principles define the ethical responsibility
Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices
Professional Standards for Psychiatric Nursing November 2012 College of Registered Psychiatric Nurses of B.C. Suite 307 2502 St. Johns Street Port Moody, British Columbia V3H 2B4 Phone 604 931 5200 Fax
Counseling Psychology Program CNP 4751 Counseling M.A. Internship CNP 4762 School Counseling Internship 2 M.A. INTERNSHIP PACKET 2015-2016 1. Introduction to Master s Internship 2. Field Supervisor Memorandum
R156. Commerce, Occupational and Professional Licensing. R156-61. Psychologist Licensing Act Rule. R156-61-101. Title. This rule is known as the "Psychologist Licensing Act Rule." R156-61-102. Definitions.
Suggested APA style reference information can be found at http://www.counseling.org/library/ Article 81 Productive Conflict in Supervision Paper based on a program presented at the 2011 ACES Conference,
Counseling and Psychological Services Training Program Updated 10/2014 Training, Mission & Model The mission of Counseling and Psychological Services (CAPS) at Gallaudet University is to train mental health
Quick Guide For Administrators Based on TIP 52 Clinical Supervision and Professional Development of the Substance Abuse Counselor Contents Why a Quick Guide?...2 What Is a TIP?...3 Benefits and Rationale...4
The Comprehensive Evaluation of Student-Trainee Competence in Professional Psychology Programs I. Overview and Rationale Professional psychologists are expected to demonstrate competence within and across
AUSTRALIAN CLINICAL PSYCHOLOGY ASSOCIATION CODE OF PROFESSIONAL ETHICS Purpose This Code of Professional Ethics provides principles and guidelines that should be observed by all members of the Australian
: Chris Groff, JD, MA, Licensed Pastor Certified Sex Addiction Therapist Candidate 550 Bailey, Suite 235 Fort Worth, Texas 76107 Client Intake Information Client Name: Street Address: City: State: ZIP:
2008 Community and College Student Development 2009 PRACTICUM HANDBOOK The College of Education & Human Development UNIVERSITY OF MINNESOTA Department of Educational Psychology Counseling and Student Personnel
Counseling Psychology Program CNP 4751 Counseling Psychology M.A. Internship CNP 4762 School Counseling Internship 2 M.A. INTERNSHIP PACKET 2014-2015 1. Introduction to Master s Internship 2. Field Supervisor
TITLE 16 CHAPTER 27 PART 18 OCCUPATIONAL AND PROFESSIONAL LICENSING COUNSELORS AND THERAPISTS CODE OF ETHICS 220.127.116.11 ISSUING AGENCY: Regulation and Licensing Department Counseling and Therapy Practice
TITLE 16 CHAPTER 27 PART 18 OCCUPATIONAL AND PROFESSIONAL LICENSING COUNSELORS AND THERAPISTS CODE OF ETHICS 18.104.22.168 ISSUING AGENCY: Regulation and Licensing Department Counseling and Therapy Practice
Collaborators Establishing an Evidence-based Evaluation for Supervisor Competency Shona Vas, Andrea Kass, & Pooja Dave The University of Chicago Steven Miller Rosalind Franklin University of Medicine and
Supervision: A Guide for Mental Health Professionals Revised 1) Falender & Shafranske (2004) propose a based model of supervision. a) equality b) mentor c) process d) competency 2) Unbalanced supervision
A Nurse s Guide to Professional Boundaries A nurse must understand and apply the following concepts of professional boundaries. A Nurse s Guide to Professional Boundaries Y ear after year, nursing tops
School Counselor Supervision: Strategies and School Based Best Practices Cher N. Edwards, Ph.D., LPCC Seattle Pacific University True or False? WA state does not have a supervision credential for school
Counseling Psychology Core Competencies, Essential Components,, and Examples 1 FOUNDATIONAL COMPETENCIES: 1. Professional Identity; 2. Relationships; 3. Individual and Cultural Diversity; 4. Professional
Form 6.1: Self-Assessment of Counseling Performance Skills Purposes: To provide the trainee with an opportunity to review levels of competency in the performance skill areas of basic helping skills and
New Ethical Dilemmas Facing Counselors and Clinical Supervisors James Von Busch M.Coun., Ph.D.(c), LPC Senior Certification Specialist Center for the Application of Substance Abuse Technologies University
CHAPTER 53. STANDARDS AND CRITERIA FOR CERTIFIED PEER RECOVERY SUPPORT SPECIALISTS SUBCHAPTER 1. GENERAL PROVISIONS 450:53-1-1. Purpose This Chapter implements 43A O.S. 3-326, which authorizes the Board
Interpret and apply ethical and legal frameworks in the practice of Overview This unit is working within ethical and legal frameworks and analysing and solving any ethical dilemmas. It encourages you to
CHAPTER 91 GRADUATE PROFESSIONAL COUNSELOR 9100 GENERAL PROVISIONS 9100.1 This chapter shall apply to applicants for and holders of a license to practice as a graduate professional counselor. 9100.2 Chapters
SECTION.0500 - ETHICAL PRINCIPLES OF CONDUCT FOR THE SUBSTANCE ABUSE PROFESSIONAL 21 NCAC 68.0501 PURPOSE AND SCOPE (a) The ethical principles governing the credentialed substance abuse professional are
PRINCIPLE II: COMPETENCE AND INTEGRITY College members maintain competence and integrity in their practice and adhere to the College standards in the Ontario College of Social Workers and Social Service
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING PROFESSIONAL COUNSELING PROGRAM SCHOOL COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April,
D.Min. in Pastoral Care and Counseling Guidelines and Strategies for Completing the Program Revised 1/11 Index Section I Curriculum 3 Constructing a Course of Study 3 Areas of Study 3 Core D.Min. Seminars
International Journal of Business and Social Science Vol. 3 No. 18 [Special Issue September 2012] Impact of the Supervisory Relationship on Trainee Development Ruhani Mat Min Department of Psychology and
Handbook for Postdoctoral Fellows at The Menninger Clinic 2016-2017 Thomas Ellis, PsyD, director of Psychology Patricia Daza, PhD, director of Psychology Training 1 Overview The psychology discipline became
Career Service Authority Licensed Therapist Masters Level Page 1 of 5 GENERAL STATEMENT OF CLASS DUTIES Provides intensive professional therapeutic work including assessment, counseling, evaluation, referral,
Individual/Site Supervisor Orientation &Training Bethune-Cookman University Department of Counseling Welcome and Thank You On behalf of the faculty and students in the Counseling Program at Bethune-Cookman
Discipline Decision Summary This summary of the Discipline Committee s Decision and Reasons for Decisions is published pursuant to the Discipline Committee s oral decision rendered on July 24, 2015 and
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING SCHOOL COUNSELING CONCENTRATION SITE SUPERVISOR PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000 by Paula
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
Medical College of Georgia Augusta, Georgia School of Medicine Competency based Objectives Medical Knowledge Goal Statement: Medical students are expected to master a foundation of clinical knowledge with
Carnegie Mellon University Counseling and Psychological Services Pre-Doctoral Psychology Internship Program 2015-2016 Revised January 2015 2015-16 Pre-Doctoral Psychology Internship at CMU CAPS Setting
Leland E. McHatton, MFT Marriage Family Therapist 1430 East Avenue, Suite 4C 530.566.1212 Chico, California 95926 CLIENT QUESTIONNAIRE Client s Name: Spouse s or Parent s Name: Date of Birth: Date of Birth:
1 1. Introduction The profession of social work has long regarded professional supervision as central to the maintenance of best practice and has taken a leadership role in asserting the significance of
Counseling Supervision Online Training for Site Supervisors School and Clinical Mental Health Counseling Programs University of Saint Joseph Counseling Supervision Think back: Please reflect on your own
Ethical Issues in Group Membership Ethical Issues in Group Work Chapter 12 Poor candidates for group: Brain-damaged people Acutely paranoid individuals Antisocial personalities Psychology 475 Professional
A Practitioner's Guide to Ethical Decision Making Holly Forester-Miller, Ph.D. Thomas Davis, Ph.D. Copyright 1996, American Counseling Association. A free publication of the American Counseling Association
Clinical Supervision: A Competency-Based Approach 1) Effective supervision builds on three interrelated pillars which include all EXCEPT a) feedback b) supervisory relationship c) inquiry d) educational
CURRICULUM BASIC TRAINING PSYCHIATRY Curriculum to be read in conjunction with the Regulations and Logbook for Basic Training CURRICULUM BASIC TRAINING PSYCHIATRY Page 1 of 16 The Australian and New Zealand
Lisa C. Tang, Ph.D. Licensed Clinical Psychologist 91 W Neal St. Pleasanton, CA 94566 (925) 963-8835 Professional Policies and Consent to Treatment Welcome to my practice. I appreciate your giving me the
Brief Strategic Family Therapy for Adolescent Drug Abuse Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Chapter One: Brief Strategic Family Therapy-An
Nancy Thomas, M.A., LPC-Intern Supervised by Jennifer Perla, LPC-S The Vale Counseling and Therapeutic Center 2862 N. Belt Line Road, Sunnyvale, TX 75182 www.nancythomascounseling.com Office: (972) 698-8478
CSL 501 Evaluation and Assessment This course is designed to provide students with an understanding of individual, couple, family, group and environmental/community approaches to assessment and evaluation.
Clinical Student Competency Tracking Form v20051207 Howard University Clinical Psychology Program This form is largely based on CCTC ADPTC Draft Version March 2004. Students and their research/academic
PSYCHOTHERAPY Irish Institute of Cognitive & Humanistic Psychotherapy Code of Ethics & Practice Valid from 4 th April, 2012 IICHP 6 Nutley Lane Dublin 4 PSYCHOTHERAPY IICHP CODE OF ETHICS & PRACTICE For
CODE OF ETHICS January 2007 The Code of Ethics (1999) was developed by a Canadian Counselling and Psychotherapy Association (CCPA) Committee consisting of: Glenn W. Sheppard - Co-Chair William E. Schulz
Student Bi-Annual Review Professional Counseling Programs Updated Fall 2011 Professional Counseling Programs Student Bi-Annual Review Process Students are required to complete a bi-annual review as a component
1 Dear Certified Alcohol and Drug Addiction Counselor: Thank you for your interest in the Clinical Supervisor (CS) credential. This credential was developed by the International Certification and Reciprocity
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
Guide To Patient Counselling page - 1 - GUIDE TO PATIENT COUNSELLING Communication is the transfer of information meaningful to those involved. It is the process in which messages are generated and sent
What is Focusing Oriented Therapy? Focusing-Oriented Therapy (FOT) is a body-centered and person-centered approach to healing, developed three decades ago at the University of Chicago by Dr. Eugene Gendlin.
Addiction Counseling Competencies Forms Addiction Counseling Competencies Supervisors and counselor educators have expressed a desire for a tool to assess counselor competence in the Addiction Counseling
Counseling Psychology Program MA Degree FIRST YEAR FIELDWORK PACKET (CNP 4743) Counselor Development: What Can You Expect? The process of entering a graduate program is often a very difficult and trying
Introduction: The MUSC Scope of Practice (SOP) for Child and Adolescent Psychiatry Residents clarifies those activities and types of care that residents may perform within the MUSC Health System (MUHA).
Transference and countertransference From Freud to 2010 Lyons Hardy, MSN, CNS, RN 1 Definitions Transference: feelings experienced by the patient about staff and other caregivers Countertransference: feelings
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
Site Supervisor/Faculty Internship Evaluation Student Name: Site Supervisor/Faculty Name: Semester/Year: Instructions: Use the following scale to rate the students according to their expected skill level
Content Outlines and KSAs Social Work Licensing Examinations What are KSAs? A KSA is a Knowledge, Skills, and Abilities statement. These statements describe the discrete knowledge components that may be
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING MENTAL HEALTH COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000 by Paula Danzinger,
Managing Vicarious Trauma and Compassion Fatigue Heather M. Helm, PhD, LPC, RPT-S I used to believe the world was basically fair and that people were basically good. Now I think fate is fickle and I don
Current Ethical Issues for School Counselors and Psychologists Tony Cellucci, Ph.D & Peter Vik, Ph.D. Idaho State University Overview of Presentation Ethical Traditions in Philosophy Contemporary Models
PACFA Training Standards 2014 The revised Training Standards apply only to new applicants to Member Associations effective from the date stated above. Existing members of Member Associations were admitted
Mental Health Needs Assessment Personality Disorder Prevalence and models of care Introduction and definitions Personality disorders are a complex group of conditions identified through how an individual
Internship Site Supervisor Orientation and Training Community Counseling Track UNT Dallas Internship Supervisor Orientation & Training Clinical Mental Health Counseling (2015 2016) Overview Orientation