School Counselor Supervision: Practices. True or False? Why talk about supervision? 2/26/2012. Cher N. Edwards, Ph.D., LPCC Seattle Pacific University

Transcription

1 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 counselor certification. There are no legal/certification mandates for school counselor certification. Supervision is within all school counselors Scope of Practice. School Counseling experience makes someone a great school counselor supervisor. Why talk about supervision? Trained supervisors provide better supervision (Borders, Cashwell, & Rotter, 1995; Kahn, 1999; Spence, Wilson, Kavanagh,Strong, & Worrall, 2001) Ethical Mandates (ACES, 1991; ACA, 2005; ASCA, 2010) Liability/Legal Issues Best Practice Recommendations (Aasheim, 2012) 1

2 What is supervision? Super Vision Mentor Supervisor Guide Teacher Consultant Counselor ACTIVITY: Consider aspects of supervision that you do well NOW (your strengths) and what areas you feel you could grow in. What isn t supervision? Just a title Friend/buddy Therapist Opportunity to have a self sufficient colleague Opportunity to have an administrative assistant Workshop Foci Overview of Supervision Practical Suggestions What else? 2

3 Workshop topics include: Awareness of ethical expectations associated with providing school based supervision Overview of the various models of supervision and figuring out what works for you How to effectively document your supervision experience Skills and techniques that can be employed to maximize your supervision experience How to select a practicum and internship student that will fit well with your supervision style How to navigate supervision challenges Models of Supervision Different Types Developmental Models Theory Based Models Educational (clinical) Models ACTIVITY: Consider your own development as a PSC Identify theories that inform your clinical work Reflect on individuals who have influenced your work Elements of Supervision Models Roles of the supervisor and supervision Goals and Focus of supervision Techniques for supervisee growth and change ACTIVITY: Think about your beliefs about the roles of supervision Consider what your goals are of supervision Identify strategies for growth and development 3

4 The Integrated Development Model One of the most researched models of supervision Focus: a supervise may function at different levelsindifferent domains of practice and will need supervision appropriate for her/his functioning in each area. (Stoltenberg & McNeil, 2010; Stoltenberg, McNeill, & Delworth, 1998) IDM Overarching Structures Self and other Awareness Motivation Autonomy (Stoltenberg & McNeil, 2010; Stoltenberg, McNeill, & Delworth, 1998) IDM Levels of Development Level 1: Limited experience Significant discomfort Eager to learn self assessment may be off Supervision task: monitor for appropriate autonomy Level 2: Mastered basic techniques Reality setting in Confidence may come and go (linked with daily success) Supervisor task: support growth while avoiding direct advice giving. trial and tribulation Level 3 Ready for more Stable and confident Aware of areas for growth and own strengths Supervisor task: appropriate support and confrontation/exploration (Stoltenberg & McNeil, 2010; Stoltenberg, McNeill, & Delworth, 1998) 4

5 IDM Practice Domains Intervention Skills Competence Assessment Techniques Interpersonal Assessment Client (Student) Conceptualization Individual Differences Theoretical Orientation Treatment Plans and Goals Professional Ethics (Stoltenberg & McNeil, 2010; Stoltenberg, McNeill, & Delworth, 1998) The Discrimination Model Widely accepted and utilized model that is appreciated for it s flexible yet structured format Three Focus Areas: Intervention skills Conceptualization skills Personalization skills Three Supervisor Roles: Teacher Counselor Consultant (Bernard, 1979; 1997) Systems Approach The heart of supervisions the relationship between supervisor and supervisee, which is mutually involving and aimed at bestowing power to both members Holloway,

6 Systems Approach Continued Seven dimensions of supervision Core function: Relationship the functions of supervision the tasks of supervision the client the trainee the supervisor the institution (Holloway, 1995) SAS Tasks Counselor competence Counseling skill Case conceptualization Professional role Emotional awareness Self evaluation SAS Functions Supervisors Role Monitoring and evaluating Instructing and advising Modeling Consulting Supporting and sharing (Holloway, 2005) Counselor Development Objectives Recognizes own stages of development (past and present) Pursues opportunities for further development Demonstrates comfort with anxiety in supervisees Describes feedback style Describes learning style Describes own theory of learning (i.e., beliefs and assumptions about how growth and change occur) 6

7 Assess supervisee development Assess learning needs Use developmentally appropriate interventions i Use challenging interventions that enable change Use supportive interventions Monitor for balance of challenge and support Challenging Interventions Confrontation Reframing Catalytic intervention Information giving 7

8 Supportive Interventions Summarizing Relabeling Empathy Validation Confirmation Reinforcement Assessment & Intervention Assessment: Self report Audio/video tape Live observation Intervention Formats: Individual Supervision Group Supervision Peer Supervision Team Supervision Concurrent and Ex Post Facto Techniques Role: Teacher Counselor consultant Self Report Tape Review Microtraining Interpersonal Process Recall (IPR) Role play Modeling Role reversal Live observation/supervision 8

9 Supervisory Relationship Self awareness: Personality Culture Strengths / Growth areas Responsibility Appreciates differences Legal, Ethical, & Professional Considerations ASCA, ACA, ACES Ethical Guidelines Vicarious liability Scope of Practice Dual relationships Confidentiality Privileged communication Documentation School/District Policies Skill Development Record keeping Documenting Supervision Supervision Contract Counseling Collaboration Consultation School culture Planning Scheduling Self Care 9

10 Cultural Competence Multicultural Competence Knowledge Awareness Skills Work with students Within supervisory relationships Foundation Delivery Management Accountability ASCA National Model 10

11 Selecting a Supervisee Great Intern + Great Supervisor = Bad Experience Expectations vs. Abilities Personality vs. Personality Supervision Style vs. Learning Style School Culture Resources for Challenging Times Supervision Training State/National Organizations Peer Support University Support Building Support District Support Vignettes You have a practicum student who is a real gogetter and sometimes takes on more than you wish he would. You are supervising an intern that you feel has crossed the line regarding ethical issues. You assess that your intern (graduating in two months!) is impaired and would not be an appropriate school counselor. 11

12 Your practicum student doesn t seem to get it when it comes to multicultural issues. Your intern is pushing for a lot more autonomy than you feel she is ready for. Your practicum student failed to report suspected abuse to CPS. Your intern dresses inappropriately to internship. You are concerned about your practicum student s counseling skills. References & Resources Aasheim, L. L. (2012). Practical clinical supervision for counselors: An experiential guide. New York, NY: Springer Pub. American Counseling Association (2005). ACA code of ethics. American School Counselor Association (2010). Ethical standards for School Counselors. h l l ( ) l dl American School Counselor Association (2005). ASCA National Model. Association of Counselor Education and Supervision (1991). Ethical standards for counseling supervisors. Baird, B. N. (2011). The internship, practicum, and field placement handbook: A guide for the helping professions. Upper Saddle River, NJ: Prentice Hall. Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19,

13 Bernard, J. M. (1997). The discrimination model. In C. E. Watkins (Ed.), Handbook of psychotherapy supervision (pp ). New York: NY: Wiley. Borders, L.D., Bernard, J.M., Dye, H.A., Fong, M.L., Henderson, P, & Nance, D.W. Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education & Supervision; 1991, 31(1), Borders, L. D., Cashwell, C. S., & Rotter, J. C. (1995). Supervision of counseling licensure applicants: A comparative study. Counselor Education and Supervision,35, Borders, L. D. A., Leddick, G. R., Bernard, J. M., & Association for Counselor Education and Supervision. (1987). Handbook of counseling supervision. Alexandria, Va.: Association for Counselor Education and Supervision. Faiver, C., Eisengart, S., & Colonna, R. (2004). The counselor intern's handbook. Australia: Thomson Brooks/Cole. Hodges, S. (2011). The counseling practicum and internship manual: A resource for graduate counseling students. New York: Springer Pub. Co. Holloway, E. (1995). Clinical supervision: A systems approach. Thousand Oaks, CA:Sage. Holloway, E., & Carroll, M. (1999). Training counselling supervisors: Strategies, methods, and techniques. London: Sage Publications. Kahn, B. B. (1999). Priorities and practices in field supervision of school counseling students. Professional School Counseling, 3, Russell Chapin, L. A., & Ivey, A. E. (2004). Your supervised practicum and internship: Field resources for turning theory into action. Australia: Thomson/Brooks/Cole. Spence, S. H., Wilson, J., Kavanagh, D., Strong, J., & Worrall, L. (2001). Clinical supervision In four mental health professions: A review of the evidence. Behaviour Change, 18, Stoltenberg, C.D. & McNeill, B.W. (2010). IDM supervision: An integrative developmental model for supervision counselors and therapists. New York: NY: Routledge. Stoltenberg, C.D., McNeill, B.W., & Delworth, U. (1998). IDM supervision: Anintegrateddevelopmental developmental model for supervisingcounselors and therapists. San Francisco, CA: Jossey Bass. Tyson, L. E., Culbreth, J. R., Harrington, J. A., & American Counseling Association. (2008). Critical incidents in clinical supervision: Addictions, community, and school counseling. Alexandria, VA: American Counseling Association. 13