Supervisors Courtney B. Walters, MA, LPCS, NCC cbwalte2@ncsu.edu Informed Consent for Supervisees Information that should be discussed during your first meeting: Your qualifications and theoretical orientation Goals and purposes of supervision Expectations, roles, and responsibilities Logistics of supervision Ethical and legal considerations Documentation of Informed Consent LPCS Professional Disclosure Statement LPC Supervisor Application, page 10
Supervision Contract Examples
Supervision Contract Template (SACES) Sample Supervision Contracts Supervision Contract (NASW, Ohio) Sample Supervision Contract (AAMFT) Goal-Setting Establishes that professional growth will be the focus of supervision. Set goals that are realistic, measurable, and attainable within the course of the semester. Goals might address counseling competence or skills, diagnosis and treatment planning, self-awareness, or professionalism. The supervisees developmental level, area(s) of need, and learning priorities should be taken into account. Be intentional about addressing and evaluating these goals throughout the semester. Update goals as needed. Supervisory Styles Inventory (handout) (Friedlander & Ward, 1984) May use to initiate a conversation with supervisee about his/her expectations of you or to ensure that you are a good fit. Supervision Styles: Attractive Warm, supportive, often friendly. Interpersonally Sensitive Invested in the therapeutic process and what is happening to the supervisee. Task-Oriented Provides structure to the supervision session and focuses on goals and tasks. Suggested Materials for a Supervision File Internship contract Copy of supervisees liability insurance Supervisees resume or CV, interview notes (if applicable) Informed consent documentation Supervision goals and objectives Supervision log (date, time, length of session, modality) Evaluation materials Copy of ethical codes and graduate program requirements Copies of any required forms, such as client consent for recording Individual Supervision Format Communicate with your supervisee to determine what your supervision sessions should look like. Providing some structure for your meetings will help your supervisee to be prepared in advance. Example: 15 minutes: Checking in, brief review of all cases and documentation 20 minutes: Case presentation and video clip 15 minutes: Discussion of case, supervisor observations and feedback 10 minutes: Review of supervisee goals and progress Supervision Methods and Techniques Case Consultation Written Activities Structured questions (handout) Journaling Thematic topical selection of cases for Activity log training purpose Review of written documentation Audio/Videotaping Process recording/verbatims Use of Interpersonal Process Recall Structured case review sheet (IPR) (handout) (handout) Review a tape and give written Simulated case scenarios feedback Actual case vignettes Structured process commentary Supervision Methods and Techniques (cont) Live Observation Sit in room during session Observe behind a mirror
Interactive Life Supervision
Individual behind mirror with phones or listening device Watch part of session then participate Cotherapy Supervision Methods and Techniques (cont) Modeling and Demonstrating Experiential Methods Model intervention strategy Role play Demonstrate skill, supervisee Role reversal rehearses, then role play Psychodrama Gestalt empty chair Family sculpting Art therapy Genograms Relaxation techniques/guided imagery Ethical Self-Exploration with Supervisees Three steps: 1. Promote self-exploration. Use thought-provoking questions, experiential methods, or recordings. 2. Connect supervisees self-awareness to work with clients. How might your family background, thoughts, beliefs, attitudes, and feelings about people impact your relationship with clients? 3. Prompt supervisees to explore options for change as a result of self- awareness. *Role play/demonstration of this process. References ACES Task Force (2011). Best practices in clinical supervision. Retrieved from http://www.saces.org/resources/documents/aces_best_practices .doc Campbell, J. M. (2006). Essentials of clinical supervision. Hoboken, NJ: John Wiley & Sons. Friedlander, M. L., & Ward, L. G. (1984). Development and validation of the Supervisory Styles Inventory. Journal of Counseling Psychology, 31, 541-557. Russell-Chapin, L. A., & Chapin, T. J. (2012). Clinical supervision: Theory and Practice. Belmont, CA: Brooks/Cole.