Clinical Supervision in the Helping Professions
Description
This user-friendly guide is for students, prelicensed professionals, and practicing supervisors seeking the knowledge and skills necessary to effectively supervise others. It is an ideal resource for practicum, fieldwork, and internship seminars across the mental health professions, and the contemporary case examples, authors' personal perspectives, and insightful vignettes from 45 contributing authors offer a unique glimpse at key issues in the theory and practice of supervision.
Topics covered include the roles and responsibilities of supervisors, the supervisory relationship, models and methods of supervision, development as a multiculturally competent supervisor, ethical and legal issues in supervision, crisis management, and evaluation. Interactive questions and exercises throughout the text stimulate readers to self-reflect and grow in both competence and confidence in navigating the supervision process.
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Persons
Gerald Corey, EdD, ABPP, is professor emeritus of Human Services and Counseling at California State University at Fullerton. He is a Diplomate in Counseling Psychology, American Board of Professional Psychology; a licensed psychologist in California; and a National Certified Counselor.
Robert Haynes, PhD, is a clinical psychologist, author, and producer of psychology video programs for Borderline Productions. Bob is a member of the American Counseling Association and the Association for Counselor Education and Supervision. Bob served for 35 years in the capacity of both administrative and clinical supervisor in a variety of academic and clinical settings.
Patrice Moulton, PhD, serves as full professor of psychology at Northwestern State University in the master's program for clinical psychology. She has worked as an educator, administrator, practitioner, supervisor, and consultant for over 30 years.
Michelle Muratori, PhD, is a senior counselor at the Center for Talented Youth at Johns Hopkins University, in Baltimore, Maryland, where she works with highly gifted middle school and high school students who participate in the Study of Exceptional Talent and their families. She has a passion for group counseling and loves training students in the art of group facilitation.
Content
Preface ix
Acknowledgments xvii
About the Authors xix
About the Contributors xxiii
CHAPTER 1 Introduction to Supervision 1
CHAPTER 2 Roles and Responsibilities of Supervisors 19
CHAPTER 3 The Supervisory Relationship 45
CHAPTER 4 Models of Supervision 71
CHAPTER 5 Methods of Supervision 95
CHAPTER 6 Becoming a Multiculturally Competent Supervisor 125
CHAPTER 7 Ethical Issues and Multiple Relationships in Supervision 159
CHAPTER 8 Legal and Risk Management Issues in Supervision 191
CHAPTER 9 Crisis Management in Supervision 219
CHAPTER 10 Evaluation in Supervision 247
CHAPTER 11 Becoming an Effective Supervisor 275
References 289
Subject Index 301
Name Index 314
PREFACE
The field of supervision has rapidly emerged as a specialty area in the helping professions. In the past, supervisors often learned how to supervise based on their own, and often limited, experiences when they were supervisees. Few professional standards specifically addressed supervision practices, and separate courses in supervision were rare. Today the trend is toward including a course in supervision in graduate programs in the helping professions, especially in doctoral programs. If there is not a separate course, topics of supervision are frequently incorporated into one or more courses. Higher education accreditation boards, such as CACREP, provide specific requirements for supervision of entry-level professional practice in practicum and internship. They also outline required supervisor qualifications. In addition, state licensing and certification boards are increasingly requiring formal training in supervision as a part of the licensing and certification process. To practice as a supervisor, it is now mandatory to complete coursework or to take continuing education workshops in supervision and show evidence of competence not only in skills and techniques but also in supervisory processes and procedures.
This book is a practical guide to becoming a supervisor that is informative, interesting, personal, encouraging, and challenging. We address topics essential to becoming an effective supervisor, emphasizing the knowledge and skills new supervisors need to supervise others in a variety of settings. We believe one of the best ways to learn how to supervise is for new supervisors to reflect on what they have learned from their own supervision.
The information provided and our suggestions for becoming a supervisor are based on both the supervision literature and our collective professional experience in supervision. Throughout this book we discuss the ethics and professional codes and the relevant literature, but we also state our own position on these topics and offer commentary on how we might approach various cases. Each of us presents a detailed personal perspective on our journey to becoming a supervisor (see Chapter 1), and Personal Perspectives are featured throughout the chapters to enhance many of the topics. We balance theory with personal beliefs, attitudes, and relevant experiences regarding supervision. A unique feature of this book, Voices From the Field, provides a glimpse into the experiences of other practicing supervisors on key issues in the practice of supervision. Forty-nine separate essays provide diverse perspectives on a wide range of topics in clinical supervision.
We do not present a single best approach to supervisory practice. Instead, we encourage reflective practice and ask supervisors and supervisees to integrate their own thoughts and experiences with our presentation of the material in each chapter. Most of all, we recommend that readers continually reflect on what supervision has been like for them at various stages of their professional development. It is important to have both a solid foundation of the theories and methods of supervision and an understanding of what has been learned from their own experiences as a supervisee and as a supervisor.
This book has a practical emphasis, including tips for practical application, case examples, sample forms, interactive questions, and activities that can be done in small groups. It is designed as a practical guide for new and practicing supervisors, but it can also be a primary or supplementary text in a variety of doctoral and master's-level courses.
Clinical Supervision in the Helping Professions: A Practical Guide (Third Edition) is appropriate for use in counselor education, counseling psychology, clinical psychology, marriage and family therapy, human services, social work, school counseling, mental health counseling, rehabilitation counseling, addiction counseling, psychiatric nursing, and other mental health specializations. It is an ideal resource for practicum, fieldwork, and internship seminars in these disciplines and for advanced undergraduate courses in human services and social work programs. In addition, this book can be used as a resource for both prelicensed professionals and practicing supervisors.
Getting the Most From This Book
This book is different from traditional textbooks in supervision; it is an interactive tool that will assist you in formulating your own perspective on supervisory practice. The many questions and exercises interspersed throughout the text are intended to stimulate you to become an active learner. If you take the time to think about the chapter focus questions and do the suggested activities at the end of each chapter, your learning will be more meaningful and personal. Supervision is not a topic that can be mastered solely by reading about theory and research. Supervision is best learned by integrating the theoretical material with your own supervision experiences.
Overview of the Book
Each chapter focuses on a specific aspect or dimension of supervision that is vital to effective supervision. Here is what you can expect in each chapter:
- Chapter 1 lays the groundwork by defining supervision and discussing the goals and objectives of supervision. In line with the personal focus of the book, each author offers her or his unique perspective on supervision and highlights some of the experiences that have shaped their views.
- Describing the multiplicity of roles that supervisors may need to adopt, ranging from teacher and coach to administrator and empowerer, Chapter 2 focuses on the supervisor's roles and responsibilities. The chapter also explores how supervisees can get the most from their supervision and fieldwork experiences.
- The quality of the supervisory relationship is of paramount importance, and Chapter 3 focuses on factors, issues, and characteristics of supervisors and supervisees that facilitate or hinder the supervision process. Conflict in the relationship and other challenging situations are addressed as well.
- Chapter 4 describes several current models of supervision. Therapeutic approaches as well as models developed specifically for clinical supervision such as developmental and integrative approaches are examined.
- Chapter 5 focuses on the practical methods used in supervision and explains how various methods can be implemented in an integrated supervision model.
- Chapter 6 addresses the importance of developing multicultural competence as a supervisor as well as preparing trainees to be competent in serving diverse client populations. Supervisors have a responsibility to model social advocacy for their trainees and to encourage trainees to carry out this important function in their work with clients.
- Ethical issues and multiple relationships are the focus of Chapter 7. This discussion addresses what every supervisor needs to know about ethical supervisory practice and teaching supervisees to practice ethically. Important issues dealing with impairment and incompetence and recognizing ethical violations are also discussed.
- Chapter 8 is devoted to legal and risk management issues. Given today's litigious climate, supervisors need to have a basic understanding of the legal issues they might encounter. This legal primer includes an extensive list of risk management strategies relative to supervision.
- Most trainees are ill equipped to handle crisis incidents. Chapter 9 explores the responsibilities of supervisors in guiding supervisees through crisis situations. Preparing supervisees to competently navigate through client crises and the special role supervisors may fulfill to support supervisees in the aftermath of crises are important components of crisis management.
- Chapter 10 explores evaluation, a critical component of ethical supervision that sets supervision apart from counseling and psychotherapy. The evaluation process tends to cause both supervisees and supervisors a great deal of anxiety. Understanding the process and methods of evaluation will help supervisors approach this task with a clearly defined plan and, consequently, with less anxiety.
- Chapter 11 paints a picture of the effective supervisor and encourages you to continue your journey down the path toward your own style of supervision.
The Suggested Activities at the end of each chapter are designed to augment your professional development. These activities will aid you in thinking about and reflecting on what you have just read. For students and supervisees, this can be a way to bring more thought to your supervision sessions. For supervisors, this may give you some ideas for topics to discuss with supervisees. These activities can be adapted for individual work or group discussion.
What's New in the Third Edition of
Clinical Supervision in the Helping Professions: A Practical Guide
The Third Edition has been reviewed and updated with current research, concepts, and practice in clinical supervision. The following chapter-by-chapter list highlights material that has been added, updated, expanded, and revised for this new edition.
Overall Changes
- Voices From the Field features 45 contributors who share their perspectives on key topics in each chapter. These contributors represent a broad cross-section of clinicians with a range of professional experience, and many of them are considered leading experts in their specialty field.
- All citations have been reviewed and updated to provide the most current literature and reasearch.
- Recent disasters, crises, and social changes in...
