counselling supervision, theory and practice: an overview of the first cohort dr. pavna sodhi &...
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COUNSELLING SUPERVISION, THEORY AND PRACTICE: AN OVERVIEW OF THE FIRST COHORT
DR. PAVNA SODHI & DR. BLYTHE SHEPARDCCPA ANNUAL CONFERENCE
HALIFAX, NOVA SCOTIAMAY 2013
OVERVIEW
• Objectives of the Certificate in Supervision
• Course Objectives
• Definition of Counsellor Supervision
• Course Description
• Course Syllabus
• Revelations
• Framework: Counsellor Supervision Course
• Feedback, Recommendations and Future Directions
• Pathways to obtain certification as a CCC-S
CANADIAN CERTIFIED COUNSELLOR-SUPERVISOR
• It is difficult for counsellors to pursue comprehensive training in clinical supervision due to:• Limited coursework in supervision in Canadian graduate
programs in Counselling and Counselling Psychology, and• Insufficient post-master’s coursework and training
opportunities.• The establishment of standards and a system of voluntary
professional certification assures opportunity for continued growth and development for clinical supervisors.
COURSE OBJECTIVES
• Demonstrate awareness concerning the roles and relationships relevant to counsellor supervision.
• Acquire clinical competencies in supervision and effectively implement appropriate supervisory interventions; develop a personal style of counselling supervision.
OBJECTIVES CONTINUED…
• Recognize the intersection between theory and practice in counselling supervision.
• Become further cognizant of supervisory theoretical perspectives, models, and methods.
• Develop an understanding of the legal, ethical, and multicultural concerns pertinent to counsellor supervision.
DEFINITION
Supervision is a forum where supervisees review and reflect on their work in order to do it better. Practitioners bring their actual work practice to another person (individual supervision), or to a group (small group or team supervision), and with their help review what happened in their practice in order to learn from that experience. Ultimately, supervision is for better quality service.
(Carroll, 2007, p. 36)
COURSE DESCRIPTION
EDU7000 WB Counselling Supervision: Theory and Practice
This 3 credit hour counselling supervision entry level course focuses on the roles and functions of clinical supervision, delving into associated theories and models, methods and techniques. Cultural and diversity issues are integrated throughout the course as students consider the supervisory relationship, legal and ethical issues, and the role of positive working relationships and evaluation in supporting and nurturing the growth and development of supervisees.
TEXTBOOKS
There were two required texts for this course:
• Ladany, N. & Bradley, L. J. (Eds.) (2010). Counsellor supervision (4th ed.). New York, NY: Routledge, Taylor & Francis Group.
• Shepard, B. & Martin, L. (2012). Supervision of counselling and psychotherapy handbook: A handbook for Canadian certified supervisors and applicants. Ottawa, ON: The Canadian Counselling and Psychotherapy Association.
EVALUATION
The evaluation of this course was based on the followingfour assignments:
1. Book Review - 15%
2. Reflection Paper - 25%
3. Individual Portfolio - 30%
4. Collaborative Group Framework - 30%
CLASS FORMAT
The course schedule consisted of 13 classes involving:
• Four Chat Room Sessions
• Four Learning Modules
• Five Discussion Forums
REVELATIONS
Online Issues • Blackboard Vista was selected as it is University of
Ottawa’s online platform. Blackboard was used to keep the technological curve to a minimum and all EDU7000 WB course information in one location.
• Basic Internet skills: e-mailing, attaching a document, accessing the Blackboard Vista challenges (i.e. chat room, discussion forums and required readings) expressed throughout the duration of the course.
• Questionnaires were provided to students in the fall to improve online class cohesiveness and communication.
REVELATIONS CONTINUED…
Chat Room Sessions
• Issues accessing the chat room, staying “connected”, confusion of which chat room to join, pauses and delays in sending and receiving messages.
• Students suggested other chat options: Google, Skype…
• As participation was not mandatory but strongly encouraged, a maximum of 9/18 students participated in the sessions.
• Fridays are not an ideal time for students to participate in chat sessions; the last chat session was instead held on a Wednesday.
REVELATIONS CONTINUED…
Learning Modules
• Case studies and relevancy to supervisory practice were kept diverse and current.
• A threaded discussion board was created after the first learning module to encourage students to share thoughts and insight regarding the learning module topics.
• Students provided responses to the case study portion of Learning Modules 2 and 3; however there was no participation for Learning Module 4.
REVELATIONS CONTINUED…
Discussion Forums
• Confusion around discussion board and forums being asynchronous vs. live; this was the first online course for most of the students.
• Fluctuation in participation and providing responses on discussion forums; requested feedback on how to improve format in Chat Room 3.
• In lieu of individual responses, small group dyads formed earlier in the course, could collectively submit discussion forum responses.
FRAMEWORK: COUNSELLOR SUPERVISION COURSE
EDU7000WB
ExpectationsFeedback
Orientation Evaluation
Certification
Discussion Forums
Chat Room Sessions
Learning Modules
COURSE FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS
Feedback
• EDU7000 WB has allowed students to explore complexities involved in supervision: teaching, modeling, guiding and providing support to supervisees.
• Articles, course readings, texts and other resources were considered insightful and thought provoking.
• Chat sessions were helpful in staying connected with other classmates.
• Learning Modules provide great information and reflective exercises.
FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS CONTINUED…
Feedback• Possibility in the future to combine discussion forums and chat rooms;
students would post thoughts and responses using the discussion forum and then elaborate in a chat room session.
• Assignment feedback and course progress requested to gain a better understanding of strengths and areas of improvement.
• Assignments useful in reflecting and integrating learning.
FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS CONTINUED…
Recommendations
• Familiarize students with online platform at the beginning of course to avoid constant technological challenges.
• Incorporate Webinars in future EDU7000 cohorts; Webinars that allow the opportunity to ask live or asynchronous questions.
• Provide workshops and training specializing in counsellor supervision and diversity issues.
• Use of Weebly, Google groups, Wiki Space, Mindmeister or other framework developing tools for collaborative group projects.
FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS CONTINUED…
Possible Future Directions
• Development of Certification: different kinds of supervision or specializations.
• Application to take course could include a letter of intent, expressing rationale for certification.
• Orientation Webinar introducing the course instructor, course expectations, technological pieces and modules concerning affiliate University resources (i.e. library database, InfoWeb etc).
• Course delivery schedule; one term course, class every week to keep students involved and engaged.
FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS CONTINUED…
Future Directions
• Offer students with a variety of learning opportunities: interactive video chats, small group work, supervisory dyads and online websites/portfolio assignments.
• More Skype or video meetings for face-to-face contact (i.e. Blackboard Collaborate).
• Use of other effective online course platforms: Blackboard Learn, Adobe Connect etc.
• Participation for Chat Room, Learning Modules and Discussion Forums should be mandatory and part of the course evaluation.
CANADIAN CERTIFIED COUNSELLOR -SUPERVISOR
The applicant must:
• Be a certified member in good standing with CCPA;
• Provide clear documentation of a minimum of five (5) years of full-time equivalent clinical experience as a practicing counsellor or equivalent relevant experience within the past ten (10) years;
• Have no active ethical complaints under investigation by an Association, regulatory College, legal system or entity;
• Possess professional liability insurance;
• Sign an agreement indicating that she/he has read, understood, and is committed to practicing in accordance with CCPA’s Code of Ethics and Standards of Practice for Counsellors;
• Submit a current CV/résumé or a portfolio; and
• Submit a self-report describing current and past employment and any supervision training (e.g., workshops, courses, workplace apprenticeships, and/or supervisory experiences
FOUR PATHWAYS TO OBTAIN CERTIFICATION AS A CCC-S
• Pathway One: CCPA Coursework in Clinical Supervision
• Pathway Two: Graduate Course in Clinical Supervision
• Pathway Three: Clinical Supervisor Training obtained through another Canadian or international professional association with requirements equivalent to or greater than CCPA's supervisor certification process
• Pathway Four: Work Experience
CONTACT INFORMATION
Dr. Pavna Sodhi
Barbara MacCallum