optimizing the team through supervision james schepper phd, lpc, caadc, ccs, csots livingston county...
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Optimizing the Team Through Supervision
James Schepper PhD, LPC, CAADC, CCS, CSOTS
Livingston County Catholic Charities Clinical Director
Presenter:
Functions of a Clinical Supervisor As Described by TIP 52
Teacher: Assist in the development of knowledge and skills by identifying learning needs, determining strengths, promoting self-awareness, and transmitting knowledge for practical use and professional growth.
Functions of a Clinical Supervisor As Described by TIP 52
Teacher: Assist in the development of knowledge and skills by identifying learning needs, determining strengths, promoting self-awareness, and transmitting knowledge for practical use and professional growth.
Consultant: Provide alternative case conceptualizations, oversight of work to achieve mutually agreed upon goals, and professional gatekeeping for the organization and discipline.
Functions of a Clinical Supervisor As Described by TIP 52
Teacher: Assist in the development of knowledge and skills by identifying learning needs, determining strengths, promoting self-awareness, and transmitting knowledge for practical use and professional growth. Consultant: Provide alternative case conceptualizations, oversight of work to achieve mutually agreed upon goals, and professional gatekeeping for the organization and discipline.
Coach: In this supportive role, supervisors provide morale building, assess strengths and needs, suggest varying clinical approaches, model, cheerlead, and prevent burnout.
Functions of a Clinical Supervisor As Described by TIP 52
Teacher: Assist in the development of knowledge and skills by identifying learning needs, determining strengths, promoting self-awareness, and transmitting knowledge for practical use and professional growth.
Consultant: Provide alternative case conceptualizations, oversight of work to achieve mutually agreed upon goals, and professional gatekeeping for the organization and discipline.
Coach: In this supportive role, supervisors provide morale building, assess strengths and needs, suggest varying clinical approaches, model, cheerlead, and prevent burnout.
Mentor/Role Model: The experienced supervisor mentors and teaches the supervisee through role modeling, facilitates the counselor’s overall professional development and sense of professional identity, and trains the next generation of supervisors.
Functions of a Clinical Supervisor As Described by TIP 52
Teacher: Assist in the development of knowledge and skills by identifying learning needs, determining strengths, promoting self-awareness, and transmitting knowledge for practical use and professional growth. Consultant: Provide alternative case conceptualizations, oversight of work to achieve mutually agreed upon goals, and professional gatekeeping for the organization and discipline.
Coach: In this supportive role, supervisors provide morale building, assess strengths and needs, suggest varying clinical approaches, model, cheerlead, and prevent burnout.
Mentor/Role Model: The experienced supervisor mentors and teaches the supervisee through role modeling, facilitates the counselor’s overall professional development and sense of professional identity, and trains the next generation of supervisors.
With the advent of ROSC (Recovery Oriented System of Care), supervisory
responsibilities are expanding!
Growing Realm of Supervision
Therapists
Growing Realm of Supervision
Case Managers
Therapists
Growing Realm of Supervision
Peer Coaches
Case Managers
Therapists
Growing Realm of Supervision
COMPETENCIES FOR SUBSTANCE ABUSE TREATMENT CLINICAL SUPERVISORSTobi Russell LPC, LLP, NCC, CAADC, CCS-M, BCETSDirector, Rochester Hills Counseling
Competencies Covered
Understand the role of clinical supervision as the principal method for monitoring and ensuring the quality of clinical services
Understand the multiple roles of the clinical supervisor, including consultant, mentor, teacher, team member, evaluator, administrator
Be able to articulate one’s model of supervision
Be familiar with modalities of clinical supervision
Be familiar with adult learning theory and learning styles
Ask yourself these questions
Can I use clinical supervision models to explain what I do in supervision?
Am I comfortable in the multiple roles of evaluator, administrator, mentor, teacher, and consultant?
Do I model seeking and giving feedback to improve skills and performance?
Do I have established boundaries and effective strategies for conflict resolution with supervisees?
Are you able to have difficult conversations addressing job performance and/or clinical issues?
Are you able to manage your time to meet expectations and deadlines?
What is Clinical Supervision?
Ideally it is: A social influence process that occurs over time, in which the
supervisor participates with supervisees to ensure quality clinical care.”
Effective supervisors observe, mentor, coach, evaluate, inspire, and create an atmosphere that promotes self-motivation, learning, and professional development. They build teams, create cohesion, resolve conflict, and shape agency culture, while attending to ethical and diversity issues in all aspects of the process.
Such supervision is key to both quality improvement and the successful implementation of consensus and evidence-based practices (CSAT, 2007, p. 3.)
The Need for Balance
Three Levels of Supervisor Development
Level 1 Supervisor
Is anxious regarding their role
Is naïve about assuming the role of supervisor
Is focused on doing the “right” thing
May overly respond as an “expert”
Is uncomfortable providing direct feedback
Three Levels of Supervisor Development
Level 2 Supervisor
Shows confusion and conflict
Sees supervision as complex and multidimensional
Needs support to maintain motivation
May fall back to being a therapist with the counselor
Overfocused on counselor’s deficits and perceived resistance
Three Levels of Supervisor Development
Level 3 Supervisor
Is highly motivated
Can provide an honest self-appraisal of strengths and weaknesses as supervisor
Is comfortable with evaluation process
Provides thorough, objective feedback
Supervision Development Questions
How much do you know about supervision?
How much experience have you had supervising counselors?
How much supervision have you received?
What types of supervision did you receive?
How much experience do you have supervising counselors?
Experiences as supervisor and supervisee: amount and type
What has that supervision consisted of?
What is your supervision style? Influential Dimension
What is your supervision style? Symbolic Dimension
What is your supervision style? Structural Dimension
What is your supervision style? Replicative Dimension
What is your supervision style? Counselor-in-treatment dimension
What is your supervision style? Information-gathering Dimension
What is your supervision style? Relationship Dimension
What is your supervision style? Strategy Dimension
What is your supervision model?
Caption
Focus is on the dynamics of the supervisee's relationships and on his or her self-awareness of these dynamics. The supervisor’s role may be like that of a “therapist” who encourages insight, self-exploration and reality testing.Transference & countertransference are addressed to help the supervisee understand reactions to the client and to the client’s transference. Influence of client-counselor reactions on the course of therapy are examined.
Psychodynamic Model
Unresolved personal conflicts – Supervision is therapeutic in that issues such as internal conflicts are explored as they relate to clinical work. Parallel process – Counselor interactions with the supervisor that parallels the client’s behavior with the counselor are addressed. By exploring these parallels the counselor may gain an understanding of the role personal issues play in the supervisory relationship.
Psychodynamic Model
Challenges cognitions and misperceptions Identifies cognitive distortions, irrational assumptions, and self-defeating patterns. Sets goal of modifying cognition, focus on beliefs and thoughts and how they affect emotions and behaviorAssumes that both adaptive and maladaptive behaviors are learned and maintained through their consequences
Cognitive and Behavioral Model
Adult learning theory Recognizes everyone’s potential to learn; supervisor becomes a teacherFocuses on how a counselor’s cognitive picture of his or her own skills affects his or her ability as a counselorSupervisee becomes familiar with cognitive-behavioral concepts and techniques and learns how to apply them with clients
Cognitive and Behavioral Model
Adult Learning Theory
Tend to self-direct their learning.
Are generally motivated to learn due to for their own internal factors, rather than external forces.
Have many roles to play in life that affect the time and energy they devote to learning.
Have life experiences that can serve as resources for new learning.
Have a task- or problem-centered approach (seek to learn or understand something because they need/want to use it immediately).
Have a unique learning style
Learning Styles
Adult learners each have different ways in which they perceive, organize and process information
One way of categorizing learning styles is:
Auditory: listening (likes lectures, CD-roms, and videos)
Visual- seeing (likes demonstrations, videos, and reading assignments)
Kinesthetic- doing (likes role-play exercises and practices)
Assessing Learning Style
Index of Learning Styles Questionnaire (ILS)Learning Style InventoryWhat’s Your Learning Style?A Learning Style Survey for CollegeWhat are My Learning Strengths?Learning Styles
Adult Learning Theory
Knowles' assumptions
The need to know — adult learners need to know why they need to learn something before undertaking to learn it.
Learner self-concept —adults need to be responsible for their own decisions and to be treated as capable of self-direction
Role of learners' experience —adult learners have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition.
Readiness to learn —adults are ready to learn those things they need to know in order to cope effectively with life situations.
Orientation to learning —adults are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.
based on Knowles 1990:57
Modeling and observation - Supervisor demonstrates cognitive-behavioral methods in the supervisory relationship
Assignments /homework is given by supervisorSupervision is structured, focused, and educationalSupervision parallels counseling with a client
Cognitive and Behavioral Model
Blends insight and behavioral change – Supervision combines understanding of why something works with learning how to do it (blends skills and theory)Change is a constant and inevitable – Everyone changes at his or her own pace, but everyone does changeDevelopmental needs–Acknowledgment of the stages of counselor development to build a supervisory relationship based on unique needs
Blended Model
Context plays a role – When deciding an approach to take in supervision context must be taken into accountIndividualized approach used– Everyone has unique needs and responds best to interventions that meet those specific needsExplores solutions, not causes – Focuses on the salient issues to avoid dwelling on the problem, resulting in higher self-efficacy and esteem
Blended Model
Resources and References
Bernard,J.M., & Goodyear, R.K. (2004). Fundamentals of Clinical Supervision (3rd Ed.). Boston: Pearson Education.
Borders, L.D., & Leddick, G.R. (1987). Handbook of Counseling Supervision, Alexandria,VA: Association for Counselor Education and Supervision
Center for Substance Abuse Treatment (CSAT) (2009). Clinical Supervision and Professional Development of the Substance Abuse Counselor. Treatment Improvement Protocol (TIP) Series 52. DHHS Publication No. (SMA) 09-4435. Rockville, MD: Substance Abuse and Mental Health Services Administration.
Durham,T. (2006). Clinical Supervision: A 5-Day Course. Silver Spring, MD: Danya International.
Durham,T. & Landry, M. (2004). Clinical supervision: A five day course –Participant workbook. Silver Spring, MD: Danya International.
Resources and References
Read more: Knowles' andragogy: an angle on adult learning http://www.learningandteaching.info/learning/knowlesa.htm#ixzz2bmgP4kJg Under Creative Commons License: Attribution Non-Commercial No Derivatives
Knowles,M. (1975). Self-Directed Learning. Chicago: Follet.
Knowles,M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX:Gulf Publishing.
Leach,M., Stoltenberg, C., McNeill B.& Eichenfield G. (1997). Self efficacy and counselor development:Testing the integrated developmental model. Counselor Education and Supervision,37(2), 115. Retrieved September 16,2010, from Alumni - ProQuest Psychology Journals. (Document ID: 23593422).
Lindbloom, G., Ten Eyck, T.G., & Gallon, S.L. (2005). Clinical supervision I: Building clinical supervision skills (3rd ed.). Salem, OR:Northwest Frontier ATTC.
Resources and References Marini,I, and Stebnicki, M.A. (2009). The Professional Counselor’s Desk
Reference. NY: Springer Publishing.
Northwest Frontier Addiction Technology Transfer Center. (2005, July). Counselor as educator-Part 1: How do adults learn? Addiction Messenger, 8 (7).
Northwest Frontier Addiction Technology Transfer Center. (2005, August). Counselor as educator-Part 2: Learning styles-teaching styles. Addiction Messenger, 8 (8).
Northwest Frontier Addiction Technology Transfer Center. (2005, December). Clinical supervision-Part 3: Creating a learning environment. Addiction Messenger, 8 (12).
Porter,J. & Gallon, S. (2006). Clinical Supervision II: Addressing Supervisory Problems in Addictions Treatment. Salem, OR: Northwest Frontier Addiction Technology Transfer Center.
Resources and References
Powell,D.J. & Brodsky, A. (2004). Clinical Supervision in Alcohol and Drug Abuse Counseling: Principles, Models, Methods (Rev.Ed.) San Francisco, CA: Jossey-Bass.
Powell, D. J. (2004). Clinical supervision in alcohol and drug abuse counseling: Principles, models, methods (2nd ed.) San Francisco: Jossey-Bass.
Stiehl,R. and Bessey, B. (1994). The green thumb myth: Managing learning in high performance organizations – A successful strategy for trainers and managers. (2nd Ed.) Corvallis, OR: The Learning Organization.
Stoltenberg,C. (1993). Supervising consultants in training: An application of a model of supervision. Journal of Counseling & Development, 72(2),131-138. Retrieved 9/8/2010 from Academic Search Alumni Edition database.
Resources and References
Stoltenberg,C. D. (1997). The integrated developmental model of supervision: Supervision across levels. Psychotherapy in Private Practice, 16, 59-69.
Stoltenberg,C.D., McNeill, B. and Delworth, U. (1998) IDM supervision: An integrated developmental model of supervising counselors and therapists. San Francisco: Jossey-Bass.
FUNPractical Activities to Encourage, Support, and Train Staff
Benefits of FUN Group Supervision Group Activity:
1.Provides Staff to enhance their professional skills,
2.Allows for Staff to interact and build teamwork,
3.It helps the Supervisor with identifying Staff skills.
EXAMPLE: Trait Theory Exercise
Trait Theory ExerciseMaterials: use the trait test and result description.
These can be obtained from http://ciosmail.cios.org:3375/readbook/cal/cal.pdfCommunication, Affect & Learning in the Classroom: Virginia Peck Richmond, Jason S. Wrench, Joan Gorham. Chapter 14.
Benefits of the exercise:1. Develops an understanding of a staff members processing skills.2. Develops understanding of differences between staff members.3. Helps teach staff concerning: FUNDAMENTAL ATTRIBUTION ERROR
The belief that everyone relates to the world the same way I do.
Or the administrative fallacy of “If I can do it, everyone can do it.”
Trait Theory ExercisePROCESS: 1. Have Staff complete the test, score it and identify their temperament.
2. Have Staff group together according to temperaments and discuss together.
3. Have each group prepare to share 3 things concerning their group:
a. Describe the strengths of their temperament,
b. Share one area that deeply stresses their temperament, and
c. What animal or pet best describes their temperament and why.
4. As Supervisor discuss the benefits of a team and how different temperaments enhance the mission of the agency.
Melancholy
Positives
Philosophical
Thoughtful
Analytical
Serious and Purposeful
Self-sacrificing to close friends
High Standards
Faithful & Devoted
Compassionate
Organized
Not-so-positive
Moody & Depressed
Isolative & Withdrawn
Sensitive to guilt
Skeptical & critical
Easily hurt (martyr)
Trusts few people
Dislikes groups
CHOLERIC
Positives
Natural leader
Not easily discouraged
Independent & Self-sufficient
Motivates
Goal Oriented
Organized
Thrives on competition/opposition
Utilizes relationships
Not-so-positive
Bossy & Controlling
Quick-tempered (anger)
Unsympathetic
Little Tolerance & Demanding
Manipulates
Micro-manager
Impatient toward perceived inadequacies
Relationally selectively ranked
SANGUINE
Positive
Cheerful and Bubbly
Life of the party
Great sense of humor
Talkative & likes stories
Sincere & Enthusiastic
Always Active
Creative and colorful
Inspires others to join
Lots of friends & Loves people
Spontaneous
Not-so-positive
Compulsive Talker
Undisciplined
Capricious Priorities
Decisions based on feelings
Easily distracted
Shifting emotions
Despises being alone
Interrupts & doesn't listen
Forgetful & makes excuses
PHLEGMATIC
Positives
Easy going and relaxed
Consistent
Sympathetic & Kind
Competent & Steady
Avoids Conflict
Pleasant with a dry sense of humor
Good listener
Has good number of friends
Doesn't get upset easily
Not-so-positive
Avoids responsibility
Indecisive
Not goal oriented
Lacks self-motivation
Careless/Indifferent to the point of Lazy
Resists Change
Quiet & unengaged
Resents being pushed
JAMES SCHEPPER PHD, LPC, CAADC, CCS, CSOTSLIVINGSTON COUNTY CATHOLIC [email protected]
Tobi Russell LPC, LLP, NCC, CAADC, CCS-M, BCETSDirector, Rochester Hills Counseling