Optimizing the Team Through Supervision

1. Optimizing the Team Through Supervision James Schepper PhD, LPC, CAADC, CCS, CSOTS Livingston County Catholic Charities Clinical Director

2. 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.

3. 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.

4. 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.

5. 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.

6. 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!

7. Growing Realm of Supervision

8. Growing Realm of Supervision Therapists

9. Growing Realm of Supervision Therapists Case Managers

10. Growing Realm of Supervision Therapists Case Managers Peer Coaches

11. Competencies for substance abuse treatment clinical supervisors Tobi Russell LPC, LLP, NCC, CAADC, CCS-M, BCETS Director, Rochester Hills Counseling

12. 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

14. 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?

15. 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.)

16. The Need for Balance

17. 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

18. 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

19. 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

20. 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?

21. What is your supervision style? Influential Dimension

22. What is your supervision style? Symbolic Dimension

23. What is your supervision style? Structural Dimension

24. What is your supervision style? Replicative Dimension

25. What is your supervision style? Counselor-in-treatment dimension

26. What is your supervision style? Information-gathering Dimension

27. What is your supervision style? Relationship Dimension

28. What is your supervision style? Strategy Dimension

29. What is your supervision model? Caption

30. Psychodynamic Model 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.

31. 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.

32. Cognitive and Behavioral 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 behavior • Assumes that both adaptive and maladaptive behaviors are learned and maintained through their consequences

33. Cognitive and Behavioral Model • Adult learning theory • Recognizes everyone’s potential to learn; supervisor becomes a teacher • Focuses on how a counselor’s cognitive picture of his or her own skills affects his or her ability as a counselor • Supervisee becomes familiar with cognitive-behavioral concepts and techniques and learns how to apply them with clients

34. 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

35. 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)

36. Assessing Learning Style • Index of Learning Styles Questionnaire (ILS) • Learning Style Inventory • What’s Your Learning Style? • A Learning Style Survey for College • What are My Learning Strengths? • Learning Styles

37. 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

38. Cognitive and Behavioral Model • Modeling and observation - • Supervisor demonstrates cognitive-behavioral methods in the supervisory relationship • Assignments /homework is given by supervisor • Supervision is structured, focused, and educational • Supervision parallels counseling with a client

39. Blended 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 change Developmental needs–Acknowledgment of the stages of counselor development to build a supervisory relationship based on unique needs

40. Blended Model Context plays a role – When deciding an approach to take in supervision context must be taken into account Individualized approach used– Everyone has unique needs and responds best to interventions that meet those specific needs Explores solutions, not causes – Focuses on the salient issues to avoid dwelling on the problem, resulting in higher self-efficacy and esteem

41. 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.

42. Resources and References • Read more: Knowles' andragogy: an angle on adult learninghttp://www.learningandteaching.info/learning/knowlesa.htm#ixzz2bmgP4kJgUnder 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.

43. 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.

44. 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.

45. 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.

46. FUN Practical Activities to Encourage, Support, and Train Staff

47. Benefits of FUN Group Supervision Group Activity: • Provides Staff to enhance their professional skills, • Allows for Staff to interact and build teamwork, • It helps the Supervisor with identifying Staff skills. EXAMPLE: Trait Theory Exercise

48. Trait Theory Exercise Materials: use the trait test and result description. These can be obtained from http://ciosmail.cios.org:3375/readbook/cal/cal.pdf Communication, 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.”

49. Trait Theory Exercise PROCESS: 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.

50. 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