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WELCOME TO THE GEORGIA SCHOOL : 2014

WELCOME TO THE GEORGIA SCHOOL : 2014. CLINICAL SUPERVISION TRAINING SHELDON L. ROSENZWEIG, M.A., LPC, CCS & CARL SHANTZIS, Ed.D.

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WELCOME TO THE GEORGIA SCHOOL : 2014

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  1. WELCOME TO THE GEORGIA SCHOOL : 2014 • CLINICAL SUPERVISION TRAINING SHELDON L. ROSENZWEIG, M.A., LPC, CCS & CARL SHANTZIS, Ed.D.

  2. PURPOSE of today* is to: ADVOCATEfor current & future supervisors ENGAGEinthe ‘supervisory conversation ’ ENHANCE knowledge & skill of Clinical Supervisors PARTICIPATE in learning activities * (As developed by D. Powell & endorsed by IC&RC, AODA, Inc.)

  3. DISCLAIMER Completion of this training does notimplythat you have obtained mastery of competencies needed for the position of Clinical Supervisor. Completion of this training does notimply that you are ready to successfully sit for the IC&RC,AODA, Inc. Clinical Supervisor written examination.

  4. AGENDA: PART ONE • Welcome & VERY Brief Introductions • Housekeeping • Expectations • Ground Rules • Game Plan • Work • Break/Lunch

  5. AGENDA: PART TWO • SOT • Housekeeping • Work More • Feedback Form & Evaluation • EOT

  6. _________ SUPERVISION: _____________ We work in a profession faced with challenges: Meeting financial; ethical; legal & credentialing requirements, demands of management. Sound business practices help ‘insure’ quality TX. ___________ ____________ provides a rich opportunity to develop professionally & personally. ___________ ____________ improves morale, care & outcomes. ___________ ____________ is shared. ___________ provides an effective way to monitor staff performance, behavior & professional growth. ___________ have ethical & legal responsibility to supervise. ___________ is an avenue of communicating/monitoring the ongoing changes in our work.

  7. ______________ is… • An _______________ • ______________ by a senior/experienced/credentialed member of the profession • A _____________ that extends over time • _________ of: evaluating/monitoring/consulting • _________ as ‘gate keeper’ • _________ by ‘ethical practices’ Bernard & Goodyear, 1998 / Rosenzweig & Shantzis 2014

  8. SHARED CLINICAL SUPERVISION _______________ The number one task of supervision is to _____________ well being. The ___________________________ than the supervisee. Counselor performance is monitored through ____________________________.

  9. ____________ _____________ The goal of supervision is to help _____________ ___________________________________ … not necessarily ______________________. A Clinical Supervisor’s most important task(s) are ___________________________ & ensuring the highest quality of service delivery. • Remember: ________________________.

  10. __________ ___________… …is a ______ __________ that holds that individuals who have control & authority over others will be held ____________ for the negligence of those under their control. …The degree that the supervisor will be held ___________ is directly proportional to the amount of _________ the supervisor has over the supervisee.

  11. _________ __________occurs when: …damage to a client results from ________________in carrying out one’s supervisory responsibility for the supervisee’s work …from giving __________ _________to the supervisee to the detriment of the client …from ___________________________________to the supervisee’s report about a client …or… from _________________________to a counselor who was not up the demands of the task!

  12. The professional code:

  13. THERE ARE REAL DIFFERENCES… • Un • Il • Im

  14. $ People Service

  15. ________is the non-abuseofpower • You may ________________________…when there is none to assume. • Those you “are helping”may _______________to you … that you may not really have. • The more intimate the situation… _________________________that may be assigned.

  16. Expected increase for SA = • ____________ than “average growth” • MH Counselor growth expected by ____

  17. Bureau of Labor Statistics: 2010* “SA & Behavioral Disorder Counselors” • _________ # jobs in 2010 = ________ • _______... Job outlook 2010-2020 $__________________… 2010 median pay *Bureau of Labor Statistics, March 29, 2012

  18. Bureau of Labor $tatistic$: 2010 • MH Counselor (Master’s req)… $39,700 • Rehab Cnslr (Master’s req)… $32,350 • SA & BHD Cnslr (_______) … $______ • Social Wrkr (Master’s req)… $42,480 • Schl Cnslr (Master’s req)… $53,380 • Psychologist (Doctoral req)… $68,640 • Psychiatrist* (MD req)… $175,390 *SA accounts for 1.64% (3,860) of all Psychiatrists in 2010

  19. ______: OUR FIELD LOOKED LIKE ________% of workforce was over 40 years of age Only __________% of direct service staff were CD credentialed The average reported case load was: ____________ ______% of all work-time was reported as dedicated to paper work Annual turnover in management was almost __________% Counselors turned over jobs every _________ years…

  20. DECREASING TURNOVER & INCREASING PROFESSIONAL __________________ I___________________ ongoing clinical supervision* G_______________ job autonomy* B_________ communication between management & staff* A_______________ with paperwork/paperwork reduction* M_______________ training programs for personnel* I____________ recognition/reward system for performance

  21. FUTURE SHOCK “With ____________ advancement comes a new array of __________ & ___________ questions.” Powell, 2009

  22. Traits of an_________ ____________ _______________________ Prerequisite traits: ___________________________: Your __________________isthe single most important qualification to be a supervisor. ___________:Supervisors must remain ________________ about what they do. ______________________________________:It will be inspirational for those you serve & supervise.

  23. _____ _____ of an Effective Supervisor • Clinical knowledge, skills & experience • Has been supervised & is currently supervised • Professional education & training • Good teaching, motivational & communication skills • A desire to “pass the torch” of knowledge & skills • A sense of humor, humility & balance in ones life • Good helping skills, observation skills & affective qualities • Good time-management, executive & delegation skills

  24. ____ ______ of an Effective Supervisor The _________ ______ of a Supervisor ought to be: A willingness & ability to teach (&learn) Good communication & listening skills A sense of fairness Well organized Clinical skills ? Conversant in technology?

  25. More: • Ability to create an open, trusting atmosphere… • Respect among peers, colleagues & supervisees… • A__________ familiarity with legal & ethical issues, policies & procedures… • Cognitive & conceptual abilities… • Concern for the welfare of the client, the agency & ones community… • A non-threatening, non-authoritarian, diplomatic manner... • Decision making & problem solving skills… • _______ ________________________

  26. SUMMARY QUIZKY What are the 5A’s of being a quality supervisor? • A ble • A ble • A ble • A ble • A ble

  27. THE 5 A’s of Supervision… A__________: open, receptive, trusting, non-threatening A__________: easy to approach & speak with freely, there for you A__________: knowledgeable & skilled A__________: pleasant, friendly, reassuring A__________: to self, clients, organization…

  28. Traits of an _________Supervisor The most common supervisory _______________: • ____________ in exercising management authority • Poor _____________________ • Not giving ________________ feedback • Unable to ____________ on behalf of staff • I_________ _______ allocated for staff needs • (-) _______ _______ (rigid, loud, insensitive, overwhelmed, impatient, unrealistic) • Lack of supervisory knowledge, skills & __________ • Inability to __________ _________.

  29. DIFFERENCES BETWEEN_____________ & _________________________________ • ____________________ supervisors aim to maintain healthy functioning of the organization and to accomplish the organization’s mission. • _________________ supervisors are responsible for firing, promoting, scheduling, raising salaries & other personnel duties. • __________________ supervisors focus on productivity, workload management, & accountability. • __________________ supervisorsmake decisions in terms of benefit or harm to the organization system, not individuals (clients/staff?).

  30. _______________Supervisorstarget helping supervisees to develop skills, overcome obstacles, increase competency, & to practice ethically. • ______________ Supervisors focus on the supervisee’s activities with clients. • ______________ Supervisors make suggestions and provides corrective feedback concerning cases. • ______________ Supervisors provide a final evaluation as to the fitness of the supervisee to continue preparation or to practice independently.

  31. _________ SUPERVISION ________ ____________ Model Reflects the Supervisors Therapeutic approach _____________ (competency-based models) A counselor … is a counselor … is a counselor ________________________ Models Defines the tasks & issues of supervision based upon the requirements of the clinician's _______________ _________________________ Model Defines the __________ through which a counselor develops skills Impacts the supervisory expectations & _____________supervising

  32. The _______________ Model • A__________ that an outstanding counselor will be an outstanding supervisor. • R__________ a reactive, retrospective approach to supervision. They focus on what the supervisee identifies as ‘a problem’… and… • R__________ on the supervisee’s awareness of ‘needing help’.

  33. THE________________MODEL A disciplined process… A tutorial process… Has aspects… Recognizes… Provides…

  34. The __________ Model of Clinical Supervision People can get better with _______________________… People do not always know what is _______________ for them … 3. The key to growth is a _____________________ of insight/attitudinal & behavioral change in the right amounts … at the right time 4.C_____________ is constant & inevitable! In counseling & supervision, the guide focuses on what is changeable, solutions vs. problems. It is _________________________to know a great deal about the cause or function of an issue to resolve it. …there’s more

  35. The __________ Model of Clinical Supervision There is more __________________________to see the world & more _________________________________ to do counseling The aim of counseling & supervision must always be on whether it brings about ___________________________. We’re talking about _________ … not the client or the supervisee. People inherently know what is right for them, although they might be blinded to that by their current ‘_______________’ AND, all human beings have a ‘__________________’

  36. WHAT OTHERS SAY: * D_____________ career paths for all levels of staff to encourage staff to view themselves as professionals D_____________an executive management curricula to train the next generation supervisors, managers & leaders F___________ on clinical supervisors E_____________standards for in-service training & clinical supervision D_____________ standard guidelines for internships *

  37. RECOMMENDATIONS In ______, Dr. __________ generated the following recommendations: 1. Clinical supervision training for ________________________ 2. Leadership development & successful planning for ___________________________________________________ 3. A system of credentialing for __________________________ 4. Development of credentialing systems for counselors & _________________________________________for supervisory, clinical & management personnel in the field

  38. RECOMMENDATIONS According to _________, a multi-faceted approach is needed to address the lack of supervisory preparedness: 1. Increase emphasis on leadership & supervisory development 2. Including an emphasis on credentialing managers & supervisors 3. T____________ of clinical supervisors is needed based upon the development of consistent & standardized models for clinical supervision in SA practice 4. Create _______________ standards for training & trainers 5. Develop __________systems of supervisory training & credentialing

  39. SUPERVISION • There is need to learn/grow as _________________ • There is a need/must for there to besomeone __________________________________________ • There is needto ____________________________ • There is need for ____________________________

  40. Occupational _______________ • Unrealistic __________________ • Unrealistic __________________ • Becoming an“_______________” • Serving the need of ________________ rather than the consumer/client • Lack of writtenservice ______________ • Preaching _______________________

  41. __________________: That Allow For U____________ B_________* • The _________ that what I’m doing is really not unethical, illegal or immoral. • The _________that there are times when the end justifies the means. • The _________ that what I’m doing is important to the welfare of the organization and the organization would support it. • The _________ that I’m expected (by my organization, peers, colleagues) to do this; or …it’s the norm. • The _________ that no one will ever know or find out. *Based upon Management Values In Perspective,Warren Schmidt & Barry Posner, 1999

  42. _______is thenon-abuseofpower • You may ________ power…when there is none to __________. • Those you “are helping”may ______ powertoyou … that you may not really have. • The more intimate the situation… the ________ powerthat may be assigned.

  43. ____________ for CLINICAL SUPERVISION _________________________ can become a counselors therapist… blurring tasks & expectations Excessive familiarity can lead to ____________________ violations Judgementalism & authoritarianism by the supervisor Poor supervision as a ________________, begets poor supervision as a ______________________ Supervisor & counselor __________________________ High levels of staff ______________________________ _________________ between clinical supervision & case management

  44. STAGES of ____________ DEVELOPMENT Level 1: ______________________________ Focused on basic skills Driven by anxiety & enthusiasm Looking for ‘cookbook answers’ Can become dependent on their supervisor Tend to repeat client’s words verbatim Due to lack of knowledge they think anecdotally Have difficulty with probing, confrontation & self-disclosure there’s more…

  45. Level 1: continued They initially treat counseling as ‘painting-by-numbers’ They ‘don’t know what they don’t know’ They like clients who look like them& often lack confidence stepping outside their own life style & culture They have been known to take on the client’s problems as their own They need structure & feedback They may have limited or grandiose self-awareness They struggle with termination of client issues They are afraid that the relapse will be on their shoulders still more…

  46. Level 1:continued The _______________________ Focus: Exposurethem to other orientations, models Encourage autonomy, risk taking Introduce ambiguity Balance anxiety, support & uncertainty by using structure & consistency Assist in conceptualizing Give them control Practice, practice, practice with direct observation of their work Build on their strengths Learn how they learn, so you can learn how to teach them

  47. STAGES of _____________ DEVELOPMENT Level 2: They (like the adolescents their development shadows… ) will push the envelope. They will ___________________________ the supervisor’s authority, competency & qualifications. They will be client focused… Their self-awareness will fluctuate. They can become frustrated with difficult clients. They want both ____________ & _____________on their terms! … there’s more…

  48. STAGES of _____________ DEVELOPMENT Level 2: continued The ______________________ Focus: Create a caseload that has the obvious & the difficult clients. Focus ________________ on technique & more on theory(s). Do not be ‘thin skinned’, and … maintain the ‘_____________________’. Seek to move supervision to more of a ‘_____________-type’ relationship. Teach ______________________ & encourage independence. Supervision also includes counter-transference issues…

  49. STAGES of _____________ DEVELOPMENT Level 3: The folks we ‘love to supervise’ They know their own limits They may have doubts, but their doubts are not disabling They have a s___________ that they are comfortable with Their counseling s__________ is internal & often ‘spiritual’ They understand & thrive on caseload d________________ They are ____________________ well developed They are_____________________ …there’s more…

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