Evidence-Based Relationship Factors for Supervisors

1. Evidence-Based Relationship Factors for Supervisors UM Counselor Education Supervisor Training August 31, 2017 John SF and Kim Parrow

2. The Plan 1. Developing a Common Language • How we want our students to be in counseling • What to watch for and reinforce • Ways you might think about being with interns 2. EBRFs 3. Reflections and Discussion

3. What are EBRFs? • Formerly “common factors” • The reason why all counseling approaches are equivalent • Broadly – The Therapeutic Relationship

4. Evidence-Based Relationship Factors • Congruence • Unconditional positive regard • Empathic understanding • WA1: Emotional bond • WA2: Goal consensus – Focus on strengths • WA3: Task collaboration • Rupture and repair • Countertransference (management) • Progress monitoring (feedback) • Culture and Cultural Humility

5. Congruence – Defined The connection between  the inner and outer experience of the counselor AND the transparent expression of this experience to the student or client.  

6. Displaying Congruence • Informed consent process • Acknowledge reality/share referral information (teacher/principle example) • Self-disclosure • Honest feedback – “May I . . .” • Responding to questions • Authentic purpose statements

7. Ex: The Authentic Purpose Statement • Clients/students benefit from hearing why you’re in the room. Make it brief; tweak for each client. • Counselor Behavioral Examples: • “My goals are your goals. . .” from Meagan video • “I’d love to. . .” from TJ video

8. TJ Video • Authentic Purpose Statement • Discussion: What APS’s do you use, can you use? • Think about how to encourage interns to use this and how to make it genuine/spontaneous

9. Unconditional Positive Regard (UPR) The counselor’s experiencing and expressing warmth and acceptance. • When clients/students feel accepted, they can safely explore insecurities and weaknesses.

10. Displaying UPR • Being on time • Non-directive listening • Asking clients what is important to them • Remembering client details • Interactive summary • Asking permission • Thanking clients for sharing

11. Ex: Asking what is important to clients/students Role Play Example

12. Empathy Roger's definition: The ability to sense the client’s private world as if it were your own, but without ever losing the “as if” quality. -Sensing client’s emotions without our own emotions getting caught up.

13. Displaying Empathy • Paraphrasing/reflecting • Reflection of feeling and feeling validation • Walking within • Rogers often used clarification with empathy “Do I have that right?”

14. The Working Alliance (3 parts) WA1: The Emotional Bond • Mutual liking between counselor and client/student Methods: • Being a non-anxious secure base • Being “happy” to see the student/client • Overall, comfort, competence, and dependability are crucial • “Punched my last counselor”

15. The Working Alliance WA2: Goal Consensus • Consensus and commitment to goals and means of reaching them. Methods • CBT: The problem list • SFBT: The goal list • Three wishes and miracle question

16. The Working Alliance WA3: Task Collaboration • Counselors engaging students/clients in process/activities that both parties believe are relevant and helpful. Methods: • Tasks should connect with mutual goals • Process: Ask permission; describe task; ask for reactions; set a low (experimental) bar; debriefing

17. Ex: WA and other EBRFs • Video and Discussion • Claire video on confidentiality and 3 wishes • 0:25-7:32

18. Rupture….and engaging in Repair • Strains, impasses, resistance, and weakening of the therapeutic relationship. • Sooner or later, we all “fail” to get it right. • What are signs/types of rupture? • Withdrawal • Confrontation

19. Repair Strategies • Repeating the therapeutic rationale • Changing tasks or goals • Clarifying misunderstandings at a surface level. • Exploring relational themes associated with the rupture

20. Ex: Rupture and Repair • Talking too much story • Missed appointment with TC student

21. Countertransference Integrative definition: Counselor reactions based on unresolved conflicts, conscious or unconscious, and are triggered by transference or other phenomena.

22. Managing Countertransference • Counselor is aware of the possibility • Counselor seeks supervision • Counselor gets therapy • Owning it • What are your CT stories?

23. Progress Monitoring (client feedback) • Use the SRS • Check in for verbal feedback • Don’t be a love slob • What is the MOST important outcome of progress monitoring or client feedback?

24. Culture and Cultural Humility • In addition to providing evidence-based treatment counselors are responsible for understanding when treatments require flexibility in application for diverse clients/students  • Cultural humility is an evidence-based orientation with three parts • An other-orientation instead of a self-orientation • Respect for others and their values/ways of being • An attitude that includes a lack of superiority

25. Ex: Cultural Humility • Broaching of multicultural differences. Counselors who acknowledge differences between themselves and their clients in a timely manner. • Acknowledging gaps in knowledge. • Treating the client’s culture as equal in value.

26. Reflections and Discussion • What are your thoughts and reactions? • What would you like to remember from this?