Foundations of Clinical Supervision
This course is approved for New Jersey Supervisors
In this intermediate level course, you will become familiar with the purpose and process of clinical supervision. You will review the currently accepted models for conducting supervision, the requirements posed by various licensing bodies, the skills and qualities of supervisor and supervisee which promote effective supervision, and the ethics associated with supervisory relationships. Whether your interest is simply the expansion of knowledge of all things clinical or whether you are considering becoming a supervisor, this course will expand your understanding of supervision and its impacts.
The course is composed of five sections. The first section begins with an article and an interview describing the nature of the supervisory relationship and its importance in attending to issues such as diversity and power differential. The next sections reviews models of supervision, followed by a section with several articles describing the various legal and ethical responsibilities of supervisors. Section four contains an article addressing multicultural competencies, and the final section contains brief clinical vignettes to illustrate some potential conflicts supervisors may encounter in their work.
Supplemental readings are included that contain information pertaining to statutes and regulations specific to New Jersey social workers, as well as those engaged in supervision in California. Some of the articles include audio versions, while most contain only written content.
Educational Objectives
This course will teach the participant to:
- Compare and contrast the various models of supervision
- Differentiate between supervision and therapy
- Identify the unique qualities and skills that effective supervisors and supervisees possess
- Relate the impact of culture and diversity on the supervisory process and relationship
- Review ethical decision making and legal considerations in supervision
Syllabus
- Part I: The Supervisory Relationship
- Healthy vs. unhealthy supervisory practices
- Power and gatekeeping
- Diversity
- Self-disclosure in supervisees and supervisors
- Self-esteem
- Multiple relationships
- Tele-supervision
- Termination
- Part II Supervision Models: Psychotherapy-based
- Psychodynamic model
- Client centered model
- Cognitive behavioral model
- Systems model
- Integrative
- Non-Psychotherapy-based Models of Supervision
- Developmental models of supervision
- Role perspective models
- Effective Supervision
- Structure
- General styles and presentation
- Supervisor Characteristics and Skills
- Gender and perceived stereotypes
- Theoretical orientation, interaction, and Learning Styles
- Negative or harmful supervision
- Supervisee Characteristics and Skills
- Attachment style
- Self-presentation and self-disclosure
- Interaction and learning styles
- Theoretical orientation
- Gender and perceived stereotypes
- Assessment of the Trainee
- Knowledge and skills
- Personal dynamics
- Part III: Ethical Legal, and Pragmatic Guidelines for Mental Health Supervisors
- Ethical issues
- Dual relationships
- Supervisors’ competence
- Supervisees’ competence
- Informed consent
- Confidentiality
- Supervisory relationship
- Record keeping
- Mandated supervision
- Legal issues
- Standard of care
- Statutory liability
- Negligence and malpractice
- Negligence liability
- Direct liability
- Vicarious liability
- Confidentiality
- Documentation
- Supervision of counseling minors
- Risk management
- Guidelines for new supervisors
- Role transition
- Establishing authority and addressing power dynamics
- Balancing support and evaluation to address supervisees’ needs
- Part IV: Impacts of Culture and Diversity on the Supervisory Relationship and Process
- Part V: Case Vignettes
- Ethical issues
- Supplemental Readings