Presentation on theme: "Drawing Meaning from Supervision. This Presentation: 1. What we do in the community 2. Our Students 3. Methods of Supervision 4. Research at the CCC 5."— Presentation transcript:
Community Care Centre Development of Centre Policy Manual/Mareting Plan Our unique perspective Position in community Our Progression Sustainability Advisory Committee # of Clients and Counsellors Integration of M.Ed. Counselling, and Master of Social Work
Community Need Counselling and Training Workshops, parent support services, group, couples
Student Need Supervision Development SW/M.Ed. Counselling Training
Services offered Individual Counselling Groups Couples Work Workshops – Trauma Informed Practice, guest workshoppers!
Our Terms of Reference Content Theories Policy and Procedures Influential Courses (Ethics) Client Work Consent to Counselling Payment taking Skill Based Learning Process Development of self as practitioner Moments of Crisis Personal Counselling If they need it! Process Groups Influential Courses (Practice) Client Work Therapeutic Relationship Transference/Counter Trans Experiential learning
We have witnessed the challenges and the growth that integrating both content and process has for students. Every term we have students that experience the centre in a unique way because of the way they deal withcontent and process As this happens they attach meaning to this process, through supervision, discussions with other students or in session with clients
Methods of Supervision In technical terms we use: IPR – Interpersonal Process Recall Discrimination Model (Bernard 1997) Conversations – with supervisors, other students, other supervisors (4 differing opinions) Clinical meetings – case consultations Process Group Observed Session – Couples work
Methods of Supervision Process Group ~ 8 students graduate students Talk about their experiences through their practicum and course work
Drawing Meaning Experiences within the setting of the centre seem to be the place that students begin to blend content, and process. Our assumptions are that this happens because of the real life situations they are facing. Students have opportunities to explore this interaction with supervisors, other students and even clients. Another way that they draw meaning is that they will have the opportunity to put together a practicum portfolio which requires them to put together some form of a practicum summary.
Research The UNBC Community Care Centre (CCC) in collaboration with UNBC faculty members in supporting programs offers students and possibly clients the opportunity to participate in various research studies approved by the Office of Research and the Research Ethics Board. Students may consent to participate in research projects that are focused on a variety of interests of their own or faculty of the Centre.
Research Started with review of the CCC Counsellor response to Supervision Clinical Supervision for Clinicians
Student Growth Research The scope of this research project is to gain a greater understanding of the range of personal experiences and professional development that student counsellors have with supervisory feedback and their self-awareness process during training. We are using qualitative methods, online survey and in-depth interviews, to study the personal and professional growth of students prior to, during, and after a practicum placement at the UNBC Community Care Centre.
Student Experience I did not anticipate how I would grow, or how much I would grow I became more aware of myself through this practicum because of the supervision and opportunities to talk with other students Feeling supported was an integral part to my growth I was able to learn about the community as a whole and realize that my clients see me as their counsellor and that is an honor