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

3 DISCLAIMER Completion of this training does not imply that you have obtained mastery of competencies needed for the position of Clinical Supervisor. Completion of this training does not imply 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 Welcome & VERY Brief Introductions Housekeeping Housekeeping Expectations Expectations Ground Rules Ground Rules Game Plan Game Plan Work Work Break/Lunch Break/Lunch

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


14 BlackGreyWhite It isIt is not RightWrong AlwaysNever AllNone

15  $  People  Service

16 ________is the non-abuse of power 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.

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

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

19 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

20 ______: 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…

21 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

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

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

24 _____ _____ 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

25 ____ ______ 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?

26 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…  _______ ________________________

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

28 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…

29 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 __________ _________.

30 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.  __________________ supervisors make decisions in terms of benefit or harm to the organization system, not individuals (clients/staff?).

31 _______________Supervisors target 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.

32 _________ 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

33 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’.

34 THE ________________ MODEL  A disciplined process…  A tutorial process …  Has aspects…  Recognizes…  Provides…

35 The __________ Model of Clinical Supervision 1. People can get better with _______________________ … 2. 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! 5. In counseling & supervision, the guide focuses on what is changeable, solutions vs. problems. 6. It is _________________________to know a great deal about the cause or function of an issue to resolve it. … there’s more

36 The __________ Model of Clinical Supervision 7.There is more __________________________to see the world & more _________________________________ to do counseling 8.The aim of counseling & supervision must always be on whether it brings about ___________________________. 9.We’re talking about _________ … not the client or the supervisee. 10.People inherently know what is right for them, although they might be blinded to that by their current ‘_______________’ AND, all human beings have a ‘__________________’

37 * 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 *

38 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

39 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

40 SUPERVISION There is need to learn/grow as _________________ There is a need/must for there to be someone __________________________________________ There is need to ____________________________ There is need for ____________________________

41 Occupational _______________ Unrealistic __________________ Becoming an “_______________” Serving the need of ________________ rather than the consumer/client Lack of written service ______________ Preaching _______________________

42 __________________: 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

43 _______is the non-abuse of power You may ________ power… when there is none to __________. Those you “are helping” may ______ power to you … that you may not really have. The more intimate the situation… the ________ power that may be assigned.

44 ____________ 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

45 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…

46 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…

47 Level 1: continued _______________________ The _______________________ Focus: Exposure them 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

48 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…

49 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…

50 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…

51 STAGES of _____________ DEVELOPMENT Level 3: Continued The _______________________ Focus: Be facilitative & supportive. Be a sounding board… a safe room. S____________ experience & self-disclosure. Use w________________ as opposed to knowledge. Strive to stimulate & push the Level 3 Counselor to grow.

52 STAGES of _____________DEVELOPMENT Level 1 _______________________: Can be mechanical & overly structured Want to be seen as an “_____________”. Are highly motivated Wants supervisee to use the supervisor’s model Has trouble with Level 2 Counselors

53 STAGES of ____________ DEVELOPMENT Level 2 ________________________: Has a mixture of insight, confusion, supportiveness, conflict, anger & can withdraw Can get frustrated easily Can be less objective… They outgrow it… Best fit: L______________________ Manageable fit: L___________________

54 STAGES of _____________ DEVELOPMENT Level 3 ________________________: Works autonomously Has a good ‘sense of self’ & ‘sense of supervisee(s)’ Sets boundaries & roles Knows their staff.

55 What To Expect In ______________ A _______________obtains information on what a ___________________ is doing through… I______________ METHODS Written & verbal records Forms, files (including time clock or similar reports) Observe how the counselor interacts with staff. Most good treatment systems have some type of feedback/evaluation forms

56 What To Expect In ______________ D________ Supervision Methods One-Way Mirror Audio or Video Recordings Joint Sessions, co-facilitation of sessions Bug In The Ear Bug In The Eye*


58 TO INTERVENE OR NOT? …WHAT’S ________________ TO DO? What questions to ask (continued): Will the intervention skew the therapeutic event? Interventions should be limited to important moments. Interventions should not minimize or undermine the credibility of the counselor being observed... Use positive language. The counselor should always be given ‘veto power’ over the intervention from the supervisor… unless the session is ____________________________.

59 THE BEST (?) METHODS OF ___________________ Munson (1999) ranked the most useful to the least useful methods of supervision, as practiced among social work supervisors. Here is what he found: 1.Co-facilitation  ‘Bug In The Ear’ 3.One-Way Mirror 4.Video Tapes 5.Audio Tapes 6.Process Recordings 7.Case Discussion

60 ADVANTAGES/DISADVATAGES of ______________ ________________ Advantages: Confidentiality is less likely to be compromised The counselor often feels safer & more comfortable There is more time to focus on the individual counselor The supervisory relationship is more likely to grow into one that is trusting, more honest & deeper. Disadvantages: Expensive & time consuming Increased chance of collusion between counselor & supervisor More chance that supervisor will overlook an issue or a problem Supervisor may only care about ‘their special agenda’ Relationship can become too cozy, self-promoting Greater pressure on the supervisor when dealing with difficult counselors

61 ADVANTAGES/DISADVANTAGES of _________ ___________ ____________ Advantages: Economic use of time, money, expertise Decreases isolation among staff, learning others have difficult cases The group learns from each other Provides a wider range of experiences…mixes gender, age, race Provides opportunities for role playing, simulations & trying different strategies Disadvantages: Each counselor receives less individual time For new &/or intimidated counselors, group supervision can be scary Exposes shortcomings to a larger group, thus it can be very threatening Confidentiality can become a matter of concern Group supervision could look/sound like ‘a dysfunctional family’

62 CONTENT of C______ S____________ S_________ begins with basic ‘_________________’: Attending, paraphrasing, summarizing, reflection of feelings & especially probing, confrontation & use of self disclosure in therapy Affective qualities such as: empathy; genuineness; concreteness; & respect for clients Differential diagnosis skills…particularly regarding assessing co-occurring disorders Transference, counter-transference & counter resistance… Counter-transference is not harmful Key is to address counselor’s unresolved issues Understand what is a healthy/unhealthy response to a situation The key to counter transference is counselor self-understanding

63 TOP REASONS FOR ______ _____ Sexual impropriety ( _____%) Incorrect Tx ( _____%) Breach of confidentiality ( ____%) Incorrect diagnosis ( _____%) Assorted others (______%)

64 _____________ IN COUNSELING Supervisor over sight: Self-Disclosure Rules: Counselor to Client. Does the counselor’s self-disclosure _________ _____ __________? Has the client’s profile been considered when self-disclosing? Are there any current, unresolved issues for the ___________? Has the counselor received informed consent from the client for this disclosure? What are the possible consequences of this self-disclosure? How often does the counselor self-disclose to clients?

65 P_______ T_______ IN COUNSELING The BOTTOM LINE: If … ___________________________________… DON’T DO IT! If … ____________________… MAKE SURE YOU KNOW WHY! ____________% of the CD counselors studied: hugged, kissed or affectionately touched their clients. Lee Silverstein once said, “When we touch all of our patients the same, then we know it is therapeutically supportive.”

66 P________ T______ In Counseling P__________ regarding touching by counselors should be ___________. –To achieve safety –Touching should only be used _______________ & _____________ –As a form of greeting –With the client’s permission –As a therapeutic intervention, with clearly intended purposes –When it meets client’s needs –To establish trust –It should be avoided if it raises difficult transference issues, if the client has a history of unresolved boundary issues, or it creates either discomfort for _____________or____________________

67 P_______ T______ In Counseling Studies of boundary & sexual violations in counseling have demonstrated a progressive pattern of behavior on the part of the counselor, from contact to eventual violation & sexual misconduct. It is the clinical supervisors obligation to watch for this pattern as it develops, & to intervene before a boundary violation occurs:

68 Problems & Concerns In Supervision The goal of supervision is to help a person be a _______ _______ …not necessarily a _______ _______. A Clinical Supervisor’s most important tasks are ___________ _____ _________________ & to ensure the highest quality of service delivery. You are not their ________________.

69 Problems & Concerns In Supervision What a counselor does in their private life is none of your business ____________ it interferes in some way with client care or service delivery. Supervising often looks & sounds like ________________. ________________ is your protection. When harm may be done to a client, it is important for the Supervisor to assess the Counselor’s limits/blind spots in order to _______________ the client’s welfare & care.

70 Problems & Concerns in Supervision Supervision can look like therapy when a supervisee has transitory issues, impacting on the delivery of services. When the Supervisor teaches the Counselor emotional awareness & parallel processes. When events are so intense that it is impossible for the supervisor not to respond. If you think you are ‘drifting into therapy’… always ask the following question: _____________________________________?

71 __________________RESPONSE Competent, well thought of ________________ don’t necessarily make competent well thought of ________________.

72 _______________ATION Document No Less Than… W________ you meet (date, time, amount of time) W_____ was discussed (client issue, strategy, etc.) W_______ the supervisee is to do as next steps R____________ to problems W______ you will meet again (follow up/follow thru)

73 _____________ATION What you learned/should know about client __________ notes… applies to _____________ notes.

74 “________” NOTES: A BRIEF S_________: Quotes from the counselor. O_________: Data collected by you. A_________: Include any indications of progress or lack of progress on the IDP. P_______________: Recommendations for follow up…next steps

75 C_____ N______: REMINDERS _____________________ are public records and can be subpoenaed. Do not write anything down that you do not want _________________________. Good ones are a part of ethical and professional development. Document the quality of services & can/will be used to determine ___________________.

76 Do not leave out important information or… Use behavioral descriptors… Write clearly, accurately, and succinctly… Initial & draw a single line through a mistake… Inform the supervisee…

77 Be concise/brief… Do not write disparaging statements... Try to complete notes… Always keep client files…

78 Computers and other electronic devices must be determined to be ________ by the site or agency. Do not discuss clients on cell phones, as these can be ___________ by an unknown third party.

79 Be up to date on record keeping requirements and procedures, laws, and regulations. Follow HIPPA rules and regulations when applicable. As supervisor… a random check of supervisee’s progress notes, intakes, charting, or other client documentation is recommended.

80 _____ & _______ Issues A Clinical Supervisor has legal liability for the actions of a Counselor under their supervision if … The supervisor therefore has a legal responsibility to make a ‘reasonable effort to supervise’…

81 _______ & _______ Issues At every supervisory session… do you ask your counselor: “S____________________________…  …has anything happened that might put you in a different light with any clients/patients?  …are there concerns you have about any of your clients/patients?  …are any clients/patients dangerous or suicidal?  …have you failed to maintain client/patient confidentiality in any way?  …is there anything a client/patient shared with you that gives you ‘a duty to warn’?

82 _______ & _______ Issues A Supervisor must: Have a clearly defined ______________ of supervision, especially regarding high-risk cases Have a _____________ format for supervisees to describe & conceptualize problems Carefully review _______________, especially crisis management contingencies D________ their feedback/directives & maintain a ____________ summary of recommendations D_________ o__________ the supervisee’s clinical & administrative work

83 Supervisory ________________ Courts in particular have defined a ‘standard of care & practice in supervision’ as a result of malpractice cases by accepting the testimony of experts in the field. Does the supervisor… have the skills to perform the requisite supervisory functions? make ‘an adequate effort’ to supervise?

84 More…Supervisory _____________ …&… does the __________ have a formalized process for providing feedback & (ongoing) evaluations to counselors? …teach the tenets & legal and ethical standards of the profession? …maintain adequate documentation of the supervision of the supervision process?

85 Supervisory ___________________ Confusing supervision with ‘case management’… Focusing on client’s needs rather than the Supervisee’s development… Relying on the Supervisor’s clinical skills in supervision, thereby turning supervision into therapy with a Supervisee… Adopting a laissez-faire attitude with supervision, hence it occurring on a sporadic basis… Conducting quasi-casual case conferences & crisis-management supervision… Using one’s supervisory power inappropriately.

86 Supervisory __________________  The legal criterion for ________ is a _______________, that is, of one’s fiduciary responsibility to protect the welfare of another…  Although only __________________________% of psychotherapeutic malpractice claims in 1998 were due to a failure to supervise a counselor…  There is growing concern that supervisors are to be held accountable for the actions of their supervisees.

87 Supervisory ________________ C____________________ & Its Limits:  Breaches are ______________________________in successful lawsuits against psychotherapists.  In Roe vs. the State Board of Psychology (1995) the court ruled that it was the Supervisor’s responsibility to ______________________________________________________.  Tarasoff vs. Regents of the University of California has been used as the standard for _________________ . Pesce vs. J.Sterling Morton High School (1987) lays out guidelines for mandatory ______________________________________________.  The 2003 implementation of the HIPPA standards established new guidelines that limit ______________________________________.

88 C_______ Oversight: Dangerous Liaisons Court rulings have emphasized that s__________________ must know :  The _______________ of their Supervisor.  Critical __________ information related to performance of their clinical duties.  The logistics of treatment…

89 C________ Oversight: Dangerous Liaisons  Ignorance of the nature of that relationship is no longer an acceptable excuse for a Supervisor.  The courts expect the Supervisor to confront the Supervisee about any allegations of impropriety.  Document recommendations & actions taken.  Supervisors must question client whenever feasible & clinically viable.  Place a critical incident report in the Supervisee’s file pending resolve.  Supervisors are expected to consult with colleagues.  Supervisors are expected to report the allegation to investigative services, state boards, & relevant ethics committees.

90 __________ Oversight: Dangerous Liaisons  Supervisors should ______ the Supervisee’s clients whenever possible.  Supervisors should have Supervisees ____________ the code of ethics of the counseling profession.  Supervisors should regularly audiotape or videotape ______________________ conducted by Supervisees & ____________________ all recommended actions.

91 Supervisory Contracting A contract between a Supervisor & a Counselor is strongly suggested. ITEMS FOR INCLUSION: An individualized development/training plan (IDP) for the Supervisee The schedule, format, duration, roles, responsibilities, goals & objectives of supervision Information on the Supervisor's training & model of supervision Emergency & crisis-management procedures, including the availability of 24/7 coverage in the event of a clinical emergency Clarification of roles of an academic supervisor (if any) A ratio of the number of clients to the number of supervision hours (see the 20 :1ratio) Formative, summary evaluations, disciplinary procedures, due process, rights of the supervisee & sanctions

92 Supervisee Selection, Assignments & Documentation It is imperative that the Supervisor protect the clients welfare by: K__________________ the clinical competencies & limitations of their supervisees… A___________ complexity of client issues prior to assigning cases to a supervisee… D_____________ whether the supervisee is adequately trained to assume the case… E____________________ that the supervisee does not have too many cases to be able to provide proper services to clients… P___________________ the supervisee from having too many difficult-to-treat cases in their caseload… I_____________ & _____________ learning & personal problems that may compromise the supervisee’s effectiveness… E_________________ that there is sufficient supervision time for the cases assigned… H__________________ deep knowledge of the skills & history of the counselors hired.

93 SOME STUDY RESOURCES Powell, D. and Brodsky A., Clinical Supervision in Alcohol & Drug Abuse Counseling: Principles, Models & Methods. Josey-Bass, Clinical Supervisor of Alcohol & Other Drug Abuse Counselors Role Delineation Study Addiction Counseling Competencies: the Knowledge, Skills & Attitudes of Professional Practice. Technical Assistance Pub (TAP) Series 21. DHHS Publication No. (SMA) ) Competencies for Substance Abuse Treatment Clinical Supervisors. TAP 21-A. DHHS Publication No. (SMA) ) CSAT Treatment Improvement Protocols (TIPS) Campbell, J. M. (2006). Essentials of Clinical Supervision. Hoboken, NJ: John Wiley & Sons ISBN

94 DISCLAIMER Completion of this training does not imply that you have obtained mastery of the competencies needed for the position of Clinical Supervisor. Completion of this training does not imply that you are ready to successfully sit for the IC&RC,AODA, Inc. Clinical Supervisor written examination.


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