Consultation and Supervision Chapter 8: Consultation and Supervision

Consultation Consultation Defined “[consultation is] me and you talking about him or her with the purpose of some change” (Fall, 1995, p. 151). “When a professional (the consultant), who has specialized expertise, meets with one or more other professionals to improve the professionals’ work with current or potential” (p. 258) See all different kinds of consultation pp. 258-259 (bulleted) See Figure 8.1, p. 259 Consultants intervene at the primary prevention, secondary prevention, and tertiary levels. Consultation is developmental and systemic

Brief History of Consultation The Beginning 1940s and 1950s: Consultant as “expert” Direct-service approach: The consultee and consultant have little contact. Consultant pretty left to his or her own devices to solve the problem. End of 1950s, consultee included in process A little later, consultant asked to train others and “give away” his or her expertise to staff Latter part of twentieth century: Expansion of Models of Consultation

Current Models of Consultation Consultant-Centered Expert consultant Prescriptive consultant (doctor-patient mode) Trainer and/or educator consultant System-Centered Collaborative Consultation Facilitative Consultation Process-oriented consultant

Theories of Consultation Most theories of counseling could be applied to consultation. When choosing a theory one should consider: The fit of the theory with your personality style Whether the theory will work with the problem at hand Some theories that have been used include Person-centered Learning Theory (behavioral, cognitive, modeling) Gestalt Psychoanalytic Social Constructionist Chaos

Stages of Consultation Stage 1: Pre-entry Stage 2:Entry, Problem Exploration, and Contracting Stage 3: Information Gathering, Problem Confirmation, and Goal Setting Stage 4: Solution Searching and Intervention Selection Stage 5: Evaluation Stage 6: Termination

The Counselor as Consultant Consultation and the College Counselor See kinds of college consulting, pp. 265-266 Cooper (2003) cube model (see Figure 8.2, p. 266) Consultation and the Agency Counselor Gerald Caplan Consulting Outward Consulting Inward (See Box 8.1, p. 268) The School Counselor as Consultant See kinds of school counseling consultation, pp. 220-221

Supervision Supervision Defined An intensive, extended, and evaluative interpersonal relationship in which a senior member of a profession enhances the professional skills of a junior person ensures quality services to clients provides a gate-keeping Not therapy, but can be therapeutic A Systemic Perspective Supervisor (supervisee/counselor) client Also, client can affect family, community, world? Parallel process (Box 8.2, p. 271)

Who is the Supervisor? “. . . counselors who are trained to oversee the professional clinical work of counselors and counselors-in-training.” Trained in characteristics identified by the Standards of Counseling Supervisors (ACES, 1990) (see p. 272) Supervisor: ensures welfare of the client meets regularly with supervisee oversees clinical and professional development of supervisee evaluates the supervisee is empathic, flexible, genuine, open, concerned, and supportive

Who is the Supervisor? (cont’d) ensures welfare of the client meets regularly with supervisee oversees clinical and professional development of supervisee evaluates the supervisee is empathic flexible, genuine, open, concerned, and supportive

Who is the Supervisee? . . . a professional counselor or counselor-in-training whose counseling work or clinical skill development is being overseen in a formal supervisory relationship by a qualified trained professional. (ACA, 2005, glossary) A person who will experience some resistance at some point in supervision. Amount and kind the result of: Attachment and trust with supervisor Supervisor style Supervisee sensitivity to feedback Amount of countertransference (see Figure 8.3, p. 273) Developmental level of supervisee Supervisor characteristics

Types of Supervision Individual, Triadic, or Group Supervision? Models of: Developmental Models: Integrated Developmental Model (see Table 8.1, p. 275; Figure 8.4, p. 276) Psychotherapy-Based Models Integrative Models (Meta-theory Models) Bernard’s Discrimination Model (see Table 8.2, p. 277) Interpersonal Process Recall (IPR) See questions, top of page 278

Supervision of Graduate Students and of Professional Counselors In “Skills” Classes In Practicum, Internship Recording Feedback (e.g., bug-in-the-ear) Case notes One-way mirrors E-mail, real-time video linkups, Skype Professional responsibility Professional growth Part of job? Pay for it on your own?

Supervision (Multicultural/Social Justice Focus) Multicultural Consultation Within a System Important to understand cultural differences within a system Know own biases, know other cultures, know kinds of intervention strategies for systems Consultant can advocate for change by empowering those who may be oppressed in a system and helping others in the system find new ways to those who are different from them

Multicultural Supervision Be up to speed on how multicultural issues affect supervision Be aware of and address how issues of diversity affect the supervisory relationship Model cross-cultural sensitivity Be willing to ask supervisees about their cultural background Be open to discussing cross-cultural differences with supervisees Be aware of how power and privilege may affect the supervisory relationship

Multicultural Supervision (Cont’d) Help supervisees see how power and privilege may affect their counseling relationships Assist supervisees in being able to conceptualize clients from a multicultural perspective Be able to build a strong working alliance with your supervisee Have and share your knowledge and skills specifi c to cross-cultural issues Be a model and provide examples of social advocacy Be able to use models of cross-cultural supervision (e.g., Ancis & Ladany, 2001; Ober, Grannello, & Henfi eld, 2009)

Ethical, Professional, and Legal Issues Ethical Issues in Consulting (Section B.8 and D.2 of ACA ethics code): Agreements Respect for Privacy Growth toward Self-Driection Disclosure of Confidential Information Multiple Relationships Informed Consent Consultant Competency Understanding the Consultee

Ethical, Professional, and Legal Issues Ethical Issues in the Supervisory Relationship Supervisor Preparation Client Welfare Informed Consent Multicultural Issues Relationship Boundaries Sexual Relationships Dual and Multiple Relationships Responsibility to Clients Limitations of Supervisees Evaluation and Accountability Endorsement

Ethical, Professional, and Legal Issues Professional Issues: Professional Association Join ACES? Journal of Counselor Education and Supervision Legal Issue: Liability in Consultation and Supervision Tarasoff

The Counselor in Process Committed to Ongoing Consultation and Supervision