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 2. EBRFs
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 Methods
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 Methods:
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?