1. Balancing Administrative & Clinical Supervision
Introductions – as participants to consider % of time spent with Administrative vs. Clinical (or if they are not providing supervision yet – how much time their supervisor spends)

2. Brainstorm – what comes to mind when you think of administrative aspects of supervision.
New staff orientation
• Reviewing organizational policies and procedures
• Documenting time, work, expenses
• Documenting training experiences
• Conducting performance and/or contractor
reviews
• Reporting on client’s rights, incidents, or ethics
issues
Goal: to help supervisee meet organizational and/or
agency requirements, expectations, standards—
compliance is a key issue under the
administrative process

3. Brainstorm: What comes to mind when you think of the clinical aspects of supervision ?
Case reviews – PCP documentation, completion, reviews
• Exploration of psychodynamics
• Examination of cultural biases and issues
• Modeling, observing techniques
• Listening to audiotapes, or viewing videotapes of sessions
with supervisory feedback
• Team or peer clinical scenario training
• Exploring and consulting re: ethical & legal issues
• Clinical supervision is not counseling or therapy although a
supervisor does counsel their supervisee at various points –
know the differences between supervisory counseling and
clinical counseling!
Goal: develop competence in clinical and interpersonal skills,
grow self-awareness, knowledge re: clinical tools,
competencies, techniques, etc.
Clinical supervision is the primary training model.
Supervision offers a supportive, mentoring and learning environment in which a therapist can reflect and re-examine sessions with clients.
-explore unconscious implications of clinical interventions, the therapeutic relationship, ethical dilemmas, blind spots, etc.
-primary task is to assist the therapist in managing interactions with the patient.
teacher and a kind of therapist to the therapist – not a therapist to the therapist regarding issues in general
must be empathic and non-judgmental as well as firm and direct.
A supervisor’s interaction with the therapist provides a model for the therapist to interact with his patients. (parallel process)

4. So, what is the purpose of providing both types of supervision?
Consider the top ten things that you spend most of your time with (from these lists) and write them down. Now consider – the percentage you considered in your introduction. Is it the same or does it change?
If time - Exercise 2 – Small Groups
Group 1…What are the most common barriers
and challenges you may face in being an
effective clinical supervisor?
Group 2…What are the most common barriers
effective administrative supervisor?

5. What are ways we can juggle both? Steven Covey’s quadrant handout
Set clear expectations.
Provide regular feedback.
In Supervision Plans….
• Should identify percentages and goals for how
much time will be spent on which functions.
For example:
Administrative = % of time spent together
-- Evaluative = % of time assessing admin issues
Clinical = % of time spent together
-- Evaluative = % of time assessing clinical issues

6. Feedback - negative feedback isn’t always bad and positive feedback isn’t always good. Too often, they say, we forget the purpose of feedback — it’s not to make people feel better, it’s to help them do better.
You may want to consider changing your approach here.
I noticed these numbers have slipped. Could you tell me why?
Good effort, but I see a few areas that have room for improvement.
The sandwich example:
Cathy, this piece is exceptionally well organized and easy to read. I'd like to see you flesh out the section on the behavioral issues and include more examples of what not to do. I really appreciate the great list of resources you provided at the end."
Be honest
Be specific
Focus on the future
Don’t say too much
Ask the person if they have some solutions
End on a positive note
Oral Process =
1. Ask permission
2. Report the behavior being observed
3. Relate the assumptions or thoughts you have upon
observing it
4. Share your feelings and/or concerns
5. Report impact on clients, colleagues, agency
6. Clarify misunderstandings and omissions
7. Confirm mutual understanding

7. It’s not about you – and it’s not about therapy for you or the supervisee.
How do we know when we are providing effective supervision?
Does it grow the supervisee and supervisor?
• Does it encourage and ensure conformity to
agency and organizational standards and
expectations?
• Does it result in improved client outcomes?
• Does it provide both support and challenge to the
supervisee?
• Does it help make the work more manageable
(e.g., a more positive work environment for
productivity and quality outcomes)?

8. Available Able Accessible Affable Powell & Brodsky, 1998
The “Four A’s of clinical supervision” describe a good clinical supervisor:
1. Available: open, receptive, trusting, non-threatening
2. Accessible: easy to approach and speak freely with
3. Able: having real knowledge and skills to transmit
4. Affable: pleasant, friendly, reassuring.
Also, good supervisors: are effective communicators, understand how people change,
provide a supportive & respectful environment, engage with the supervisee in the
developmental change process (not just teaches or tells), follow through via observation,
provides feedback in timely and respectful manner, checks assumptions (thoughts) about
supervision and you as their supervisor, sets clear expectations that are validated through
effective communication practices

9. Leadership styles quiz

10. Research has shown:
Effective clinical supervision is associated with higher job performance, more favorable work attitudes
Clinical supervisor health-related support is linked to counselor outcomes and clinical supervisor outcomes
Write down 1-3 things that you will do differently as a result of this workshop.