1. Guide to Clinical Supervision 1 © Rachael Cresci, LCSW

2. “Supervision is the relationship between the supervisor and the supervisee that promotes the development of responsibility, skill, knowledge, attitudes, and ethical standards in the practice of clinical social work. The priority in the supervision process is accountability for client care within the parameters and ethical standards of the social work profession.” National Association of Social Workers, 1994 2 © Rachael Cresci, LCSW

3. Self-Assessment  What is your learning style?  What are your clinical strengths?  What are your weaknesses?  What is your theoretical framework? Why do people behave the way they do? 3 © Rachael Cresci, LCSW

4. Self-Assessment  What population do you like to work with?  What is your vision of the ideal supervisor?  What level of responsibility are you willing to accept in order to receive create the best supervisor experience? 4 © Rachael Cresci, LCSW

5. Assessment of Supervisor  What is your supervisors background?  Theoretical orientation?  Experience level?  Interpersonal communication style?  Vision of supervision? How do you see us being able to make that happen? 5 © Rachael Cresci, LCSW

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7. Direct Practice  Assessment  Treatment  Intervention  Case Formulation  Differential Diagnosis  Legal and ethical practices 7 © Rachael Cresci, LCSW

8. Treatment and Collaboration  Navigating social service systems  Etiquette of working as part of team  Division of labor within collaborative  Advocacy  Policy development 8 © Rachael Cresci, LCSW

9. Continued Learning  Format for continued learning  Introduction of new paradigms, theories  Application of new models  Self-reflection and professional development  Self-care  Exam prep 9 © Rachael Cresci, LCSW

10. Work Skills  Time management  Triage skills  Documentation  Report writing  Ethical Dilemmas  Navigating work politics 10 © Rachael Cresci, LCSW

11. Models of Supervision 11 © Rachael Cresci, LCSW

12. Supervision Model: Littrell, Lee-Bordon & Lorenz Stage 1 ▫ The supervisor and supervisee establish a relationship. ▫ They set goals. ▫ They create a supervision contract. 12 © Rachael Cresci, LCSW

13. Supervision Model: Littrell, Lee-Bordon & Lorenz Stage 2 ▫ The therapeutic counseling component is added - emphasis on interpersonal skills. ▫ The teaching component is added - emphasis on instruction. 13 © Rachael Cresci, LCSW

14. Supervision Model: Littrell, Lee-Bordon & Lorenz Stage 3 ▫ As the supervisee matures. ▫ The instructor consultation is more exploratory and reflective. ▫ Less damage control ▫ The supervisee becomes more confident 14 © Rachael Cresci, LCSW

15. Supervision Model: Littrell, Lee-Bordon & Lorenz Stage 4 ▫ The supervisee progresses to independence - self-supervision and takes more responsibility for their own learning process. ▫ The supervisor becomes more of a consultant. 15 © Rachael Cresci, LCSW

16. Psychoanalytic Supervisor Initial Stage: ▫ Concerned with both the developmental stages of the client and the supervisee. ▫ Work towards understanding the defense mechanisms of the supervisee Middle Stage: ▫ Supervisee might avoid certain topics ▫ Transference Late Stage: ▫ Supervisor works through the resistance ▫ Supervisee gains a better sense of mastery 16 © Rachael Cresci, LCSW

17. Parallel Process  Stemming from transference and projection.  Supervisee and their client may be dealing with the same issues  Supervisee brings feelings and issues experienced with clients into the supervisor/supervisee relationship  Supervisor needs to address the parallel process as it occurs if they believe the supervisee has sufficiently advanced skills. 17 © Rachael Cresci, LCSW

18. The Supervisory Contract 18 © Rachael Cresci, LCSW

19. Purpose  Professional growth and development  Structure and focus to my clinical practice  Forum to improve social work practice 19 © Rachael Cresci, LCSW

20. Goals  Gain clinical knowledge to assess and appropriately serve clients  Mastery in the are of Differential Diagnosis  Develop professional use of self by exploring issues of counter-transference and clinical blind spots  Prepare for Exam 20 © Rachael Cresci, LCSW

21. Objectives  Theory to practice  Interview techniques  Cultural competence  Ethical practice  Clinical interventions  Treatment Planning 21 © Rachael Cresci, LCSW

22. Format  Where  When  Assigned readings  Case presentation  Individual  Group supervision 22 © Rachael Cresci, LCSW

23. Feedback  How the supervisor will provide feedback  How does the supervisee incorporate feedback into practice  What do we do if there is a breakdown? 23 © Rachael Cresci, LCSW

24. Ethical Issues  Should your clinical supervisor also be your boss?  Clinical supervision vs supervision  Receiving supervision from outside of your agency  Group supervision  Inappropriate behavior (by either the supervisor or supervisee)  When your clinical supervisor is your co-worker 24 © Rachael Cresci, LCSW

25. References Supervision and the Clinical Social Worker, Volume 3, Number 2, June 2003 http://www.socialworkers.org/practice/clinical/csw0703b.pdf http://www.socialworkers.org/practice/clinical/csw0703b.pdf Clinical Supervision: A practice Specialty of Clinical Social Work http://www.abecsw.org/images/ABESUPERV2205ed406.pdf http://www.abecsw.org/images/ABESUPERV2205ed406.pdf The Functions of Supervision http://www.infed.org/biblio/functions_of_supervision.htm The Social Work Podcast: Supervision for Social Workers http://socialworkpodcast.blogspot.com/2008/01/supervision-for- social-workers.html http://socialworkpodcast.blogspot.com/2008/01/supervision-for- social-workers.html 25 © Rachael Cresci, LCSW