Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
19 Cards in this Set
- Front
- Back
|
Supervision
|
-A professional relationship
-Supervisees competencies are identified, developed, evaluated -A professional and legal issue -licensure laws require this -preparation of new professional and protection of clients |
|
|
Purpose of Supervision
|
-Prepare competent professionals
-Protect client welfare -Rehabilitate impaired professionals -Provide personal and professional development -Evaluate fitness of supervisee, gate-keeping |
|
|
2 Types of Supervision
|
Clinical Supervision
Administrative Supervision Supervisor can be both |
|
|
Clinical Supervision
|
-Focus on work with the clients
-Examined areas: client welfare, counseling relationship, assessment, diagnosis, intervention, prognosis, and referral |
|
|
Administrative Supervision
|
-Focus on job performance
-Examined areas: case records, referrals, performance evaluation, anything impacting organizational functioning |
|
|
3 Psychodynamic perspectives
|
-Emphasis on ongoing personal analysis and tranference with clients and countertransference with supervisors
-Emphasis on didactic teaching -Contemporary: teaching and relationship process, (can become too much like counseling though) |
|
|
Psychodynamic: key concepts
|
-Interpersonal
-Intrapersonal -Model of Supervision |
|
|
Interpersonal
|
-Occur between supervisee and client, and supervisor and supervisee. Client relationship considered most important
-Supervisor teaches how to deal with interpersonal dynamics by modeling "analytic attitude" -supervisee expected to communicate in ways beneficial to client |
|
|
Intrapersonal
|
-Include behaviors, feelings, thoughts, perceptions, attitudes, and beliefs relating to supervisee-client relationship
-Supervisor helps understanding of internalized responses influencing overt behavior -supervision becomes too counseling like? |
|
|
Parallel Processes
|
-similar to interpersonal, occur between supervisee and client $ supervisee and supervisor.
-The flow of influence is not agreed upon. (which dyad influences the other if there is an issue) |
|
|
CBT supervision
|
Is based on
-learning theory/conditioning- specific learned skills, creating learning environment -the cognition and perceptions of the supervisee- identifying self-talk, challenging cognition's and misperceptions |
|
|
Person Centered Supervision
|
Carl Rogers
-Teaching, not sufficient on its own -Counseling: supervision is modified form of counseling. Genuineness, warmth, empathy all needed |
|
|
Systematic Supervision
|
-synonymous with family therapy
Flexible learning style emphasis on what supervisor does more than thinks -Contextual Factors: supervisor, supervisee, client, and institution -Isomorphism: systematic reworking of parallel processes -It basically uses the principles of the family to apply to the counselor/counselee relationship, supervisory relationship, and institutional relationship |
|
|
Narrative Supervision
|
--Language is used and creates the context for meaning
-Narrative: Postmodern/social constructionism has been applied to therapy here. Story of lives -Supervisors assist trainees to help clients re-write stories, and develop their own stories |
|
|
Developmental Supervision
|
Focus on changes undergone as experience is gained
Distinction between Organismic development (tranformation into a professional overall),and mechanistic development (acquisition of new skills/knowledge) |
|
|
The littrell, Lee-Borden, and Lorenze model-Developmental Supervision
|
4 stages:
-Relationship-building, goal setting, and contracting -Emphasis on supervisor, teaching, and helping counselor deal with affective issues and skill deficits -Supervisor adopts a more collegial role -Supervisee takes responsibility for learning and supervisor is more of a consultant |
|
|
Stoltenberg model-Developmental Supervision
|
4 levels
-Supervisee is dependent- limited autonomy encouraged -A dependent autonomy conflict-offering less structure -Conditional dependency- starts treating supervisee like a peer -master counselor- collegial |
|
|
Logenbill, Hardy, and Delworth model-Developmental Supervision
|
Emphasis on: competence, emotional awareness, autonomy, identity, respect for individual differences, purpose and direction, personal motivation, professional ethics
Emphasis on 3 levels: Stagnation, confusion, integration |
|
|
Stages of group supervision
|
Forming: getting to know eachother, saftey and security are important
Storming: Conflict and emotional expression, concern about issues of leadership and authority Norming: Group cohesion, group establishes norms Performing: A clear understanding of work of group members and roles Adjourning (Mourning): termination of the group and transition to life after the group |
