hello and welcome to the supervision training session my name is dr thomas foster and i'm the program director of the counseling program at ulm and i would first like to start by thanking you for agreeing to serve as the supervisor for one of our interns in the program i know being a supervisor can be a big responsibility and can take up some of your time during the week so um you know it's that this is a big deal and i and i'm really we all appreciate uh the time and effort that you put in as a supervisor this course is specifically for people who might need uh just a little bit of a refresher on uh what it means to be a supervisor or for people who have not had formal supervision training in the past so we're going to go over some basic concepts and to help get you prepared for this role okay so let's start with uh make some basic reflections on uh some supervisory experiences um uh that you've had so maybe answer some of the following questions for yourself about your own supervision experiences just to get you thinking about the process when you were an intern going through uh either um you know finishing up your masters you know with with your internship or seeking or clocking hours for licensure what kinds of uh what kinds of supervision did you receive what did it look like for you and what was your supervisor's approach that they took from uh with you maybe as an intern beginning counselor um you know what was most helpful to you uh in that process how what things did they do that you liked that you would like to replicate with your interns and maybe was maybe what were some things that was not helpful to you that you did not like that maybe you want to correct uh you know for when you uh are working with our interns uh you know what what specifically do you recognize that you do you know that is the same for your supervisor that did with you and then also different as well so i guess i already asked those questions but it just to be reflective if you want to take a moment pause this and just think about what uh you know what what was uh what were some good things about your supervisor and and your experience and maybe what were some things that you'd want to

change all right so uh now we're gonna go over some definitions of supervision at your workplace um one question that i'd want you to answer is you know what is your understanding of the supervisory relationship that you will have with the intern is supervision expected to be purely clinical uh or maybe also administrative or you know and maybe a combination of the both and and and if it is both what might be that ratio i think about clinical supervision i think of you know when uh how an intern will interact with their clients you know in in in forms of assessment diagnosis and treatment and you know with ethical practice multicultural competence things like that and also conceptual skills administrative might be more of the the paperwork process of policies and procedures of of this of your sites and and what's expected of your of of the intern at that site you know on that level also how well prepared do you feel to fulfill this role as a supervisor is this something that you've done before that you think okay you know that you know this is old hat i've you know had several supervisees in the past uh or is this maybe a new experience for you all together and um and you might need some guidance yourself that the supervisor needs some supervision and that's that's okay

why we need training uh supervision skills uh are similar to counseling skills but they're not the same uh uh so you know they are a little different they're they i think our counseling skills definitely do connect to being a good supervisor but there's more to it and uh super super uh providing supervision without training uh gives that message that you know any good counselor is going to be a good supervisor well that's not the case uh just because you're a great therapist doesn't mean that you're going to be a good supervisor and and i guess it goes the same way also that you know there's plenty of good supervisors out there that might not be the best therapists so they where they they are related in nature uh they're not necessarily synonymous with each other so you know so that that's something to to reflect upon and you know think about uh super supervisor training is going to provide uh you with the framework to conduct and evaluate uh uh you know the supervision so you're going to be able to understand what your role is and how to evaluate the supervisee in their roles

the definition of clinical supervision according to bernard and goodyear the reference is a little old but bernard and goodyear are somewhat of the gold standard of clinical supervision and counseling uh their definition is an intervention provided by a more senior member of a profession to a more junior member of or members of that same profession so it's it's it's guidance and and supervision given to uh people that are new to the profession given by people who have been in the profession and know the ropes and you know know more about what they're doing so that's their definition it's also a relationship is going to be supervision relationship will be evaluative so you will be evaluating their skills you will be evaluating their professional uh professional behaviors as well and this relationship the supervisor relationship will extend over time this isn't going to be something that is going to be quick it's going to extend over at least the course of one semester hopefully more simultaneous purposes of uh i'm just going to hit all of these oops i went too far so tamiya simultaneous purposes of both adhering to their professional growth to make sure that they are growing professionally in terms of their clinical skills their conceptual skills their multicultural competence their ethical and professional behaviors and then also serving as a gatekeeper that supervisor is the gatekeeper to the supervisees to make sure that we we let the people in who can competently and ethically practice and and all and then provide remediation or possible dismissal for people who cannot so this this is a big deal that we don't want to let people into the profession and get people licensed who can't handle the job how do you rate skills well you're going to attempt to enhance you know your supervising skills and also evaluate them that you know you're here to help them grow and cultivate their clinical skills and their conceptual skills and and and even their micro skills uh uh and and make sure that they are moving forward and growing and they're not staying they're not stagnant you will be monitoring their counseling relationships that they build with their clients to make sure that that they are able to connect with people and develop a therapeutic alliance so they can move forward with therapy that's that's very important you also want to prevent incompetent behavior unethical behavior or or and also just generally you want to keep these people out of of clinical practice that are going to be harmful to to to clients so you know we are safeguarding the well-being of clients and public health

basic elements of supervisor competence these are going to be four things that we're going to be uh speaking more to in detail in the coming slides the first one is is to understand the roles of the supervisor you know what is your specific role what are you going to be doing second organizing the supervisory experience and this is more of a logistic conversation that we're going to have in terms of you know what does that experience look like being aware of the ethical and legal considerate considerations in the supervision relationship that that we will be touching upon some of the topics of um of the code of the counseling code aca code of ethics and i'm going to direct you as to where you can read further about that and then also developing a theoretical model of the supervisory process and that's to me that's the most fun because i love theory and models so hopefully you'll be able to get into that as well and this is where a lot of your counseling skills can come in as well so roles the roles of the supervisor you know your role is to cultivate the professional and clinical growth of the supervised of the supervisee and and to make sure that their skills are are are growing they're you know all the way from their micro skills and their ability to connect with their clients all the way you know to their assessment and diagnostic skills their conceptualization skills but then also their treatment skills what theoretical orientations are they developing and practicing from and how are they coming to understand them further as it relates to not only their clients but maybe themselves as well in addition to cultivating their growth you're going to be evaluating their growth that you will be giving them evaluations and telling them what they're doing well and what they need to work on and if things need to be worked on and they're not getting any better then certain actions might be taken to gatekeep them from the profession or to at least remediate their behaviors or attempt to remediate these deficits and if they are remediated great they can move forward but if not then we're going to have to take other measures because ultimately the role of the supervisor as well as the faculty in the counseling program at ulm we are protectors of the public in public health and we do not want to allow somebody to graduate and practice when we know they're impaired and we know that they could be harmful to the public

so what does the supervisor need to qualify for this role well what you have here in front of you is a level of experience that you will need and this is minimal experience and this is already going to be in in the supervision contract that you will sign and these are also uh uh reflective of our k-prep standards k-crep is the the gold standard uh accreditation body for for professional counseling this is what they require for us to uh require uh in you know in our in our supervisors so supervisors have to have a minimum of a master's degree it doesn't it doesn't matter what master's degree as long as it's a master's in mental health so what that means is it can be a masters of counseling from clinical mental health counseling school counseling addictions counseling uh a can a supervisor can have a master's in social work uh specifically and a master's in clinical social work um have a master's in marriage and family therapy um and or also a doctorate in psychology which is related to counseling and clinical psychology so i mean psychologists always you know their their minimum standard is a doctorate so so you know that's um they they have a little bit higher of a threshold than we do but but at the very minimum we we have to have a master's in mental health field some people try to um ask about like a master's in uh in nursing like psychiatric nursing unfortunately you know that's not a mental health field so a master's in nursing or um you know a field like that that that's going to be a little bit too far from where you know where we need to be so it has to be you know a specific mental health field they also have to be uh supervisors also have to be fully licensed or certified in their field so um licensure could be you know of course lpc lpcc whichever you know state whatever the acronym is for your state but if you're a independently licensed counselor that qualifies independently licensed social worker typically there are licensed clinical social workers licensed marriage and family therapists licensed psychologists those all qualify for school counseling

they can be licensed lpc licensed or or they can be have a school counseling certification for that state so that either or it doesn't you don't have to have both if you're just assert if you just have a certification in school counseling that's fine um for addictions if if you do have an addictions credential like a licensed addictions counselor or um or a certification in addictions that could count as long as it's a master's level certification or license so um but you know the minimum degree is has to have a master's degree two years of experience in the field in addition to the licensure uh you know pre-licensure experience we really want you to have some experience in the field so you know so you know you know the ropes and you know uh you know you've you know the more experience you have the more you're gonna you know know what you're doing and uh and be able to provide uh the supervision needed for it for for the interns we also need a current resume you also need to present with malpractice insurance if you're a clinician in the field you're going to be able to obtain this pretty easily typically because we all you know if you're a practicing clinician as a clinical social worker a mental counselor a licensed marriage and family therapist or clinical psychologist like that's going to be easy you just print it off and send it in with your application to be a supervisor for school counselors i know it's a little bit more of a challenge if um but i would just consult with dr tucker the the prac and internship coordinator and she can um she can help guide you in terms of what you need to do also supervision training we do require a certain amount of supervision training uh in order to uh uh supervise our interns now if if you have a doctorate in counseling uh or uh then you know you will have that supervision class or if you if you've taken supervision training for your post masters uh for counseling if you hold a credential like an lpcs the s credential as a supervision credential that more than qualifies you but we want to see some kind of a a supervision training that you've that you've gone through so if you've taken the class it's going to be on your transcripts just let us know that you've taken that training and we'll find it on your transcripts that'll more than qualify you if you've taken ceus please list the ceo use and what you've taken and how many hours you've taken and that should qualify you at a very minimum this one hour tutorial will qualify you for supervision and also if if you can uh um take the uh the the supervision uh training in the summer workshop that's held over the summer that can also qualify you for uh to be a supervisor and then last is knowledge of uln's expectations of the supervisor and the site so please read through that carefully it's probably going to overlap a lot with what i'm talking about right here but it's important for you to know what your role is and what the basic requirements are so all right let's move on organizing the experience so we want to be very clear with you about what we what we want our supervisors to provide our interns continual and consistent interaction what does that mean because that's kind of vague so let's look down to the second to the second line what we want is every supervisor to commit themselves to providing one hour a week of uninterrupted time each week of supervision at a minimum now and we also would hope that our super that the supervisors would make themselves available to the interns if you know just general questions come up during the week that they can pop into your office or you know if if you know between clients and say hey i have a question about this or i just need some a quick you know i i just had a quick you know whatever whatever they need if you can you know just uh provide that for them but the one hour week of uninterrupted supervision is very important we've had supervisors in the past that try to provide you know five to ten minutes at a time uh supervision sometimes supervising as they're walking down the hallway uh yeah you know for ours for our interns and and that's just that's just not enough they need an hour they need an hour to possibly review their tapes to um to discuss issues that they have with clients maybe you know maybe some counter transference issues or just clinical questions or just general feelings of like hey i i don't know what i'm doing in here please help me so they need that hour and if you can't provide them with a solid hour a week then you know maybe this maybe this isn't the right time to take on an intern so i want you to you know ask yourself that question can you provide that hour uh every week that you can that you can commit to them all right also organize just some other general requirements that we have for our sites as well as supervisors that uh the site does provide uh both individual and group counseling experiences at the site for interns now this is this is uh mandated or required by cacrep that not only do they provide the site provide individual counseling experiences uh that but they also have some kind of group work experience uh uh integrated in there someplace now what that is can can be a number of different things that can look a number of different ways but they have to be able to you have to be able to identify that you are providing them some kind of group work someplace also that the intern receives space of their own for count you know to to conduct sessions and also to complete paperwork uh you know that that's that's important and then also taping opportunities we we are required by our accreditation body to um to require sites to tape their clients in in one way or another whether it be videotape is the gold standard we will settle for audio tape um and and we try to be as flexible as we can because we know sites have their um you know they have their policies and procedures but if you have a policy at your site that says by no means are interns allowed to do any taping then that is not the site for our interns that they have to produce taping in some capacity uh in order uh to to intern at your uh at your site and there's no getting around that and we will we will and we have pulled interns who started their site and the site pulls you know pulls this on them first week saying we know we said that we were going to allow you to take clients but we're now we're not going to allow you to take them we have pulled students that same week and we have reminded sites of their legal contractual obligations when they did sign that the mo mou with ulm because that is part of the mou contract so we take that very seriously and and we want you to know that you know we will um you know we do require taping and we do require group counseling experience those are the two things that uh i just want to reiterate uh you know in this tutorial okay some uh some legal and ethical considerations to reduce the the the amount of time uh uh uh on the tutorial i'm trying to keep this at about an hour uh i i i'm gonna refer you to the aca code of ethics section f uh that wherever you found this this uh this recording you are going to find a copy of the aca code of ethics now i know i could be speaking to a counselor i could be speaking to a social worker a marriage and family therapist or a psychologist right now and you might be saying to yourself well geez i'm not a counselor i don't adhere to the aca code of ethics and i know that however if you're going to supervise our interns you have to abide by the aca code of ethics for section f that you know that that they are a counselor in training so we expect that the code of ethics for counseling to be adhered to as you supervise our counselor interns now i i can i can almost 100 reassure you that everything that are that are in these code of ethics for supervision for for counseling is going to be synonymous with your code of ethics for social work marriage and family therapy and psychology under your supervision ethical codes but please just you know just jump just jump in it takes 15 minutes to read through these it's one page long please just read through them and and acquaint yourself with the details of each of these topics first topic is the counselor supervision and client welfare uh the second one is uh counselor supervision competence that you know that there's a certain level of competence that that you need to have as a supervisor the the supervisory relationship between you and the intern the supervisor responsibilities that you're taking on ethics related to student and supervisee responsibilities and also the counseling supervision evaluation remediation and endorsement of supervisees so please read through them it like i said it takes 15 minutes it it's it's not it's not groundbreaking stuff these are just basic supervision uh uh uh guidelines related um you know ethical uh guidelines related to supervision

okay let's get into a working theoretical model like i said there's there's a lot to what counseling skills can bring to the supervision process but there's also some things that uh supervision if if you've never been trained in supervision there's there's models of supervision that you need to be aware of in order to provide competent supervision so we're going to talk about one specific model we're going to talk about one specific developmental model and then we're going to talk about what your counseling theory can add to these so the supervision model that i'm going to briefly cover is bernard's discrimination model and there's three roles that the supervisor can take using under this model the role of teacher the role of counselor and the role of evaluator now there's uh four main foci uh that the super uh for supervision uh under this model as well that you will be uh you you will be working with the with the intern based on their intervention skills their conceptualization skills their personalization and also their professional behaviors and the slides that follow are gonna go into each of these seven concepts so one rule that you will that you'll engage in as the supervisor will be the teacher role and the you know this is going to uh be a role that you're going to um uh could be providing information to the super to to the intern basic instructional guides this is teaching them things that maybe they don't know or haven't learned yet from their program but is needed for uh for their site possibly you know it could be like serving as a teacher role for just teaching them basic uh you know uh policies and procedures at the site this could be you know some theoretical teaching some conceptualization teaching tech use of technique you know whatever uh you know whatever this role needs that you know that you'll you'll serve as the teacher role to um you know to give them whatever they need in the moment also from coming from the teacher role is going to be the evaluative processes when going to be that you're going to be evaluating the interns and you're going to be you know telling them what they're doing well what they need to focus on and and and maybe how they need to you know how they need to address the limitations that you're that you're seeing uh and this is a time you know this under this role you're gonna give regular verbal and written feedback and strengths and areas for growth so you know this can be serving as the teacher role when you're evaluating them you're gonna evaluate them weekly and you're gonna tell them look this this is the good things i'm seeing these are the things i'm saying you need to grow on and by the time they get to their midterm evaluations and their final evaluation uh that you know that it's all going to be written down and it's going to be no surprise to them so teacher role okay so for the counselor role this might be a uh these might be moments in the supervision process that you're going to help them focus on more interpersonal and intra-personal interactions um this is when that the time that you might serve as the quasi counselor for the intern so you know and look by no means do i want you what i'm saying is that you need to be their counselor or be their clinician and and work with them on you know their own stuff but inevitably their stuff will come up in the supervision process and that's when you you turn on the counseling role for a time and you listen to them and you help process thoughts and feelings to an extent not that you're going to get into deep seated stuff but you do want to maybe take a step into this role and counsel them you know as as a counselor briefly and then pull back out and if the in and if they're if they are struggling with things that are more deep seated then you would say look you need to talk to your therapist about this or if you don't have a therapist go get one uh that you know that you're not and be very clear with them you know that you are not their full-time therapist but there will be times that they will you know present in counter-transference and and you need to dig into that from the supervision role as maybe you know from a counseling perspective so don't be afraid to go there a little bit but don't go too far because then you're blurring lines and and always remember you're their supervisor first consultant role uh this is when you know the student counselor or the supervisee and the supervisor relate morris colleagues this is when they're stepping up and they're using you as a consultant and in terms of like you know things they might need it's an exchange of ideas about interventions goals treatment plans that they're not really coming to you as a student they're really not coming to you with emotional needs they're coming to you as hey you know what like i need to bounce this idea off you and and it's going to be more on equal footing now these three roles are going to be fluid that within one supervision session you might serve these three roles all you know like you know that you might just go in and out of these roles uh very very smoothly and you know as they're needed so don't feel like you need to go into the supervision as just the you know supervision hour as just their counselor or just their teacher or just their consultant i would realize that these three roles exist and then whatever comes up in the supervision session is you know that you know these roles are just going to naturally you know emerge and then they will dissipate and then you might go from the teacher to the consultant from the consultant back to the teacher maybe to the counselor back to the teacher you know say it's it's it's just all very fluid now early in supervision you're probably going to be doing a lot of teaching and a lot of counseling whereas late in supervision you're going to be learning leaning more towards the consulting role so that's just the natural progression of things now the four foci that uh that bernard and goodyear talk about intervention is the first one uh that you're going to be looking at and evaluating uh you know what is the supervisee doing in the session that is observable by the supervisor you're going to be evaluating them on um uh you know on their clinical skills their micro skills how are they how are they working with the client what's their body language what is their you know are they you know what is their voice to all of those things that you're going to be observing them um you know through their taping and um you know in terms of how you know how they're doing what they're doing and providing you know the proper supervision through the teaching the counseling and the consultant roles of the supervisor conceptualization is going to more focus on uh how the supervisee understands what is happening in the session so this is looking at the client from maybe 36 000 feet how are they conceptualizing them using theory counseling theory developmental theory other kinds of models that they're that they're implementing um how are they coming to understand their clients and and maybe also how are they conceptualizing themselves with their clients in terms of transference and counter transference so and then personalization is a supervisee's style and ability to handle transference and counter transfer so this is more or less how is their personality coming into the picture here and and um you know how are they handling these things professional behaviors that can be anything how are they interacting with you how are they interacting with their clients in general other colleagues at the at the site are they are they dressing big professionally you know are they receiving uh supervision feedback appropriately you know just general professionalism uh you know at the workplace so those are the four places that you'll be you'll be focusing in on uh developmental model of supervision we're going to move into from from bernard goodyear to a specific developmental model there's two basic underlying assumptions is that student counselors and supervisees move towards toward an a level of competence in a series of stages and uh and each and you know b is really uh that each supervisee is going to need maybe something a little different in supervision to get to a state of competence so it's not a cookie cutter type concept you really need to see what each supervisee needs and meet them where they're at here's my take on developmental perspective of supervision of developmental supervision is that interns should should always be moving from a place of incompetence to a place of competence that they will always move from high anxiety to low anxiety when you first get these students especially in practicum they're going to be super anxious about everything you know that they're that they're going to be anxious about you know they might have some imposter syndrome they they might have anxiety in terms of their performance they're going to try to please you they're going to try to just show you the better parts of of their performance and hide the you know the the weaker parts uh so they're going to have anxiety and and and uh but but with experience and competence they're going to move to lower anxiety uh and they're also going to be really clunky at first in terms of their assessment procedures and their uh you know they're just talking with clients about informed consent and insurance and and the therapeutic process and who they are what their role is and then going through the assessment process and going through an intake and and maybe even just counseling at first you know that their first their first you know doing things at the very beginning they're gonna be clunky and that's okay but over time they're gonna they're gonna smooth things out they're gonna develop those neural networks where they're going to be able to talk about informed consent in their sleep they're going to be able to do an intake in their sleep and it'll it'll be okay but i always try to tell supervisees you know when i when i do a prac or an internship that it's okay to feel incompetent it's okay to be anxious and it's okay to start out clunky and with time these things will get better

uh stoltenberg has a developmental model and stoltenberg talks and this is developmologist for uh just for interns as they move uh um uh you know as they move through the the very early stages of clinical practice into maybe their around their graduation and it views trading process as a series of stages uh through which they progress and it provides a conceptual framework for uh for the supervisor and the supervisee so it gives you an idea of maybe what to look for at certain stages with with your interns and it also maybe normalizes some things for the supervisee as um you know as they move through these stages so there's four stages we're going to talk about in a little bit of detail uh the first one is the dependent stage is when they're they're the most green and and they don't really know uh exactly what they're doing dependent autonomous is when they start to step out a bit some step out to too fast others not enough but you know it's it's this um you know just trying to you know gain some uh some footing uh conditional dependency is they they're getting their legs about them and their sea legs uh all the way to integrated so which is when they're they're a lot more independent and confident so during the dependence stage there's going to be a general lack of confidence by the intern their their confidence will be low they're going to be very needy for support and direction uh but this will change but you just have to write it out uh they're gonna you know they're gonna need opportunities to explore and figure out what they're good at what they need to work on uh feelings uh they're gonna need to address their feelings and become more self-aware of their own internal uh internal struggles internal thoughts this is you know a lot when you know your counseling hand is going to come on during the dependence stage and you're going to help them through this time of um of high anxiety low confidence they're going to need the emotional support they're going to be anxious about their performance and their evaluation so for example you know during the dependent stages is going to be when you're going to want to you know see most you know the majority of their clinical tapes because you want to see how they're interacting with clients and this is going to be a time that they're going to feel really insecure and self-conscious about showing you their tapes because ultimately your the interns want to please you they they want they want you to think that they're doing a good job so they're going to show you the best of what they can do on their tapes and they're and they're not going to show you where they're screwing up so your job i this is my suggestion is to encourage them to show you tapes that they do things really well in and also show you things that they really need help with and parts that they feel like they really screwed up because that at least will give you the sense of okay that you know and let them know that hey they're seeing the best of me and they're also saying the worst of me and they might they might feel better about that and instead of just saying well show me where you messed up or show me where you need the help because then then they're always just showing you the problems they're going to be resistant to showing the tapes they will passively resist showing the tapes they they will waste time putting the footage up on you know on the screen and they will drag their feet and and so what i tell interns at that time is when i you know when i come in for the session for for supervision i want the tapes up and ready i want them ready to go and you're not going to waste time and if you do that then and you and you push that and you and you hold that then they will at least know what's expected and they know they can't mess around because they are they're scared to show you what they're performing you know how how they're doing so far and because they don't want to let you down and they don't want you know a lot of them have that imposter syndrome where they think geez now i'm going to be found out as you know that i shouldn't be here and i'm going to get kicked out of the program 99 of the time that never happens so but you know it's it's just it's just their anxiety okay moving on to dependent autonomous stage uh they start moving away from imitating their supervisors they start getting out and initiating their own behaviors uh you know they start creating their own way which is good they might become a little bit overconfident at this time and that's you know that's when you got to pull them back and say hey you know you're not as good as you think you are uh you know so reign it in don't be so cocky um or they might become overwhelmed and that's when you say okay and and they might you know regress the other way and you kind of have to push them out of the nest a little bit and say no you're okay you're okay with this you've got this have some confidence have some faith in yourself and and in either situation that's when you're that's when the counselor comes out and you either pull them back gently or you push them out gently uh their level of motivation may fluctuate at this time so you know monitor for that uh they may express stress uh due to a lack of confidence in wanting to appear competent so you know it's once again this it's they just want to please you they they want to show that they can do the job they want to show themselves that they can do the job uh because you know this is a big deal this is their career this is their craft and they want to know that they can do it so

conditional dependency this third stage is when uh you know that the supervisee is going to check in with the supervisor if they run into difficulty they they're not going to run to you for everything anymore they're going to come to you for when they really need you and you're going to notice that you know that that that autonomy is starting to build and and you're not going to worry about them as much they're going to have stronger clinical skills uh they've you know they've done this a few times uh they've made some mistakes that they've you know fixed and they've moved forward and uh you know from and and they're starting to you know to really get their their clinical sense about them uh their personal style and counseling is starting to show through they might be using different approaches with with different kinds of clients uh and um you know they may depend on on the supervisor uh as a peer or even a colleague they might start moving into that role of of hey let's you know i'm using you as a as a um you know this this collaborative effect and it doesn't mean they're not going to need you but they're going to need you less and that's where we want them to go integrated stage is they're capable of independent practice they know their limitations and they know when they still need to come to you or other people uh they might have branched out to other colleagues other interns uh other you know other licensed people in the in the agency or school and and and they're starting to make their net you know they're networking they're interested in the process of counseling not so much the nuts and bolts they're starting to see the larger picture to what therapy is they like the uh interdependent collaborative approach um so and this is ultimately where we want them to be so by the time they graduate they're going to be here and and and you know and they'll be ready to um you know engage in their post-graduation supervision for licensure so they're they're by no means finish developing but they've reached a certain stage where they can they can work independently to a lo to a to a point and and and their their you know their um post graduation licensure you know licensed supervisor for independent license will take over from there

okay so this next third this this next level is we have you know we've talked about a supervision model we've talked about a supervision developmental model and now we're going to talk about a council theory so that the idea is to integrate all three of these things together conceptually for you the supervisor so you can conceptualize your interns uh you know more broad-based so something that i would encourage you to do is sit and take a few minutes to think about how you can integrate your theory of practice with the discrimination and the stoltenberg models um uh you know that you know that you know really any model could work and i've just listed a few here uh i listed adlerian first because i lean uh more towards adlerian uh but you know if you're cbt if your narrative if your family systems you know it doesn't matter psychodynamic existential person-centered they all can integrate with discrimination in stoltenberg so think about how these things can come together for you to better conceptualize your intern and then also serve as you know more supervision interventions uh based on on this integration you can also integrate other types of models using your conceptualization so if you're you know if you if you practice from a wellness perspective use whatever wellness model that you implement with your clients with your student or with with your interns if your trauma therapist implement trauma work or you know trauma theories spirituality multicultural this list can go on but you know what i'm you know what i'm alluding to so think about what you have in your in your toolbox as a clinician and how you can integrate that with your you know with the models that i've presented

super supervisor behaviors so in any given situation uh the supervisor you know you are going to as the supervisor you're going to assess the interns developmental stage you're going to assess a need for a particular foci area such as you know what we talked about intervention conceptualization personalization professional behaviors you're going to choose the appropriate role to address that focus as the as the clinician or as the counselor as the teacher or the collab or the collab yeah the collaborator you're also going to make interventions make an intervention around particular focus using skills appropriate to the chosen role so

common questions that supervisors have such as when there's a conflict you know uh with your supervisee if you guys are not gelling the way that uh you imagined or that you think is is needed in order to have a good supervisor supervise your relationship possibly times when your supervisee is not prepared for supervision

you know when your supervisee fails to follow policies or supervisor recommendations even counter turners counter transference issues uh between the supervisee and you too so if the supervisee is having counter transference issues with their clients you know that's something that needs addressed uh or if you're having counter transference issues with your supervisee you know that and that could also be addressed if any of these come up please know you are not alone um that if you feel a little out of your depth and you have questions about your role questions about supervision in general uh issues related to your supervising based on the last slide or maybe even additional uh concerns you're not alone here you can always reach out to to the counseling uh to the counseling faculty uh reach out to dr tucker she is the kraken internship coordinator uh she will be you know she coordinates all of the practicum students and and internship students in terms of getting them in uh and getting them uh you know getting them a site working with the sites to get the mouse get the you know get the supervisors uh you know all that paperwork in that she is going uh she could be your second line of defense your first line of defense could be the practicum um or the practicum or internship faculty supervisor that you will be introduced to at the at the beginning of each semester that you could collaborate with them and talk with them or dr tucker or even myself uh dr thomas foster i'm the program director that i'm usually the last line of defense but i am here for you as a a as a um as a resource as well and uh in that you know if if there is something going on with uh with your supervisee that needs more that is a little bit beyond you know that you need some support with we are here to help and you know we we want this to be a good experience not only for our interns but also we want this to be good for you too and uh and and we're gonna do everything in our power to um uh to make this work and and to resolve any conflicts or issues that might be happening at the site so that is the uh tutorial for uh for supervision for the counseling program at ulm i hope it's been informative to you if you have any questions please reach out to me if not have a great day thank you very much