Counselor educators and supervisors train students and supervisees to become professional, ethical and competent counselors. However, some trainees are adamantly against working with LGBT people, some are insensitive about their language, and others don’t understand the inappropriate nature of their jokes. In this panel discussion LGBTQQIA counselor educators and supervisors discuss their own responses to slanderous speech, microaggressions, and overt ridicule regarding LGBTQQIA persons by students and supervisees. We will talk about our own emotional reactions and how they’ve changed over time, along with helpful and unhelpful responses to students/supervisees based on their own developmental level. Each panelist will briefly discuss one aspect of their experience, and we will then facilitate a discussion with attendees around best practices for managing emotional reactions while still offering appropriate responses to students and supervisees.
Learning Objectives:
Look at the effects on counselor educators when students make hurtful comments about an aspect of one’s identity.
Explore how the parts of one’s identity intersect and conflict with each other in difficult situations.
Learn ways to work with students and supervisees toward LGBT competence and advocacy
Counselor educators and supervisors train students and supervisees to become professional, ethical and competent counselors. However, some trainees are adamantly against working with LGBT people, some are insensitive about their language, and others don’t understand the inappropriate nature of their jokes. In this panel discussion LGBTQQIA counselor educators and supervisors discuss their own responses to slanderous speech, microaggressions, and overt ridicule regarding LGBTQQIA persons by students and supervisees. We will talk about our own emotional reactions and how they’ve changed over time, along with helpful and unhelpful responses to students/supervisees based on their own developmental level. Each panelist will briefly discuss one aspect of their experience, and we will then facilitate a discussion with attendees around best practices for managing emotional reactions while still offering appropriate responses to students and supervisees.
Learning Objectives:
Look at the effects on counselor educators when students make hurtful comments about an aspect of one’s identity.
Explore how the parts of one’s identity intersect and conflict with each other in difficult situations.
Learn ways to work with students and supervisees toward LGBT competence and advocacy.
Description: Supervision is a complex process that entails a multitude of roles and responsibilities. Roles are the functional relationships between supervisors and those they supervise; responsibilities include the clinical, ethical, and legal duties of the supervisor. In this chapter we discuss these roles and responsibilities and offer several case study examples to clarify this process.
Objectives:
Define the role of the clinical supervisor in the helping professions
Distinguish the relationship between supervisees and the supervisor
Source: Clinical Supervision in the Helping Professions: A Practical Guide, Second edition by Gerald Corey, Robert Haynes, Patrice Moulton, Michelle Muratori
Description: This chapter looks at several segments of the supervisory relationship. The absolutely critical role of the supervisory relationship resonates throughout the literature on clinical supervision (Borders, 2005). Personal and interpersonal issues in supervision addressed include power and authority in the supervisory relationship, the role of a supervisee's and supervisor's values, issues of trust between trainees and their supervisors, and conflicts between supervisor and supervisee. We also address how supervisors might teach their supervisees to effectively deal with a range of challenges, such as coping with doubts and fears, recognizing personal needs, recognizing countertransference, and understanding diverse value systems of clients. Challenges for supervisors are examined, including helping supervisees deal with their anxiety and assisting supervisees in understanding the meaning of failures with their clients.
Objectives:
Define the role(s) of the clinical supervisor in the helping professions
Distinguish the relationship between supervisees and the supervisor
Source: Clinical Supervision in the Helping Professions: A Practical Guide, Second edition by Gerald Corey, Robert Haynes, Patrice Moulton, Michelle Muratori
Description: In this chapter, we describe some of the more common supervision methods. Clinical supervision is a rapidly expanding field, and a number of supervision methods have been developed. Some methods provide a general approach to supervising, and others involve specifi c techniques. Some methods have been borrowed from psychotherapy techniques; others have been developed specifi cally for supervising. We refer to both the methods and the techniques of supervision as supervision methods.
Objectives:
Assess your command of supervision methods
Determine the pros and cons of individual versus group supervision methods
Distinguish methods for use with supervisees at different levels of development
Source: Clinical Supervision in the Helping Professions: A Practical Guide, Second edition by Gerald Corey, Robert Haynes, Patrice Moulton, Michelle Muratori
Description: Sometimes the work of a clinician is full of surprises regardless of how careful one is to practice in an ethical and professional manner. The popular slogan of Nationwide insurance, "Life comes at you fast®," seems to capture the spirit of these moments. All of us can recall times when we were caught off guard as supervisors or as trainees, when thinking on our feet was necessary but insufficient to meet the demands of a particular situation. During those times, referring to the ethics codes of our professional associations was of paramount importance.
Objectives:
Identify the most critical ethical issues in supervision
Define the ethical responsibilities a supervisor must assume in supervision
Examine relationships between the supervisor and supervisee beyond the formal process
Source: Clinical Supervision in the Helping Professions: A Practical Guide, Second edition by Gerald Corey, Robert Haynes, Patrice Moulton, Michelle Muratori
Description: Multiculturalism and diversity have gained increasing focus in the counseling profession over the past couple of decades. Several years ago it was desirable albeit optional for mental health professionals to take a stand and integrate multicultural components into training and practice, but today adopting a multicultural focus is nonnegotiable. It is expected, and for a very good reason. It is almost a certainty that the U.S. Census of 2010 will show a major increase in the number of racial and ethnic minorities living in the United States since the previous census. Diversity offers both challenges and opportunities, and supervisors need to address these important issues with their supervisees. Let's begin by defi ning culture. Does culture encompass ethnographic, demographic, status, and affi liation variables? Are within-group differences as significant as between-group differences? And on a more personal note, how do you identify your own culture through concrete, behavioral, and symbolic means?
Objectives:
Define multiculturalism as it relates to the supervision process
Examine and identify hidden agendas, biases and prejudices that could affect the supervisory relationship.
Define the terms culturally competent assessment and social advocacy
Source: Clinical Supervision in the Helping Professions: A Practical Guide, Second edition by Gerald Corey, Robert Haynes, Patrice Moulton, Michelle Muratori
Description: In this chapter we describe the characteristics of effective supervisors. We also asked our contributors to share their perspectives on this topic and to describe the "ideal" supervisor. We adapted that information into the characteristics of the "effective" supervisor. The ideal is something that we strive for, whereas being effective is something we can actually accomplish. In addition, we describe some of the struggles of new supervisors. The chapter concludes with some thoughts on fi nding your own style as a supervisor and developing a plan for how to proceed beyond this book in becoming an effective supervisor.
Objectives:
Identify the key characteristics demonstrated by effective supervisors
Contrast the supervisor's knowledge and skill versus his or her interpersonal skills
Source: Clinical Supervision in the Helping Professions: A Practical Guide, Second edition by Gerald Corey, Robert Haynes, Patrice Moulton, Michelle Muratori
Description: The following questions will be addressed: (1) How is the relationship between the supervisor and supervisee fundamental to effective supervision? (2)What were the supervision challenges you experienced?(3)If you had to name a few roles that are imperative to effective supervision, what would those be and why?(4)Why is having a model of supervision so important?(5)Would you be willing to discuss the role of conflict in supervision? (6)Describe some of the more common supervision methods utilized in supervision. How can a supervisor decide which methods to use?(7)What can supervisees or trainees do if they suspect that their supervisor is impaired?(8)What are some critical ethical issues in group supervision? (9)When you were a trainee, how was supervision instrumental in your professional development? How has this impacted the approach you use as a supervisor today?(10)What are some of the key considerations when evaluating a supervisee?(11)What, if anything may lessen the inherent anxiety in the supervisory process?(12)How can multiple roles and relationships best be managed in the supervisory process?
Objectives:
Summarize the basic tenets of Supervision
Determine how important the relationship is between the Supervisor and Supervisee
Summarize conflicts and anxiety that might be present in any Supervisor/Supervisee relationship
Description: Competencies are descriptions of what we believe the effective counselor needs to possess to ethically and successfully work with clients on spiritual and religious issues. The 14 competencies in this chapter challenge counselors, as does Guru Nanak, to recognize the essential unity of humankind and humans' common attempts to understand their relationship with the higher power. The competencies are tools to help counselors maintain a relationship with a client even when the client's beliefs are contrary to their own. In essence, the competencies ask counselors to see through the client's lens while being fully conscious of their own spiritual or religious viewpoint. They ask counselors to sacrifice their sectarianism for a while and go beyond mere toleration so that they can truly understand their clients' spiritual and religious lives.
Objectives:
Examine the emergence of the Association for Religious Values in Counseling (ASERVIC) as a viable entity in the American Counseling Association (ACA)
Identify the specific competencies counselors must possess if they are to effectively address the spiritual and religions needs of their clients
Source: Integrating Spirituality and Religion Into Counseling: A Guide to Competent Pracitce, Second Edition, edited by Craig S. Cashwell and J. Scott Young
