COUN 8135 – Clinical Supervision (5 credits):Exclusive Course Details

COUN 8135 Course Introduction for COUN 8140 – Individual Psychotherapy (5 credits) (COUN 8140)

COUN 8135 Course Introduction for COUN 8145 – Group Psychotherapy (5 credits) (COUN 8145)

COUN 8135 Clinical Supervision (5 credits) Students in COUN 8135 Course will learn the theoretical framework of supervision and will be prepared to provide quality professional supervision. Students will participate in small group activities, role-plays, lectures and case presentations to prepare them for their professional roles as supervisors.

– Ashford University

– Liberty University Online

– Northcentral University Online

COUN 8135 Course is a study of theory and practice of supervision as a professional development process. Topics include supervisory relationships, ethical and legal issues in supervision, planning, feedback and evaluation techniques. Experiential learning will be emphasized.

COUN 8135 Clinical Supervision (5 credits) COUN 8135 Course is designed to provide students with the opportunity to apply knowledge and skills related to the clinical supervision of counselors and other helping professionals. Students will learn about various models of clinical supervision and develop an understanding of the supervisory relationship. The COUN 8135 Course will also focus on ethical issues in clinical supervision, developmental stages of the supervisee, multicultural issues in supervision, as well as a variety of assessment methods. Prerequisites: COUN 5070

COUN 8135 Course Prerequisites: COUN 8100, COUN 8101, COUN 8120, COUN 8130

COUN 8135 Course is designed to prepare students for clinical supervision. The material will be presented as an extension of the theoretical and practical issues discussed in previous counseling classes. Students will explore the supervisory relationship with particular attention to issues of power, authority, transference/counter-transference, counter-resistance and developmental tasks of supervisees at different levels of professional development. Other areas explored include the supervisor’s role in assessment and treatment planning, ethical issues, diversity and multicultural considerations. Students will also examine their own supervisory style and preferences in order to become more aware of their own strengths and limitations as supervisors. Practical experiences including counseling demonstrations, observation of supervision sessions conducted by other students and faculty member(s) are included as a way to enhance learning.

The Clinical Supervision COUN 8135 Course is a five-credit, semester-long COUN 8135 Course that meets for two hours per week.

Students will be able to:

• Generate theoretical perspectives for guiding supervisory relationships

• Assess the impact of personal and professional characteristics on supervisory relationships

• Develop strategies for facilitating effective clinical supervision of counseling interns and trainees.

COUN 8135 Course Assessment & Grading Criteria for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Course Description: COUN 8135 Course is designed to prepare students for the role of clinical supervisor in a variety of settings. Supervision theory, research and practice will be explored, with a focus on developing the skills necessary to provide quality supervision. The importance of ethical and legal standards in clinical supervision will be addressed. Issues related to gender, ethnicity, cultural differences and special populations will also be discussed. Prerequisites: COUN 8120 or COUN 8220 or permission of instructor

The Clinical Supervision COUN 8135 Course will be delivered via a combination of face-to-face and online delivery. Face-to-Face: There will be two face to face sessions in the first week of each semester (see dates below). These sessions will cover all required information for professional supervision practice in Australia, including ethical, legal and organisational considerations. Practical skills sessions will also be included in these two face to face sessions. Online: In order to build on the learning in the two face to face days and provide an opportunity for further development of clinical supervision skills, students will participate in weekly discussion forums. These forums will give students an opportunity to discuss their reflections from clinical supervision experiences, develop critical thinking and apply theoretical concepts learned throughout the unit.

COUN 8135 Course Materials COUN 8135 – Clinical Supervision (5 credits) (COUN 8135) Required Textbook Anstey M., Kelly A., & Pedersen S. (2012). Clinical supervision: A competency based approach (2nd ed.). Oxford University Press, South Melbourne, Victoria Recommended Reading Bedi R., Kavanagh DJ & Caputi P (2006). Evaluation of a qualitative model of reflective practice: Implications for supervision research and practice. Australian Journal of Counselling Psychology. Vol 1, No 2 Introduction This unit is designed as a stand alone unit that can be taken as part of a Master of Counselling Program at ACAP or as part of other masters programs that require students to engage with professional supervision during their degree program; or as part of continuing professional development for practitioners who are already working within counselling and related fields in a supervisory capacity. What you’ll learn: You will engage with contemporary debates around what constitutes quality clinical supervision from an Australian perspective

You will develop a deep understanding about effective ways to support supervisees’ development within safe practices as well as developing your own knowledge about effective supervision practices

You will gain a comprehensive understanding about how to structure clinical supervision meetings with clients/supervisees using evidence based approaches that are grounded in adult learning principles

You will have opportunities to reflect on your personal experiences as well as observe others who are providing clinical supervision by critically evaluating and reflecting on theories, models and practices related to clinical supervision Key Features Accessible content in an engaging presentation style that encourages active participation through case studies and examples that explore key points in depth. Topics covered include: • Learning theories related to adult learning • Developmental models used for supporting supervisees • Ethical perspectives underlying quality supervision • Models and theories related to reflection • Principles underpinning reflective practices • Principles underpinning critical reflection • Reflective writing approaches • Understanding attachment theory • Creating safety within relationships • Fundamental principles underpinning relationships within clinical supervision This unit is guided by theoretical knowledge relevant to current issues surrounding professional practice within clinical settings for counselling related occupations across a variety of work environments including social services, human resources, education, healthcare, corrections and rehabilitation services; however it also has particular relevance for those wishing to enter into private practice later on in their careers This unit is guided by theoretical knowledge relevant to current issues surrounding professional practice within clinical settings for counselling related occupations across a variety of work environments including social services, human resources, education, healthcare, corrections and rehabilitation services; however it also has particular relevance for those wishing to enter into private practice later on in their careers

The COUN 8135 Course is designed for mental health counselors, social workers, marriage and family therapists, and other licensed/certified/registered practitioners who have completed a master’s degree in counseling or a closely related field. Practitioners must be licensed to practice counseling or their field in the state they are employed at the time of registration. Practitioners must also hold supervisory status in order to take COUN 8135 Course.

COUN 8135 Course Prerequisites

COUN 8135 Course requires that students have the following:

Fall 2011

COUN 8135 Course is designed to prepare students for the challenges and responsibilities of clinical supervision. Through readings, discussion, case presentations, exercises, and role plays, students will explore a variety of models of clinical supervision and their application in diverse settings. Students will examine the professional development process in supervision, with particular attention to how supervisors can foster therapist growth. They will also learn to identify trainee weaknesses that may pose risk to clients and how to intervene effectively.

Required Textbook:

1. Brown, L. S., & Lent, R. W. (2012). Career development and counseling: Putting theory and research to work (2nd ed.). Hoboken, NJ: John Wiley & Sons. ISBN: 978-0-470-54321-2

Recommended Textbooks:

2. Bordin, E. S. (1979). The generalizability of the psychodynamic concept of the working alliance. Psychotherapy: Theory, Research and Practice, 16(3), 252–260.

3. Daymont, T., & Holloway, J. D. (2007). Supervision for counselors and therapists in training (4th ed.). Alexandria, VA: American Counseling Association Press. ISBN: 978-1-55620-311-0

4. Gelso, C., Carter, J., & Williams, C.(1995). The relationship in counseling and psychotherapy: Components of the therapeutic relationship and their implications for practice and research (Vol 1). Mahwah, NJ: Lawrence Erlbaum Associates Inc Publishers. ISBN 080581295X

5. Gilbert, L., & Schermerhorn, P.(2011). Essentials of supervision (2nd ed.). Upper Saddle River NJ: Pearson Education Inc.. ISBN 0205775397

COUN 8135 Course Practicum Journal for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

Instructions:

Throughout the duration of COUN 8135 Course, students will be required to submit weekly journal entries discussing the following topics:

1. Describe your experience with and understanding of supervision, including your definition of supervision. How has your definition changed? What are the supervisory components in the Model of Supervision with which you most identify? What are the supervisory components in the Model of Supervision with which you least identify? Explain why. What impact does your current professional work have on your understanding and application of supervision? Discuss an experience or situation related to supervision in which you engaged that was challenging or difficult for you. Describe how you processed this situation, what resources and support you accessed, and how you handled it. Include how you might handle it differently now given what you have learned in COUN 8135 Course. 2. Discuss any challenges or concerns you have with supervision as a new supervisor. Have any changes occurred since starting COUN 8135 Course? If so, what were they? If not, why do you think this is the case? 3. Discuss how well your current supervisory style has been received by those whom you supervise (or who are observing and working with someone whom you supervise). Do people seem receptive to your style/approach? Why or why not? 4. Describe how much engagement there is between yourself and those whom you supervise (or who are observing someone whom you supervise). How much interaction is there between yourself and them? How do they interact with each other (i.e., do they talk with each other about their observations)? Why do think things are like this? 5. Describe the level of support that seems present for those whom you are supervising (or who are observing someone whom you are supervising). Is there enough support for them to grow professionally as clinicians, if they so choose? Are there resources available to them as needed (e.g., consultation, peer group supervision)? Why do think things are like this? 6. Discuss how easy it has been for those whom you supervisor (or who observe someone whom you supervisor) to contact and meet with/observe others outside of group sessions or individual meetings (e.g., attend seminars/workshops, observe others at work). Has this been challenging or difficult for anyone on a consistent basis? If so, why do think that is the case? 7. Describe how well people whose supervision is being observed by others seem to understand what is expected from them during observation sessions as well as in general from each other and from themselves during non-observation times (e.g., personal development goals; opportunities for reflection; intervention strategies; etc.). Do people seem confused about what is expected from them at times or does everyone seem to know what their roles are clearly at all times? If confusion does exist among individuals being supervised by others whose supervision is being observed by others, where does it exist primarily (e.g., with personal development goals; opportunities for reflection; intervention strategies; etc.) ? 8 . Describe how well people whose supervision is being observed by others seem to be meeting expectations when under observation by others during group sessions or individual meetings as well as during non-observation times (e.g., personal development goals; opportunities for reflection; intervention strategies; etc.). Have people appeared motivated throughout each session/meeting as well as during non-observation times to achieve specific goals set forth for them before each session/meeting began or has motivation fluctuated throughout these times instead? 9 .Describe any challenges/difficulties related to maintaining confidentiality when working within a small number of people who frequently see one another outside of class time (in both formal settings [work] and informal settings [outings] ). Does it feel safe enough to discuss certain information around certain individuals outside of class time but not around others outside of class time ? For example: You may feel safe discussing information related to work around one individual but not another because the two individuals might interact socially often outside of work whereas others might not see one another often outside of work ; however , might feel safe discussing information related to social situations around some individuals but not around others because some individuals may be more emotionally invested in social situations than others . 10 . Discuss any challenges/difficulties related to maintaining confidentiality when working within a larger number of people who frequently see one another outside of class time . Does it feel safe enough at times discuss certain information around certain individuals outside of class time but not around other individuals outside of class time ? For example : You may feel safe discussing information related t o work around one individual but not another because the two individuals might interact socially often outside of work whereas others might no t see one another often outside o f work ; however , might feel s af e discussing information r elated t o social situations around some individuals but no t around other s because some individuals may be more emotionally invested in social situations than others . 11 . D escribe if /how effectively y our supervisory style has helped create an environment where professionals can function autonomously while also feeling supported through encouragement , trustworthiness , empathy , positive regard , genuineness , warmth , etc . I f questions arise regarding professional autonomy vs support vs guidance vs training vs mentoring vs coaching vs role modeling vs collaboration vs teaching , refer back t o readings on thi s topic fro m early i n term while completing thi s journal entry 12 . D escribe if /how effectively y our supervisory style has helped create an environment where professionals can function collaboratively while also feeling supported through encouragement , trustworthiness , empathy , positive regard , genuineness , warmth , etc . I f questions arise regarding professional autonomy vs support vs guidance vs training vs mentoring vs coaching vs role modeling vs collaboration vs teaching , refer back t o readings on thi s topic fro m early i n term while completing thi s journal entry 13 . D escribe if /how effectively y our supervisory style has helped create an environment where professionals can function independently while also feeling supported through encouragement , trustworthiness , empathy , positive regard , genuineness , warmth , etc . I f questions arise regarding professional autonomy vs support vs guidance vs training vs mentoring vs coaching vs role modeling vs collaborationvs teaching refer back t o readings on thi s topic fro m early i n term while completing thi s journal entry 14 . De scribe if /how effectively y our supervisory style has helped create an environment where professionals can function individually while also feeling supported through encouragement trustworthiness empathy positive regard genuineness warmth etc I f questions arise regarding professional autonomyvs supportvs guidancevs trainingvs mentoringvs coachingvs role modelingvs collaborationvs teachingrefer back t o readings onthistopicfroearlyitermwhilecompletingthisjournalentry 15 . De scribe if /how effectively y our supervisory style has helped create an environment where professionals can function interdependentlywhile also feeling supported through encouragementtrustworthinessempathypo sitive regardgenuinenesswarmthetc I f qu estions arise regarding professional autonomyvssupportv guidancetrain ingmentoringcoachingrole model ingcollaborationteachingrefer backtoreadingsonthistopicfroearlyitermwhilecompletingthisjournalentry 16 . De scribe if /how effectively y our supervisory style has helped create an environment where professionals can function sympatheticallywhile also feeling supported through encouragementtrustworthinessempathypo sitive regardgenuinenesswarmthetc I f qu estions arise regarding professional autonomyvssupportv guidancetrain ingmentoringcoachingrole model ingcollaborationteachingrefer backtoreadingsonthistopicfroearlyitermwhilecompletingthisjournalentry 17

1. Christensen, J.L., & Gerstein, L.S. (2000). Supervision and training: Clinical and organizational perspectives. New York: Free Press. 2. Corey, G., Corey, M., & Callanan, P. (2007). Issues and ethics in the helping professions (8th ed.). Belmont, CA: Brooks/Cole Thomson Learning 3. Daymon, C., & Holloway, I., Eds. (2010). SAGE handbook of qualitative research in health and social care (2nd ed.). London: Sage Publications Ltd 4. Erford, B.T., Ed.(2010). Orienting students to counseling (4th ed.). Belmont CA: Brooks/Cole-Thomson Learning 5

Supervisor: ___________________________

Trainee: ______________________________

COUN 8135 Course dates: __________________________

This form must be completed and signed by both the supervisor and trainee before the start of the first class. COUN 8135 Course is equivalent to COUN 8210 (Clinical Supervision).

I. Expectations for Clinical Supervision: (Check all that apply) __ Practicum __Internship __ Other _________________ Total hours required in this setting: ____________ Hours of individual supervision required: ____________ Total number of group supervision hours required: ____________ Other expectations or requirements for this setting (e.g., duties, responsibilities, etc.): ______________________________________________________________________________________________________________________ II. Prior Learning Experience Check all that apply: _ I am a Licensed Professional Counselor _ I am a Provisionally Licensed Professional Counselor _ I am a Registered Associate Counselor _ I am working toward licensure as a Professional Counselor _ I am working toward licensure as an Associate Counselor _ Other___________________ III. Commitment to Learning The following learning goals have been identified for this placement: 1. Understanding of professional identity 2. Understanding of self as professional 3. Understanding of self as person 4. Introduction to group process skills 5. Development of conceptual skills 6. Development of interpersonal skills 7. Introduction to intervention skills 8. Introduction to assessment skills 9. Development of intervention skills 10. Development of assessment skills 11. Understanding of agency context 12. Introduction to diversity issues 13. Integration into professional community 14. Other_______________________________________ IV., Process for Completing Goals Please describe how you will complete each goal during your time in clinical supervision and/or identify other experiences that you feel will contribute to your development toward this goal (e.g., specific counseling theories, specific intervention strategies, specific assessment instruments, etc.): Goal #1 Goal #2 Goal #3 Goal #4 Goal #5 Goal #6 Goal #7 Goal #8 Goal #9 Goal #10 Goal #11 Goal #12 Goal #13 Goal V., Assessment Tools Please describe any tools you intend on using in order to assess your progress toward these goals and whether or not you feel these tools are adequate for this purpose (i.e., cognitive ability tests, MMPI-2, work samples, etc.): VI., COUN 8135 Course Schedule Date Topic References/Readings Assignment Due October 17th Overview October 24th Overview Introduction October 31st Overview Introspection November 7th Overview November 14th Overview November 21st Thanksgiving Break—No Class November 28th Overview December 5th Overview December 12th Final Exam Review—No Class Required Texts/Materials Required Texts/Materials Optional Texts/MaterialsOptional Texts/Materials VII., Signature Page Supervisor’s signature:___________________________________________________Date:________________ Trainee’s signature:___________________________________________________Date:________________

COUN 8135 Course is designed to provide a capstone experience for graduates in the MSSW Program. Students will have opportunities to apply their knowledge of social work supervision and practice in an agency setting under the supervision of a licensed clinical social worker (LCSW). The COUN 8135 Course includes individual and group supervision, as well as some didactic sessions with other students on issues related to clinical supervision and practice.

Clinical Supervision is a three-credit, graduate-level COUN 8135 Course that meets the requirements of the Kansas Board of Behavioral Sciences for licensure as a Licensed Professional Counselor (LPC). It is also required for Master’s level students seeking Licensure as a Licensed Mental Health Counselor (LMHC) in the State of Kansas. The purpose of COUN 8135 Course is to teach the skills necessary for effective clinical supervision. This will include learning how to develop and practice skills associated with setting limits and expectations, facilitating growth and development, functioning within supervisory relationships, managing conflict, providing feedback, evaluating the supervisee’s performance, and promoting professional identity. Additionally, students will be introduced to different theoretical approaches to clinical supervision such as relational, psychodynamic, integrative/interactive process models, and group process approaches.

COUN 8191 – Independent Study Project (1 credits) (COUN 8191) This one credit independent study allows students to pursue a topic related to their professional interests or educational goals. Students may want to use independent study to: 1) complete an internship that cannot be accommodated in any other way; 2) complete special projects related to a student’s interests; 3) explore new ideas and methods for teaching; 4) expand one’s educational experience by pursuing studies outside of their area; 5) strengthen current areas of study; 6) conduct research on topics not included in standard curriculum offerings; 7) conduct research on subjects not covered sufficiently by regular curriculum offerings; 8) apply knowledge gained from regular curriculum offerings outside the classroom by putting it into practice.

COUN 8220 – Theory & Practice Couples Counseling (3 credits) (COUN 8220) In this class students will learn about different theories and ways in which couples can be helped. Students will gain an understanding of common couple problems that result in distress during critical life transitions such as marriage or parenting. Topics also include understanding how communication patterns are developed early in relationships and how they affect how couples interact with each other throughout their lives together. Students will learn practical intervention strategies based on evidence based practices that can help couples enhance communication skills while developing stronger relationships. Students will also learn how personal attitudes toward marriage can influence the ability to effectively work with couples who are experiencing distress during these critical life transitions. Finally, students will also have an opportunity for experiential learning through role playing activities with fellow classmates in order to further enhance skills development in working with distressed couples during these critical life transitions.

COUN 8330 – Grief Counseling (3 credits) (COUN 8330) Grief counseling provides counseling professionals with opportunities for developing specialized skills pertaining to grief counseling. Although grief counseling is often viewed from a crisis perspective involving highly emotional reactions that may threaten our physical well-being due to profound sorrow resulting from loss or change—we need to remember that grief is universal experience that affects everyone at some point during their lifespan –which means grief is natural! Therefore when someone experiences an overwhelming sense of sadness—it is a signal that something has been lost or changed—and although this experience may cause us significant emotional pain—it is not necessarily evidence of mental illness! It should not be ignored but addressed! Grief counseling involves assisting individuals who have experienced loss or change by helping them move through the stages of grief which includes denial/isolation, anger/bargaining, depression/reflection and acceptance in order to return back again eventually come out on the other side! The successful completion of this class requires participants possess basic computer skills including word processing and sending e-mail messages utilizing Microsoft Word or comparable program & familiarize themselves with internet browsers including Internet Explorer & Firefox plus internet searches using Google or comparable search engines prior taking this class! Please note: There are no prerequisites required taking this class however students may find it helpful if they have previously taken either COUN 8000 – Principles Professional Counseling or COUN 8005 – Human Development Psychopathology COUN 8135 Courses prior taking this class because both COUN 8135 Courses provide information pertaining developmental stages as well human development psychopathology which may enhance your understanding grief counseling discussed throughout span class ! May be taken independently without enrollment either degree program assuming meet eligibility criteria stated above COUN 8135 Course description ! Upon successful completion COUN 8135 Course students should able demonstrate ability: Define what means grieve ! Describe characteristics “normal” grief experience ! Explain various responses grief ! Identify important factors impact grieving process ! Describe stages grieving process so can better identify signs symptoms individual grieving ! Explain impact bereavement has society culture community organizations individuals ! Discuss major ethical issues involved working grief clients ! Develop framework understand behavior groups mourning situations ! Apply concepts techniques learned work effectively clients experiencing various types losses ! May be taken independently without enrollment either degree program assuming meet eligibility criteria stated above COUN 8135 Course description .

COUN 8340 – Advanced Child Therapy Techniques (3 credits) (COUN 8340) COUN 8135 Course builds upon previous knowledge regarding child development psychopathology gained previous classes along new ideas regarding play therapy interventions children suffering psychological disorders developmental delays learning disabilities specific challenges children dealing family divorce living foster care having chronic medical conditions tics Tourette’s Syndrome depression anxiety etc . This class provides greater depth exploration therapeutic interventions children designed assist them navigate challenges stresses life coming terms what going feel think react do others along provide alternative perspectives solutions problem issues show interest entering therapy ways help parents improve quality family home lives doing so improve parent child relationships promote healthier family dynamics function positively within community . Class focuses main principles play therapy defined Association Play Therapy America APT 1995 y definition play therapy treatment based theoretical knowledge children’s responses problems times stress shown general effective using means within unique relationship child patient . Within context present class expect increase knowledge regarding specific psychotherapeutic approaches interventions played therapies inspire provide encourage creativity collaboration participate actively progress toward goals treatment plan develop implement ongoing basis..

COUN 8345 – Working With Children Of Incarcerated Parents (3 credits) (COUN 8345) “Children incarcerated parents face social stigma larger set risks than any other population children including poor school performance poverty homelessness delinquency suicide abuse neglect alcoholism addiction mental health disorders among others . Children incarcerated parents hard hit economic downturn recent years losing homes jobs benefits creating uncertainty daily lives raising difficult questions long term effects trends long term implications policy efforts address issue…There now more families struggling meet financial obligations pay rent buy groceries than recent decades resulting high unemployment rates foreclosures bankruptcy home evictions…Confronted added stressors daily lives families struggling making ends meet often find themselves turning criminal activities desperate measures survive creating vicious cycle intergenerational crime poverty …This vicious cycle perpetuates continued involvement criminal justice system perpetuating deeper devastating consequences resulting loss jobs homes resources leaving families dependent assistance government …Creating profound detrimental negative outcomes future generations whole creating deep negative ripple effect wide array communities …Many young people grow facing tremendous challenges including peer pressure violence poverty racism gangs poor educational systems abusive abusive substance abusive parents lack adequate resources support materials needed succeed . Many young people become involved juvenile justice system live difficulty accessing adequate education job opportunities public health services housing food assistance among other needs.. ”(National Criminal Justice Reference Service 2014 Juvenile Offenders Parents Behind Bars).

Part I. True/False (20 points)

Indicate whether each of the following is true or false. Each question is worth one point. Your answers should be recorded in your notebook with a checkmark next to each true answer and an “X” next to each false answer. Include any required documentation on a separate sheet of paper with the exam.

1. Supervisors, like counselors, can help clients set goals and objectives for counseling treatment. TRUE FALSE

2. The relationship between a supervisor and supervisee cannot always be considered as a professional relationship since some degree of personal intimacy is required for effective supervision. TRUE FALSE

3. In order to create an environment conducive to learning, supervisors need to provide immediate feedback during the session so that problems can be corrected immediately. TRUE FALSE

4. Although it is helpful for supervisors to do an evaluation of the supervisee’s performance at the beginning of each session, this may make it difficult for the supervisor to maintain objectivity and impartiality throughout the supervision process and may interfere with constructive criticism if necessary later on in the session or in future sessions. TRUE FALSE

5. All supervisory relationships need to have formal contracts signed by both supervisor and supervisee in order to define expectations, roles, and responsibilities as well as establish guidelines regarding confidentiality and fees before supervision can begin. TRUE FALSE

6. A supervisor who uses unconditional positive regard with a supervisee will necessarily appear warm, friendly, approachable, and supportive in every interaction between them; however, this does not necessarily imply that they are involved in an inappropriate personal relationship outside of supervision hours because of their frequent interactions with one another. TRUE FALSE

7. A supervisory relationship should not resemble a therapy relationship because this may result in feelings of competition or resentment on either side as well as a blurring of boundaries between supervisory roles and therapeutic roles that may negatively impact counseling treatment outcomes for clients served by the supervisee after graduation from school . TRUE FALSE

What Should Students Expect to Be Tested from COUN 8135 Course Midterm Exam

Topics that could be included on the midterm exam for COUN 8135 – Clinical Supervision (5 credits) include, but are not limited to:

• Theories and models of supervision
• Ethical and legal issues in supervision
• multicultural issues in supervision
• Supervisory relationship
• Supervisory process
• Supervisory techniques

How to Prepare for COUN 8135 Course Midterm Exam

1. Understand the types of questions that will be on the exam. The COUN 8135 Course midterm exam will cover material from lectures, discussions, and readings. There will be a mix of multiple choice, true/false, and essay questions.

2. Review your lecture notes and class discussions. Make sure you understand the key concepts covered in each session.

3. Read the required readings for the COUN 8135 Course. Take time to reflect on the main points of each reading and how they relate to the lecture material and class discussions.

4. Develop a study guide to help you review for the exam. Your study guide should include key concepts, terms, and ideas that you want to make sure you know for the exam.

5. Take practice exams. There are a number of online resources that offer practice exams for counseling COUN 8135 Courses. Taking practice exams can help you identify areas where you need to focus your studying.

6. Get plenty of rest and eat healthy meals in the days leading up to the exam. This will help you stay focused and alert during the exam.

Midterm Exam Questions Generated from Top 100 Pages on Bing

1. What are the four major tasks of clinical supervision?

2. What are the three different models of clinical supervision?

3. What is the difference between formative and summative evaluation in clinical supervision?

4. What are the five stages of supervision?

5. What is the difference between microskills and macroskills in clinical supervision?

Midterm Exam Questions Generated from Top 100 Pages on Google

1. What are the differences between clinical supervision and consultation?

2. What are the different stages of development in clinical supervision?

3. What is the difference between direct and indirect supervision?

4. What are the different types of feedback that can be given in clinical supervision?

5. How can technology be used in clinical supervision?

This exam covers only the COUN 8135 Course material since the last exam. It does not cover any of the required text readings or material from the first exam. The questions on this exam require you to use your knowledge of the materials covered in class and those texts, along with your own experiences as a supervisor, practitioner, and person, to answer each question completely. There are four questions on this exam, and you must complete all four questions to receive credit for the exam.

Question 1: This question asks you to provide an overview of what you feel are some important areas that a supervisor should attend to in order to create an effective supervisory relationship with a supervisee. What characteristics do you think are necessary for a supervisor in order to be successful? What characteristics do you think would allow a supervisor and supervisee to work together effectively? You should use examples from your own experience as well as from class readings and discussions when answering this question. Be sure that you address each part of this question completely before moving on to the next part of the question. (5 points)

The key components of an effective supervisory relationship are empathy, trustworthiness, mutual respect, effective communication, and collaborative decision-making (Riessman, 2008). These characteristics allow supervisors and supervisees to work together effectively by establishing a foundation of trust and respect, which is necessary for open communication and collaboration.

Empathy is the ability to understand and share the feelings of another person (Riessman, 2008). It is important for supervisors to be able to empathize with their supervisees in order to understand their experiences and perspectives. Empathy also allows supervisors to provide support and encouragement when needed. Trustworthiness is the quality of being honest and reliable (Riessman, 2008). Supervisors need to be trustworthy in order to gain the trust of their supervisees. Trust is essential for open communication and collaboration. Mutual respect is…

What Should Students Expect to Be Tested from COUN 8135 Course Final Exam

Students should expect to be tested on the following topics from the COUN 8135 Course final exam for COUN 8135 – Clinical Supervision (5 credits):

1. Theories and models of supervision
2. Ethical and legal issues in supervision
3. Techniques and strategies for effective supervision
4. Supervisory relationships
5. Diversity in supervision

How to Prepare for COUN 8135 Course Final Exam

To prepare for your final exam, review all of the COUN 8135 Course materials, including the lectures, readings, and discussions. Pay special attention to the key concepts and terms that were covered throughout the COUN 8135 Course. You should also review any assignments that you may have received feedback on in order to identify any areas that you need to focus on. Finally, make sure to allocate enough time to study for the exam so that you feel confident and prepared when you take it.

Final Exam Questions Generated from Top 100 Pages on Bing

1. What are the three core tasks of supervision?

2. What are the different types of clinical supervision?

3. What is the difference between direct and indirect supervision?

4. What is the difference between individual and group supervision?

5. What are the different types of supervisory relationships?

Final Exam Questions Generated from Top 100 Pages on Google

1. What are the purposes of clinical supervision?

2. What are the benefits of clinical supervision?

3. What are the challenges of clinical supervision?

4. What is the process of clinical supervision?

5. What are the skills needed for effective clinical supervision?

COUN 8135 Week 1 Description

COUN 8135 Course is designed to prepare professional counselors and mental health service providers to become effective supervisors in clinical settings. Theories of supervision, methods of teaching and evaluating clinical skills, group dynamics, and multicultural issues will be explored. Students will have the opportunity to develop and practice their own supervisory skills in a small group format.

COUN 8135 Week 1 Outline

Instructor: William E. Heppner, Ph.D., ABPP, ABAP

Office hours: Wednesday, 1:00-3:00 p.m. or by appointment

Telephone: (713) 743-4433; e-mail: wheppner@uh.edu

COUN 8135 meets for eight 3-hour sessions from September 6 – October 25, 2012. Classes will meet from 2:00 – 5:00 p.m. in Social Work Building Room 107.

COUN 8135 Course DESCRIPTION

COUN 8135 Course examines the major issues related to counseling supervision including the following topics: overview of the field of counseling supervision; multicultural considerations in supervision; ethical and legal issues in supervision; theoretical approaches to supervision; supervisory models and methods; developmental stages of supervisees; common problems encountered by supervisors and supervisees; performance appraisal systems; consultant roles in counseling supervision and mentoring as an extension of counseling supervision.

COUN 8135 COUN 8135 Course Schedule

Week 1 Introduction to Clinical Supervision Wednesday, September 5, 2012
2 Theories of Counseling and Psychotherapy Wednesday, September 12, 2012
3 Ethical and Legal Issues in Clinical Supervision Wednesday, September 19, 2012
4 Multicultural Issues in Clinical Supervision Wednesday, September 26, 2012
5 Developmental Stages of Supervisees Wednesday, October 3, 2012
6 Common Problems Encountered by Supervisors and Supervisees Wednesday, October 10, 2012
7 Performance Appraisal Systems Wednesday, October 17, 2012
8 Consultant Roles in Counseling Supervision and Mentoring as an Extension of Counseling Supervision Wednesday, October 24, 2012

COUN 8135 Week 1 Objectives

• Discuss the role of a supervisor in the clinical setting.

• Compare and contrast different models of supervision.

• Understand the process of developing a supervisory relationship.

• Discuss the importance of ethical and legal issues in clinical supervision.

COUN 8135 Week 1 Pre-requisites

The following pre-requisites must be completed prior to taking COUN 8135:

• Counselling Principles and Techniques (COUN 8021) or equivalent

• Introduction to Psychopathology (COUN 8022) or equivalent

COUN 8135 Week 1 Duration

The Clinical Supervision class is a five-week class that meets for four hours per week.

COUN 8135 Week 1 Learning Outcomes

Describe the major models of clinical supervision and how they relate to various orientation, theoretical approaches, and supervisory styles.

Identify the basic characteristics of a good supervisor as well as the stages in a successful supervisory relationship.

Discuss research on effective supervision and how it can inform practice.

Analyze one’s own style of supervision and develop a plan for improving it.

COUN 8135 Week 1 Assessment & Grading

For each lesson of COUN 8135 Course, please complete the following activities:

• Read the lesson materials.

• Complete and submit the lesson assessment. These assessments will be graded using a Pass/Fail criteria. You must receive a Pass on each lesson assessment to successfully complete COUN 8135 Course. Please refer to the Rubric for Lesson Assessments located in COUN 8135 Course Resources for specific grading criteria.

•Complete and submit the weekly discussion board post. A minimum of one scholarly source from peer-reviewed journals or texts published within five years is required. You are expected to contribute a substantive initial post and two thoughtful replies to other students’ posts by Saturday at 11:59 p.m. (ET). Please refer to the Rubric for Discussion Board Participation located in COUN 8135 Course Resources for specific grading criteria

COUN 8135 Week 1 Suggested Resources/Books

• http://www.palgrave.com/us/book/9781403996084 (Links to an external site.) Supervision in the Helping Professions, 4th edition

• http://www.amazon.com/Ethical-Practices-Clinical-Supervision-Counseling/dp/1137287479 (Links to an external site.) Ethical Practices in Clinical Supervision and Counseling, 1st edition

COUN 8135 Week 1 Assignment (20 Questions)

Clinical Supervision (5 credits)

COUN 8135 – Clinical Supervision

COUN 8135 Course Description: Clinical supervision is the professional relationship between a supervisor and a trainee in which the supervisor provides guidance and feedback to enhance the trainee’s professional development. COUN 8135 Course focuses on the theoretical underpinnings of clinical supervision, as well as skills needed to be an effective supervisor. Students learn about different models of supervision, stages of supervisory relationships, supervision issues, and the impact of personal biases and values on supervision. In addition, students examine how to conduct performance evaluations and how to give and receive feedback. The COUN 8135 Course includes case studies, readings, group discussions, role-plays, videotapes, and individual assignments. Students are required to complete a field practicum experience under the supervision of an experienced supervisor in order to apply what they have learned in the classroom. Prerequisites: COUN 8000 or permission of instructor; admission into a counseling program; completion of at least 12 credits toward degree requirements with a cumulative grade point average of 3.0 or above (on a 4.0 scale).

COUN 8135 Course Objectives: • Understand major models/approaches to clinical supervision • Understand developmental stages in clinical supervision relationships • Describe ethical/legal issues related to clinical supervision • Understand research related to efficacy of clinical supervision • Apply appropriate methods for conducting performance evaluations with supervisees • Describe basic principles for conducting problem solving with supervisees regarding challenges that emerge in clinical supervision • Apply effective written and oral feedback skills in clinical supervision relationships • Describe basic principles for facilitating multicultural awareness in clinical supervision relationships Textbook(s): 1) Borchert, M., & Gallagher, J. L. (2007). The essentials of clinical supervision (3rd ed.). Belmont, CA: Thomson Brooks/Cole Publishing Company. 2) Pope-Davis, D., & Coleman, H. J. L., III (1997). Multicultural counseling competencies and standards: A call to the profession. Alexandria VA: American Counseling Association Press.

COUN 8135 Week 1 Assignment Question (20 Questions)

1. What are the five stages of supervision?

2. What are the three types of supervisory relationships?

3. What are the four functions of supervision?

4. What is the difference between counseling and psychotherapy?

5. What is the difference between a supervisor and a consultant?

6. How can a supervisor provide support to a supervisee?

7. What is the difference between direct and indirect supervision?

8. What is the difference between individual and group supervision?

9. How can a supervisor help a supervisee deal with countertransference?

10. What is the difference between interpretation and confrontation in supervision?

COUN 8135 Week 1 Discussion 1 (20 Questions)

Please copy and paste each question into the text box above the number. This will help me keep track of what questions have been answered. Please answer each question in complete sentences and with as much detail as possible. Please let me know if you need any clarification. Also, please provide examples to support your position or statements whenever possible. Thanks! 😀

1) What are some strengths that a supervisor can bring to a supervisory relationship?
2) How can a supervisor use their personal strengths to foster a productive supervisory relationship?
3) How can a supervisor effectively manage their own emotions during supervision?
4) What role does empathy play in the supervisory relationship?
5) How can self-awareness be used to enhance the supervisory relationship?
6) Explain how attending to personal biases can improve the supervisory relationship.
7) How can a supervisor cultivate an attitude of curiosity toward supervisees?
8) Discuss how a supervisor can create an environment of mutual respect in the supervisory relationship.
9) Why is it important for supervisors to be able to set boundaries with supervisees?
10) What are some common challenges that supervisors face when setting boundaries with supervisees?

COUN 8135 Week 1 DQ 1 (20 Questions)

Order Description

We are to answer 20 questions. The guidelines for each question is below. Thank you!

COUN 8135 Week 1 Discussion 2 (20 Questions)

Please refer to your required textbook for this class, Corey, G. (2014). Theory and practice of counseling and psychotherapy. 9th edition. Belmont, CA: Cengage.

Theory and Practice of Counseling and Psychotherapy, 9th edition – Book CoverThe book cover for Theory and Practice of Counseling and Psychotherapy, 9th edition by Gerald Corey

In your initial post, address the following:

1) Define conceptualizing a case. What is the difference between a case formulation and a diagnosis? What are some benefits of conceptualizing a client’s presenting problem? How might conceptualization aid in the development of treatment goals? Please be sure to include specific examples in your post.

2) What is the importance of self-awareness in counseling? How can counselors increase their self-awareness? In what ways might lack of self-awareness hinder effective counseling? Please be sure to include specific examples in your post.

COUN 8135 Week 1 DQ 2 (20 Questions)

– University of Houston

Table of Contents:

1. Introduction 2. The Clinical Supervision Relationship 3. Ethical Issues in Clinical Supervision 4. Competency-Based Training in Clinical Supervision 5. Assessment of Clinical Supervision 6. Clinical Supervision Research
References:
1. http://www.counseling.org/resources/library/aca-codes-of-ethics.pdf
2. http://www.counseling.org/knowledge-center/supervision
3. https://www.apaonline.org/?clinicalsupervision
4. http://www.naswil.org/?page=CompetencyBasedTraining
5. http://www2.hu-berlin.de/sexology/BIB/CS_assessment_instruments_en1.html

COUN 8135 Week 1 Quiz (20 Questions)

This quiz has 20 multiple choice questions. Please select the best answer for each question.

1) In supervision, one of the supervisor’s responsibilities is to maintain and facilitate a safe environment that supports open dialogue and feedback in which supervisor and supervisee can honestly reflect on their work together.

True

False

2) What are some of the common developmental tasks for trainees? (select all that apply)

a) Explore areas of personal conflict/concern. b) Increase self-awareness around culture, diversity, and social justice issues. c) Achieve greater competence in identifying ethical issues and resolving them in a way that respects clients’ rights to self-determination. d) All of the above. e) None of the above.

3) A dual relationship is defined as a relationship in which one individual serves two or more roles with regard to another individual or organization (i.e., supervisor/supervisee). When these relationships are voluntary they are not considered harmful to either party involved; however, when they are not voluntary they have potential risks to both parties involved because there is a lack of equity in the relationship which can lead to exploitation or abuse by either party. True False

4) Supervisors need to be sensitive to cultural differences among trainees who may bring different beliefs, attitudes, values, and assumptions into supervision regarding sex roles, sexual orientation, religion, ethnicity, socio-economic status (SES), age, physical abilities/qualities (i.e., ageism), gender identity (i.e., sexism), culture (i.e., racism), and other potentially controversial topics such as death/dying etc.). Supervisors also need to be aware of their own biases about these issues that may impact their interactions with trainees and clients as well as their professional judgment about what is “appropriate” for trainees during this process of professional development. True False

5) Counselling supervisors should develop ways in which they can clearly communicate their expectations for trainee behaviour at an early stage in supervision because if there is no clarity about expectations from either side then there may be confusion down the road about what behaviours are appropriate within this supervisory context or even outside of it when working with clients who might have different perspectives on sexual identity than you do or may come from different cultures than you do etc.. True False

6) Counselling supervisors must balance three major areas: a focus on theory related to counselling processes; focus on training related skills; focus on developing a personal relationship with trainees so that they feel safe enough to work through any challenges they may face during this process while feeling supported throughout it by a caring person such as themselves.. True False

7) According to Gelso & Carter’s 1985 study “The Relationship in Psychotherapy: Perspectives from Theory and Research” what are some common characteristics associated with successful therapeutic relationships? (select all that apply). a) One must be considerate towards others but not too much because then you will lose your authority over them.. b) One must listen carefully but also provide guidance so that things don’t get too out of hand.. c) One must focus on building trust between both parties involved so that there is mutual respect for each other’s needs.. d) All of the above e) None of the above

8 ) Ethical problems occur when someone breaks an ethical code or standard set by professional organizations such as the Canadian Counselling Association or APA etc.. Ethical problems often involve boundary issues between counselors and clients because sometimes counselors cross lines that they aren’t supposed to cross with clients which can lead to potential harm being done towards them if these boundaries are not respected.. If ethical problems occur in counseling relationships then counselors have an obligation report these problems so that they can be dealt with accordingly so that further harm does not occur.. True False 9 ) As part of developing empathy within the counselling relationship supervisors should strive to see things from their trainee’s perspective while being respectful towards them at all times regardless of whether or not you agree with them about something related to either professional development or personal development issues etc.. Empathy involves understanding how someone else feels without necessarily agreeing with how they feel but rather just acknowledging how they feel so that further dialogue can take place between both parties involved without judgement taking place on either side.. Trainees need supervisors who show empathy towards them while also providing honest feedback about how they think things are going between both parties involved while also respecting confidentiality at all times unless someone appears to be in danger etc… 10 ) According to Gelso & Carter (1985), some common characteristics associated with unsuccessful therapeutic relationships include: 1 ) One must provide lots of support for others without being too pushy about it otherwise people will resent you for it and won’t want anything to do with you anymore.. 2 ) One must listen carefully but also provide guidance so that things don’t get too out of hand.. 3 ) One must focus on building trust between both parties involved so that there is mutual respect for each other’s needs.. 4 ) All of the above 5 ) None of the above 11 ) The CPA code outlines six principles regarding confidentiality: 1 . Autonomy 2 . Beneficence 3 . Nonmaleficence 4 . Fidelity 5 . Justice 6 . Respect 12 ) Supervision meetings should always be focused primarily on helping trainees achieve greater self-awareness regarding personal strengths and weaknesses related directly or indirectly to their professional development as counsellors while also providing opportunities for feedback from peers and other professionals who can help support this process through role plays etc… Supervision meetings should NOT be focused primarily on helping trainees achieve greater self-awareness regarding personal strengths and weaknesses related directly or indirectly to their professional development as counsellors while also providing opportunities for feedback from peers and other professionals who can help support this process through role plays etc… 13 ) According to Stoltenberg et al.(1998), common qualities associated with effective therapists include: 1 . One must provide lots of support for others without being too pushy about it otherwise people will resent you for it and won’t want anything to do with you anymore.. 2 . One must listen carefully but also provide guidance so that things don’t get too out of hand.. 3 . One must focus on building trust between both parties involved so that there is mutual respect for each other’s needs 4 . All of the above 5 . None of the above 14 ) There are four major types of interventions used in supervision: educational, supportive, interpretive, and directive. Which type(s)of intervention(s)do you think would be most useful when working with a trainee who has difficulty accepting feedback? Please select all that apply: 1 Educational 2 Supportive 3 Interpretive 4 Directive 15 ) There are four major typesof interventions used insupervision: educational, supportive, interpretive,and directive. Which type(s)of intervention(s)do youthink would be most useful when workingwith a trainee who tends totake everythingpersonallyand gets defensivewhen givenfeedback? Please select allthat apply: 1 Educational 2 Supportive 3 Interpretive 4 Directive 16 ) Thereare four major typesof interventions used insupervision: educational, supportive, interpretiveand directive. Which type(s)(interventions?)do youthink would be most useful when workingwith a trainee whosetendencyisto blameothersand nevertakeresponsibilityfor hisor her ownactions? Please selectallthat apply: 1 Educational 2 Supportive 3 Interpretive 4 Directive 17 ).Thereare four major typesof interventions used insupervision: educational , supportive , interpretiveand directive. Which type(s)(interventions?)do youthink would be most useful when workingwith a trainee whosetendencyisperfectionismand heor she neverfeels goodenough no matterwhat progresshas beenmade? Please selectallthat apply : 1 Educational 2 Supportive 3 Interpretive 4 Directive 18 ).Whatwouldyou do ifa clientaskedyoutoshowhimor her someempathyand you didnot knowhowto goaboutdoingit? Please selectallthat apply : 1 I wouldtell himor herthatI am sorrybut I donot knowhowto showempathy becausethe conceptis newto me .. 2 I wouldexplainto himor herwhat empathymeansin termsthat heor shecan understandand trymy bestto putmyselfin hisor her shoes sothatI can understandhow heor sheis feeling .. 3 I wouldtell himor herthatI am sorrybut I donot knowhowto showempathy becausethe conceptis newto me .. 19 ).Whatwouldyou do ifa clientaskedyoutoshowhimor her somecompassionandyou didnot knowhowto goaboutdoingit ? Please selectallthat apply : 1 I wouldtell himor herthatI am sorrybut I donot knowhowto showcompassion becausethe conceptis newto me .. 2 I wouldexplainto himor herwhat compassionmeansin termsthat heor shecan understandand trymy bestto putmyselfin hisor her shoes sothatI can understandhow heor sheis feeling .. 3 I wouldtell himor herthatI am sorrybut I donot knowhowto showcompassion becausethe conceptis newto me .. 20 ).Whatwouldyou do ifa clientaskedyoutoshowhimor her somecompassionandyou didnot knowhowto goaboutdoingit ? Please selectallthat apply : 1 I wouldtell himor herthatI am sorrybut I donot knowhowto showcompassion becausethe conceptis newto me ..

COUN 8135 Week 1 MCQ’s (20 Multiple Choice Questions)

Please note that this is not a final exam. The purpose of this quiz is to help you prepare for the final exam by assessing your knowledge of COUN 8135 Course content. Each question is worth 5 points for a total of 100 points possible. Please select the BEST answer for each question.

1) Clinical supervision focuses on:

a) the development of professional identity and ethical decision-making in counseling interns.

b) teaching counseling interns to be self-sufficient in their professional development.

c) guiding counseling interns through their journey of becoming independent counselors.

d) helping counseling interns become familiar with all facets of the counseling profession so they can be successful counselors after graduation.

COUN 8135 Week 2 Description

COUN 8135 Course is designed to provide students with an overview of the process of clinical supervision. Students will examine the theory and practice of clinical supervision from a developmental perspective, focusing on the beginning, intermediate, and advanced stages of supervision. Through readings, lecture, discussion, and experiential exercises, students will gain an understanding of the supervisory relationship, supervisory methods and techniques, ethical issues in supervision, and multicultural considerations in supervision.

COUN 8135 Week 2 Outline

Week 2 Outline: Clinical Supervision
COUN 8135
Instructor: Dr. Jim O’Neill

COUN 8135 Course will cover the following topics:
1. What is Clinical Supervision?
2. The Clinical Supervision Process
3. Theories of Clinical Supervision
4. Types of Clinical Supervision
5. The Clinical Supervision Relationship
6. Ethical and Legal Issues in Clinical Supervision
7. Cultural Competence in Clinical Supervision

COUN 8135 Week 2 Objectives

(COUN 8135)

Week 2 Learning Outcomes

1. Develop an understanding of the supervisory relationship as the vehicle for addressing supervisee development.
2. Understand the different stages of supervisee development and learn how to apply this knowledge to your own supervision practice.
3. Learn about the different models of supervision and how they can be applied to your own supervision practice.
4. Develop an understanding of how countertransference can impact the supervisory relationship and learn strategies for managing countertransference in supervision.

COUN 8135 Week 2 Pre-requisites

COUN 8135 Course Description: COUN 8135 Course is a continuation of COUN 8135 and focuses on advanced level knowledge and skills in clinical supervision. The focus of the COUN 8135 Course is on specific techniques, practices, and strategies related to the professional development of supervisees. Supervision theory and practice are integrated with research and ethical standards that pertain to clinical supervision. COUN 8135 Course is designed for students who have completed COUN 8135 or who have equivalent experience in clinical supervision.

COUN 8135 Week 2 Duration

Clinical Supervision (5 credits) (COUN 8135) is a three-week class. The first week of the class focuses on learning about clinical supervision and practicing supervisory skills. The second week of the class focuses on developing a supervisory relationship and developing a supervisory style. The third week of the class focuses on ethical and legal issues in clinical supervision.

COUN 8135 Week 2 Learning Outcomes

COUN 8135 Course Title: Clinical Supervision

Instructor: Dr. Cheri Blocker-Adams, LMFT, RPT-S, ACHP-SW

Learning Outcomes for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135):

By the end of COUN 8135 Course, students will be able to:

1. Understand the role and functions of a supervisor in clinical settings.

2. Understand ethical and legal issues related to clinical supervision.

3. Understand different theoretical approaches to supervision and their implications for practice.

4. Understand issues related to diversity in clinical supervision.

5. Develop skills in providing effective feedback to supervisees.

COUN 8135 Week 2 Assessment & Grading

COUN 8135 Course Description: COUN 8135 Course is designed to prepare practitioners for the responsibilities of clinical supervision. COUN 8135 Course content will include developing supervisory relationships, developing goals and objectives for supervision, role-playing of supervisory sessions, evaluation methods, and a variety of other topics. Students will also have opportunities to engage in self-reflection regarding their individual supervisory style as well as their beliefs and attitudes regarding the supervision process. 5 credits. COUN 8135 Course learning objectives: At the conclusion of COUN 8135 Course, students will be able to 1. Define clinical supervision 2. Understand various models and methods of clinical supervision 3. Demonstrate knowledge of professional issues in clinical supervision 4. Understand ethical and legal issues related to clinical supervision 5. Develop an individualized model of clinical supervision 6. Critically evaluate different models of clinical supervision 7. Prepare themselves to function effectively as a supervisor 8. Understand the dynamics that are inherent in the supervisor-supervisee relationship 9. Reflect on their own attitudes and beliefs about supervision 10. Understand how personal biases may influence supervisory interactions 11. Develop skills in managing conflict in a supervisory relationship 12. Critically analyze their own supervisory practice 13. Increase their self-awareness as it relates to supervising others 14. Develop a greater understanding of themselves as supervisors Assessment/Grading: In order to demonstrate that students are meeting each COUN 8135 Course learning objective (CLO), a combination of assessments will be used including written assignments, discussion board postings, and exams/quizzes

COUN 8135 Week 2 Suggested Resources/Books

COUN 8135 Week 3 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 4 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 5 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 6 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 7 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 8 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 2 Assignment (20 Questions)

Please refer to the COUN 8135 Course Content area for instructions on how to submit this assignment.

COUN 8135 Week 2 Assignment Question (20 Questions)

(COUN 8135) COUN 8135 Week 2 ASSIGNMENT QUESTION: How well did you find the scale to measure each of the following? Answer the questions below using information from this week’s lecture and your readings. Give a brief answer that addresses all aspects of the question, but do not feel that you need to address each point in equal detail. How well did you find the scale to measure each of the following? Answer the questions below using information from this week’s lecture and your readings. Give a brief answer that addresses all aspects of the question, but do not feel that you need to address each point in equal detail. 1) The scale for measuring anger appeared to be effective in measuring both the level of anger felt by participants as well as any changes in those levels over time. The scale appeared to be able to accurately discriminate between different levels of anger, and was also able to track changes in those levels over time. 2) The scale for measuring anxiety appeared to be effective in measuring both the level of anxiety felt by participants as well as any changes in those levels over time. The scale appeared to be able to accurately discriminate between different levels of anxiety, and was also able to track changes in those levels over time. 3) The scale for measuring depression appeared to be effective in measuring both the level of depression felt by participants as well as any changes in those levels over time. The scale appeared to be able to accurately discriminate between different levels of depression, and was also able to track changes in those levels over time. 4) The scale for measuring self-esteem appeared to be effective in measuring both the level of self-esteem felt by participants as well as any changes in those levels over time. The scale appeared to be able to accurately discriminate between different levels of self-esteem, and was also able to track changes in those levels over time. 5) The scale for measuring stress appeared to be effective in measuring both the level of stress felt by participants as well as any changes in those levels over time.

COUN 8135 Week 2 Discussion 1 (20 Questions)

COUN 8135 Week 2 Discussion 1 (20 Questions) for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135) Question 1: How do you think a clinical supervisor can help prepare an intern to become a licensed professional counselor? How might this be done? Question 2: What are some of the types of clients that we may not want to take on, and how would we handle this with our supervisor? Question 3: A client presents in session and discloses they have been raped by a family member. The client wants to press charges but is scared. What are the legal requirements the counselor must comply with? Would you consult with your supervisor about this case? Why or why not? Question 4: A client presents in session and reveals that she was abused as a child. She is currently married with children and does not want to reveal this information to her husband. What would you do? Would you consult with your supervisor about this case? Why or why not? Question 5: What are some of the benefits of using video recordings during supervision sessions? What are some of the potential drawbacks of using video recordings during supervision sessions?

COUN 8135 Week 2 DQ 1 (20 Questions)

The Clinical Supervision COUN 8135 Course is designed to develop and enhance the skills of counseling professionals who engage in the supervision of counseling interns. The following DQ addresses the following required readings for COUN 8135 Course: 1) Clinical Supervision: Principles, Models, and Methods (Counseling Supervision), Second Edition by Robert K. Conyne; and 2) Clinical Supervision: A Casebook by Daniel J. Sperry, Carl D. Sheperis, & J. Clay Smith, Jr.; as well as select articles from a variety of peer-reviewed journals. Complete 20 questions based on these required readings.

COUN 8135 Week 2 Discussion 2 (20 Questions)

COUN 8135 Week 2 Discussion 2 (20 Questions) for COUN 8135 – Clinical Supervision (5 credits)

COUN 8135 – Clinical Supervision (5 credits)

Week 2 Discussion 2

Instructions: Please select a minimum of 10 questions from the list below and respond to each question selected in a minimum of 200 words. Include at least two references for each response and be sure to properly cite using APA format. Please be sure to post your responses by Sunday at 11:59pm eastern time.

1. What are the different supervisory approaches discussed in this week’s readings? What do you think are the strengths and weaknesses of each approach? Which one do you think would work best with you? Why? How might you apply it in your work as a supervisor?

2. Discuss three or four principles that are important to consider when developing an ethical supervisory relationship. How can these principles be applied to practice? Give examples.

3. Why is self-awareness considered such an important competency for supervisors? What are some things that supervisors can do to increase their self-awareness? How might they go about this?

4. Identify three or four core values that guide your professional life as a counselor and/or supervisor. What do these values mean to you and how do they influence your work with clients and/or supervisees?

5. Discuss why establishing trust is so important in the supervisory relationship. What can supervisors do to establish trust with their supervisees? How might they go about this?

6. Discuss why maintaining confidentiality is so important in the supervisory relationship. What are some things that supervisors should keep confidential? Are there any exceptions to this rule? If so, what are they and why do they exist?

7. Discuss the concept of boundary crossing in supervision and provide an example of how it might occur in supervision. Is boundary crossing always a bad thing? If not, when is it appropriate and why?

8. Identify three or four qualities that make a good supervisor. What do these qualities mean to you and how do they influence your work as a supervisor?

9. Discuss the concept of empathy in supervision and provide an example of how it might be used in supervision. Why is empathy considered such an important quality for supervisors?

10. Discuss the concept of transference in supervision and provide an example of how it might occur in supervision. Is transference always a bad thing? If not, when is it appropriate and why?

COUN 8135 Week 2 DQ 2 (20 Questions)

is due on Tuesday.

1. What does it mean to be a clinician?

2. What is the difference between a clinician and a counselor?

3. What is the difference between a clinical supervisor and a counseling supervisor?

4. What are the responsibilities of a clinical supervisor?

5. What are the expectations of a counseling supervisor?

6. How do you become a clinical supervisor?

7. How do you become a counseling supervisor?

8. What are the qualifications for becoming a clinical supervisor?

9. What are the qualifications for becoming a counseling supervisor?

10. What are the benefits of being a clinical supervisor?

COUN 8135 Week 2 Quiz (20 Questions)

Question 1.1. The supervisor should avoid initiating _________ of self-disclosure with the supervisee.(Points : 1)hintsrevelationstationsdescriptionsNone of the above

Question 2.2. Interpersonal Process Recall (IPR) is a: (Points : 1)

supervisor technique used to help supervisory dyads process conflicts and misunderstandings during supervision.supervisee technique used to help supervisees reflect on their interactions with clients and gain insights into how they can improve their counseling skills.supervisory dyad technique used to help supervisory dyads reflect on their relationships with clients and gain insights into how they can improve their counseling skills.counselor-in-training technique used to help trainees reflect on their relationships with clients and gain insights into how they can improve their counseling skills.None of the above

Question 3.3. The supervisor must be able to anticipate, recognize, and respond effectively to ____________ in order to be effective in this role.(Points : 1)conflictsmistakesmissed appointmentsall of the aboveNone of the above

Question 4.4. Which type of supervision is most closely associated with common factors theories? (Points : 1)

directive supervisionindirect supervisiocooperative supervisionnone of the abovenone of the above

Question 5.5. The supervisor should use different approaches when working with each individual supervisee due to each person’s unique personality, learning needs, values, etc.(Points : 1)TrueFalseWhich statement about self-disclosure is true? (Points : 1)The supervisor should avoid disclosing personal information about him/herself at all costs during supervision sessions.The supervisor should reveal as much information about him/herself as possible during supervision sessions so that a deep relationship can be formed between supervisor and supervisee.The supervisor should reveal only minimal information about him/herself during supervision sessions so that he/she may remain objective in his/her feedback and observations about the supervisee’s work with clients and professional development as a counselor-in-training (CIT).The amount of self-disclosure by the supervisor must be monitored carefully throughout each session, according to context and situation, in order to facilitate productive dialogue between supervisory dyad members concerning client cases, personal experiences, etc..Supervision refers to: (Points : 1)the process by which trainees are provided with opportunities for receiving feedback regarding progress made toward attaining specific goals;helping individuals learn how best to provide mental health services through experience;a work environment that promotes mutual respect for diversity among its members;all of the aboveNone of the aboveAccording to Kagan & Messer’s model of clinical supervision, which stage(s) represent(s) an opportunity for a therapist-in-training (TIT) or CIT “to grow”? (Points : 1)RehearsalStruggleTransformationall of the abovenone of the aboveIn which stage does “conflict” emerge? In which stage does “resistance” emerge? In which stage does “resilience” emerge?(Points : 1)”Transformation””Transition””Resilience””Rehearsal””Struggle”What is one advantage that online clinical supervision has over face-to-face clinical supervision?(Points : 1)It is more convenient since both parties are not required to be at a specific location at a specific time in order for meetings/sessions to take place..It is less expensive than face-to-face clinical supervision since there are no travel expenses involved..It eliminates distractions so that discussions are more focused since both parties are not located within close proximity..It eliminates distractions so that discussions are more focused since both parties can control whether or not others have access to private conversations via e-mail messages or chat rooms..All are advantagesNone are advantagesWhich statement about group supervision is true?(Points : 1)Group supervision may promote counterproductive competition among trainees if tasks or responsibilities assigned by supervisors do not involve collaboration or cooperative effort from members within group settings..Group supervision may encourage creativity among trainees who are allowed opportunities for observing various points of view from other group members’ responses concerning shared experiences from case consultation sessions..Group supervision may promote teamwork among trainees who share responsibilities for leading group case consultations but only if task assignments involve collaboration or cooperative effort from group members..Group supervision will encourage teamwork among trainees who share responsibilities for leading group case consultations regardless whether tasks assignments involve collaboration or cooperative effort from group members..Both B & CBoth A & BNoneWhat may likely happen if a supervisors utilizes too much structure while conducting individualized clinical supervision sessions with his/her CITs?(Points : 1)CITs will be less likely motivated toward developing independent decision making skills;CITs will become more competent regarding independent decision making skills;CITs will become less competent regarding independent decision making skills;CITs will become overly dependent on direction provided by supervisors;CITs will become more motivated toward developing independent decision making skills;A clinician named George wishes he could spend more time discussing important issues related towards strengthening his professional identity as a counselor who specializes in helping adolescents cope effectively with depression but finds it difficult because most cases presented for discussion tend center around marital discord between couples who have been married for over 15 years. What might George seek out next time he meets with his clinical supervisor for individualized consultation? (Points : 1)”Approach family counseling cases differently than I have been doing recently.””Use an integrative approach when working though conflict resolution strategies.””Make sure I am adequately prepared before meeting with my clients.””More reflection exercises following my weekly face-to-face therapy sessions.””Consider using additional assessment tools based on what I think might contribute toward improving my treatment plan.”Interpersonal Process Recall refers specifically toward reenactment techniques whereby supervisors ask Tit’s or Cit’s questions such as:”How did you feel when your client said ___________?””How did you respond when your client said ___________?”Interpersonal Process Recall refers specifically toward reenactment techniques whereby supervisors ask Tit’s or Cit’s questions such as:”How did you feel when your client said ___________?””How did you respond when your client said ___________?”Both A & BNeither A nor BWhat is one advantage that onlineclinicalsupervisionhas overface -to -faceclinicalsupervision ?(Points :1 )It eliminatesdistractionsso thatdiscussionsaremorefocusedsincebothpartiesarenotlocatedwithinclosenessandconversationaremoreprivateandquicklyaccesiblefromdifferentlocations ..It offerslessconvenienceforparticipantssincebothpartiesarenotrequiredtobeatspecificlocationatspecificintimesessionstotakeplace ..It offersmoreconvenienceforparticipantssincebothpartiesarenotrequiredtobeatspecificlocationatspecificintimesessionstotakeplace .Alloftheabove .NeitherAnorB .Example: Which theoretical orientation would best fit these statements:(1)(2)(3)(4)(5)(6)(7)(8)”Client has unresolved issues stemming from her turbulent childhood experiences.” >> Psychodynamic Therapyclient ‘ s problems result from distorted perceptions >> Cognitive Behavioral Therapyclient ‘ s current situation results from previous situations >> Existential Therapyclient ‘ s problems stem from negative core beliefs >> Solution Focused Brief Therapyclient ‘ s lack of success results from negative core beliefs >> Narrative Therapyclient ‘ s problems result from poor communication patterns >> Rational Emotive Behavior Therapyclient ‘ s problems result form unresolved issues stemming back throughout generations >> Family Systems TheoryExample: Which theoretical orientation would best fit these statements:(1)(2)(3)(4)(5)(6)(7)(8)”Client has unresolved issues stemming from her turbulent childhood experiences.” >> Psychodynamic Therapyclient ‘ s problems result from distorted perceptions >> Cognitive Behavioral Therapyclient ‘ s current situation results from previous situations >> Existential Therapyclient ‘ s problems stem from negative core beliefs >> Solution Focused Brief Therapyclient ‘ s lack of success results from negative core beliefs >> Narrative Therapyclient ‘ s problems result from poor communication patterns >> Rational Emotive Behavior Therapyclient ‘ s problems result form unresolved issues stemming back throughout generations >> Family Systems TheorySome experts claim there are certain types or categories identified characteristics representing various theoretical orientations — such aspects might include “focus,” “goals,” etc., but many other psychologists disagree— believing instead that certain orientations share certain similarities but no two theories are exactly alike — what do YOU think ? What do YOU think ?Why does Ms . Jones agree RATIONALLYthat therapy could benefit her though she refuses seeking therapy services because she claims she feels comfortable communicating her thoughts and feelings outside therapy settings ? Why does Ms . Jones agree RATIONALLYthat therapy could benefit her though she refuses seeking therapy services because she claims she feels comfortable communicating her thoughts and feelings outside therapy settings ? BecauseMsJonesisrationalandwantsimprovementshercurrentsituationbutfeelsuncomfortableseekingtherapyservicesshedoesn’tknowwell becauseshedoesn’tfeeltherapyshouldcostmoneybecause shedoesn’twanttherapistknowingpersonalinformationbecauseMsJonesfeelsdislikeotherpeoplewhoattendgroupmeetingsbecauseshedoesntbelievethattherewillbeanychangesaftersixmonthsbecauseshedoessmokecigretteswhenfeelingangrywhichwouldlikelyresultbeingaskedtostopthisbehaviorbytherapistbecauseMsJonesagreespsychotherapycouldhelpimprovecommunicationpatternswithhusbandsinceMsJonesagreespsychotherapycouldhelpimprovecommunicationpatternswithhusband

COUN 8135 Week 2 MCQ’s (20 Multiple Choice Questions)

1. The supervisory relationship should be based on a ___________ between supervisor and supervisee.

A. FriendshipB. PartnershipC. Teacher-student dynamicD. All of the above

2. Which of the following is NOT a developmental task of supervision?

A. To help supervisees learn how to integrate personal and professional valuesB. To help supervisees acquire and refine skillsC. To help supervisees develop a self-reflective practiceD. To help supervisees become more autonomous3. Regarding the role of supervisor as consultant, which of the following is TRUE?

A. Consultation is appropriate only when serious problems are present in the supervisory relationship or in the work of the supervisee.B. A major function of consultation is to educate or train the consultee in a particular area of expertise.C. Consultation takes place within a collaborative framework that respects the expertise and autonomy of both parties.D. All of the above are true regarding the role of supervisor as consultant.4. Research indicates that ___________ supervisors tend to be more effective than ___________ supervisors in fostering client progress and trainee development:

A. Autonomous; collaborativeB. Supportive; directiveC. Authoritarian; supportiveD. Directive; authoritarian5. The supervisory alliance has been shown to be most closely associated with which outcome variable?

A. Client satisfactionB. Client progressC. Supervisee satisfactionD. Supervisee progress6. In an effective supervisory relationship, what is the best way for a supervisor to provide corrective feedback to a supervisee?

A. Publicly, during supervision sessionsB. Privately, during supervision sessionsC. In writing, outside of supervision sessionsD. Informally, outside of supervision sessions7. Regarding multicultural competence in supervision, which statement is FALSE?

A. Supervisors need to be aware of their own cultural biases and assumptions in order to prevent them from adversely affecting their relationships with supervisees and clients from diverse backgrounds..B.. It is imperative that supervisors understand how race, ethnicity, national origin, religion, gender, sexual orientation, age, disability status, language proficiency, and social class may affect supervisory relationships and interactions..C.. Supervisors should avoid discussing controversial topics related to diversity with their supervisees..D.. All of the above are true regarding multicultural competence in supervision8.. Competence in conducting clinical assessments requires which skill? .

A.. Understanding theoretical perspectives on psychopathology ..B.. Being able to conduct comprehensive biopsychosocial assessments ..C.. Knowing how to formulate diagnoses using DSM criteria ..D.. All of the above9.. The primary goal of any clinical assessment is ___________: . .

A.. To identify areas in which clients need assistance or improvement ..B.. To establish rapport with clients ..C.. To diagnose clients ..D.. None of the above10… Comprehensive biopsychosocial assessments require knowledge about all but which area? . . . . . . . . . … …. …. …… …. … …… … …. …… … …. … …. … …………. ………. ………… ………. ………… ………….. …………….. …………….. …………….. ………….. ………….. ………….. ………….. ………………….. ………………….. ………………….. …………………. …………………. …………………. …………………. ……………….. ……………….. ……………….. ……………….. ……………………… ……………………… ……………………… E) Media influences F) Developmental history G) Emotional functioning H) Work history11). An important function of an intake interview is ___________: . . A). To gather information about presenting problems so that a diagnosis can be formulated B). To assess whether therapy will be beneficial for clients C).To establish rapport with clients D). None of the above12). If you were conducting an intake interview for a client who was seeking therapy for depression, you would want to inquire about all but which symptom(s)? A). Suicidal ideation B). Hopelessness C). Sleep disturbances D). Weight changes13.) During an intake interview with a child client whose parent has brought him/her in because he/she has been wetting his/her bed every night for several months now after having been dry at night for almost two years straight), you would inquire about all but which factor(s)? A.) Age when bedwetting started again B.) Frequency and severity C.) Factors associated with increased frequency or severity D.) Use or non-use (and reasons) 14.) During an intake interview with a child client whose parent has brought him/her in because he/she has been wetting his/her bed every night for several months now after having been dry at night for almost two years straight), you would inquire about all but which factor(s)? A.) Age when bedwetting started again B.) Frequency and severity C.) Factors associated with increased frequency or severity D.) Use or non-use (and reasons) 15.). You are conducting an intake interview with an adolescent girl who has been brought into therapy by her parents because they are concerned that she has been “hanging out” too much with her friends from school who they believe are “a bad influence” on her since she started hanging out with them last fall – she has started skipping school more frequently and her grades have slipped from “As” and “Bs” last year to mostly “Cs” this year although she is still maintaining a “B” average overall – she has also started lying more frequently to her parents about where she has been after school although they have no proof that she actually has been lying since they don’t know anyone at her school whom they can contact to verify what time she gets out – when they try asking her directly where she has been after school she just gets angry at them and yells at them telling them it’s none of their business – lately they have also found cigarettes hidden in her room although she denies smoking them saying that someone must have planted them there – as part of your assessment you will want to inquire about all but which factor(s)? A) Family history B) Developmental history C) School performance D) Social influences 16.) You are conducting an intake interview with an adolescent girl who has been brought into therapy by her parents because they are concerned that she has been “hanging out” too much with her friends from school who they believe are “a bad influence” on her since she started hanging out with them last fall – she has started skipping school more frequently and her grades have slipped from “As” and “Bs” last year to mostly “Cs” this year although she is still maintaining a “B” average overall – she has also started lying more frequently to her parents about where she has been after school although they have no proof that she actually has been lying since they don’t know anyone at her school whom they can contact to verify what time she gets out – when they try asking her directly where she has been after school she just gets angry at them and yells at them telling them it’s none of their business – lately they have also found cigarettes hidden in her room although she denies smoking them saying that someone must have planted them there – as part of your assessment you will want to inquire about all but which factor(s)? A) Family history B) Developmental history C) School performance D) Social influences 17.). As part of your assessment process you might use standardized measures such as inventories or projective techniques like Rorschach inkblot tests when working with children because: A). Children do not have adequate verbal skills necessary for engaging in unstructured interviews so other methods must be used instead B). Standardized measures provide objective data against which children’s responses can be compared C). Standardized measures are considered culturally biased so it is inappropriate (and unethical)to use these types of measures when working with children from diverse backgrounds 18.). As part of your assessment process you might use standardized measures such as inventories or projective techniques like Rorschach inkblot tests when working with children because: A). Children do not have adequate verbal skills necessary for engaging in unstructured interviews so other methods must be used instead B). Standardized measures provide objective data against which children’s responses can be compared C). Standardized measures are considered culturally biased so it is inappropriate (and unethical)to use these types of measures when working with children from diverse backgrounds 19.). An important function served by case formulation is: A ). Helping clinicians make treatment recommendations based on information gathered during assessment B ). Helping clinicians conceptualize cases using different theoretical perspectives C ). Helping clinicians communicate their conceptualizations clearly and concisely 20.). An important function served by case formulation is: A ). Helping clinicians make treatment recommendations based on information gathered during assessment B ). Helping clinicians conceptualize cases using different theoretical perspectives C ). Helping clinicians communicate their conceptualizations clearly

COUN 8135 Week 3 Description

COUN 8135 Course is designed to prepare counselors and other mental health professionals for clinical supervision in school, community, or private practice settings. The COUN 8135 Course emphasizes the professional development of both the supervisor and the supervisee. Topics include professional identity development, ethical and legal issues in clinical supervision, group supervision, evaluation methods, and diversity issues in clinical supervision. Prerequisites: Admission to Counselor Education program

COUN 8135 Week 3 Outline

Week 3 Outline: Clinical Supervision Principles and Practice

Lecture Topics:
1. Theories of supervision
2. The supervisory relationship
3. Ethical and legal considerations in supervision
4. Theories and models of clinical supervision
5. Best practices in clinical supervision
6. Assessment in clinical supervision
7. Evaluation in clinical supervision
8. Common problems and challenges in clinical supervision
9. Integrating technology into clinical supervision

COUN 8135 Week 3 Objectives

• Understand and apply supervisory models to the clinical supervision process.

• Understand how different supervisory models can be used to address different aspects of the clinical supervision process.

• Understand and apply different techniques for providing feedback to supervisees.

• Understand and apply different techniques for managing difficult supervisee behaviors.

• Understand and apply different techniques for managing difficult supervisor-supervisee dynamics.

COUN 8135 Week 3 Pre-requisites

COUN 8135 Course Description: COUN 8135 is designed to prepare students for entry into the clinical supervision field. The COUN 8135 Course will include a thorough overview of clinical supervision as a distinct professional function, professional development for supervisors, ethical and legal aspects of supervision, supervisory relationships and interventions, methods of evaluating and improving supervision. Students will participate in supervised practice experiences through peer mentoring and case presentations. Students must be enrolled in the Clinical Mental Health Counseling program (63 credits) or Clinical Rehabilitation Counseling program (60 credits).

Week 3 Topics: Overview of Professional Development for Supervisors; Ethical and Legal Aspects of Supervision; Supervisory Relationships and Interventions

Required Readings: Gerstein, L. H., & Straus, E. G. (1999). Supervising counselors and therapists: A practical guide. Thousand Oaks, CA: Sage Publications. Chapters 4-7; 9-11; 14-16; 18-19

Recommended Reading: Gerstein, L., & Straus, E. (1999). Supervising counselors and therapists: A practical guide (pp. 21-24). Thousand Oaks, CA: Sage Publications.

COUN 8135 Week 3 Duration

7/1-7/5: Introduction to Clinical Supervision and the Supervisor Role

7/8-7/12: Ethical and Legal Issues in Clinical Supervision

7/15-7/19: Theories of Supervision, Part 1

7/22-7/26: Theories of Supervision, Part 2

7/29-8/2: Planning and Conducting Supervisory Sessions, Part 1

8/5-8/9: Planning and Conducting Supervisory Sessions, Part 2

COUN 8135 Week 3 Learning Outcomes

COUN 8135 Course Objectives/Learning Outcomes:

Students will be able to demonstrate an understanding of the various models, stages and tasks of clinical supervision. Students will be able to analyze the major principles that underlie effective clinical supervision. Students will be able to employ skills needed for providing quality clinical supervision. Students will be able to develop a supervisory relationship with a supervisee and provide feedback in order to promote growth in professional development.

COUN 8135 Week 3 Assessment & Grading

**Note: You will submit one document for this assignment. Please ensure that you have merged your partner’s work with your own before you submit the final document to your instructor.**

In this assessment, you and your partner will be tasked with developing a plan to address a client’s anger issues. The following scenario is based on a real case, but all names have been changed to protect client confidentiality.

You are working with a client, Sarah, who has presented to counseling for help with her anger issues. She describes feeling angry all the time, even when things are going well in her life. When something does upset her, she often reacts in an explosive manner, which has led to problems at work and in her relationships. She would like to learn how to control her anger so that she can keep her job and improve her relationships.

Read the scenario and then answer the questions below. Be sure to address all parts of the questions and support your responses with scholarly references. Your paper should be 4-5 pages (excluding title page and reference list) and formatted according to APA style guidelines as outlined in the Ashford Writing Center. Use at least three scholarly sources (in addition to your textbook) from the Ashford University Library in your research for this assignment. Cite your sources within the text of your paper and on the reference page using APA format. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar in your online COUN 8135 Course.

COUN 8135 Week 3 Suggested Resources/Books

Additional Books/Resources for Clinical Supervision:

● Binder, J. L., & Zane, N. (1995). A Handbook for Beginning Mental Health Professionals in Child and Adolescent Settings. New York: Guilford Press.

● Block, J. (1993). The challenge of being yourself: Psychological barriers to optimal functioning. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

● Boszormenyi-Nagy, I., & Krasner, B. (1986). Between giving and receiving: Contexts of concern in family therapy. New York: Brunner/Mazel Publishers.

● Bradley, R., & Anderson, K. (1984). The art of being a healing presence. San Francisco: Jossey-Bass Publishers.

● Brodsky, A., & DeVivo, J. (1990). The Use of Self in Therapy. Northvale, NJ: Jason Aronson Inc.

● Bugental, J. F., Leiblum, S., & Broderick, J. E. (1996). The art and science of brief psychotherapies: A practitioner’s guide. New York: Basic Books.

● Corey, G., Corey, M., & Callanan, P. (2011). Issues and ethics in the helping professions with 2014 ACA codes (9th ed.). Belmont CA: Brooks/Cole Cengage Learning.

COUN 8135 Week 3 Assignment (20 Questions)

COUN 8135 Week 3 Assignment (20 Questions) for COUN 8135 – Clinical Supervision (5 credits) For this assignment, you will be asked to address 20 different questions related to the content in this week’s reading. Please use at least one reference in your response to each question. You may use the required or recommended readings for COUN 8135 Course, or any other scholarly source that you find useful and appropriate. You are encouraged to review the resources in the Walden Writing Center, particularly the APA Quick Reference Guide, as you prepare your responses. Your responses to each question should be at least one paragraph in length, and each response should be formatted according to APA style guidelines. Below is a list of the questions for this week: 1. What are some of the common pitfalls associated with managing conflict? 2. Why is self-awareness so important in effective conflict management? 3. What are some basic strategies for managing difficult conversations? 4. What is emotional intelligence? 5. Why is emotional intelligence so important in effective conflict management? 6. When would it be appropriate to consult with a supervisor about a conflict situation? 7. What are some possible consequences of not appropriately managing conflict? 8. When might it be necessary to confront someone about a problem? 9. What are some steps that can be taken to effectively confront someone about a problem? 10. What are some possible outcomes of an ineffective confrontation? 11. When might it be appropriate to escalate a conflict situation? 12. Who might you need to involve if you decide to escalate a conflict situation? 13. How do you know when it is time to end a difficult conversation? 14. What are some possible outcomes of an ineffective ending of a difficult conversation? 15. What could happen if you make too many assumptions about someone else’s motivation or perspective? 16

COUN 8135 Week 3 Assignment Question (20 Questions)

The COUN 8135 Course is a continuation of COUN 8135 Clinical Supervision and focuses on issues related to ethics, law, and professional practice in counseling supervision. The major emphasis is on the supervisory relationship, the role of the supervisor as consultant and educator, and the development of counseling supervisors as leaders in their field. Students explore their own personal styles of supervision and learn to apply a variety of supervision models. Topics include effective feedback, multicultural issues in supervision, technology in supervision, and other relevant topics. Prerequisite: Admission to doctoral program or consent of instructor.

COUN 8135 Week 3 Discussion 1 (20 Questions)

1. What is your understanding of the concept of “clinical supervision?” How would you explain it to someone who has never heard of the term before?

2. What are the different types of clinical supervision? Which type do you think is most effective? Why?

3. What are the goals of clinical supervision? How do these goals differ from the goals of therapy?

4. What are some of the challenges associated with clinical supervision? How can these challenges be overcome?

5. What are some of the key skills that a supervisor needs to possess? Why are these skills important?

6. What are some of the key principles of effective clinical supervision? Why are these principles important?

7. What role does self-awareness play in clinical supervision? Why is self-awareness important for supervisors?

8. What role does empathy play in clinical supervision? Why is empathy important for supervisors?

9. What role does respect play in clinical supervision? Why is respect important for supervisors?

10. What are some of the pitfalls that can occur during clinical supervision? How can these pitfalls be avoided?

COUN 8135 Week 3 DQ 1 (20 Questions)

COUN 8135 Course: COUN 8135 Clinical Supervision (5 credits) (COUN 8135)

1. Define the supervisory relationship and describe its major tasks.

2. Discuss the different approaches to supervision and how they might be applied in clinical settings.

3. Describe the major developmental tasks of supervisors and supervisees.

4. Discuss the different supervisory styles and how they might be used in clinical settings.

5. Describe the different types of feedback and how they might be used in clinical settings.

6. Discuss the different models of supervision and how they might be used in clinical settings.

7. Describe the different stages of supervision and how they might be used in clinical settings.

8. Discuss the different methods of supervision and how they might be used in clinical settings.

9. Discuss the different roles of supervisors and how they might be used in clinical settings.

COUN 8135 Week 3 Discussion 2 (20 Questions)

COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Course Code: COUN 8135

COUN 8135 Course Title: Clinical Supervision (5 credits) (COUN 8135)

Instructor: Dr. Jennifer Deacon, Ph.D., RSW, CPT-S, CACCF

Contact Information:Jennifer.Deacon@carleton.ca

required readings:

1. Boynton, P. H., & Boynton, J. M. (2012). The art of supervising couples and family therapy (3rd ed.). New York, NY: Routledge.

2. Fouad, N., Gerstein, L., & Johnson, S. L. (2007). Handbook of multicultural counseling (2nd ed.). Thousand Oaks, CA: Sage Publications Inc..

3. Remley, T., & Herlihy, B. (2014). Ethical, legal and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson Education Inc..

4. Stoltenberg, C., McNeill, B., & Delworth, U. (2014). Theory and practice of counseling and psychotherapy (10th ed.). Belmont, CA: Wadsworth Cengage Learning..

5 . Walsh F., 2014 Couple and family therapy: theory and practice(4thed.) ,New York : Guilford Press .

Week 3 Discussion 2 20 Questions

1) What is the definition of a supervisor? What are some of the main roles and responsibilities of a supervisor? How do you think these responsibilities might differ depending on whether the supervisor is working with an individual counsellor or a team of counsellors?

2) What are some of the key differences between academic supervision and clinical supervision? What are some of the benefits and challenges associated with each type of supervision?

3) What are some of the different models of supervision? What are some of the key features of each model? Which model do you think would be most helpful for you as a supervisor? Why?

4) What is the importance of developing a supervisory relationship? What are some of the things that you can do to build trust and rapport with your supervisees?

5) What is the importance of setting boundaries in a supervisory relationship? What are some examples of healthy boundaries that you can set with your supervisees?

6) What is transference? What are some examples of how transference might manifest itself in a supervisory relationship? How can you deal with transference in a constructive way?
7) What is countertransference? What are some examples of how countertransference might manifest itself in a supervisory relationship? How can you deal with countertransference in a constructive way?
8) What is resistance? What are some examples of how resistance might manifest itself in a supervisory relationship? How can you deal with resistance in a constructive way?
9) How can you create a safe and supportive environment for supervisees to explore their feelings and experiences? What are some things that you can do to create such an environment?
10) What is the importance of providing feedback to supervisees? What are some effective ways to give feedback? When is it appropriate to give positive feedback as opposed to corrective feedback?
11) What is the difference between giving criticism and offering constructive feedback? How can you give criticism in a way that is helpful rather than hurtful?
12) What is the difference between evaluation and assessment? When would it be appropriate to use each type of process with your supervisees? What are some things that you need to keep in mind when conducting an evaluation or assessment with your supervisees?
13) What factors do you need to take into account when making decisions about terminating supervision with a particular supervisee? What are some signs that termination might be appropriate?
14) What role does self-reflection play in supervision? Why is it important for supervisors to reflect on their own practice on a regular basis? How can self-reflection help supervisors to improve their practice?
15) How can technology be used effectively in supervision? What are some advantages and disadvantages of using technology such as email, video conferencing, or instant messaging in supervision? When might it be appropriate to use technology in supervision rather than meeting face-to-face?

COUN 8135 Week 3 DQ 2 (20 Questions)

COUN 8135 – Clinical Supervision (5 credits) (COUN 8135) Discussion Board Forum 1 DQ 2 Student 1. Clinical Supervision and Consultation: What are the differences between clinical supervision and consultation? How might one distinguish between the two? What are some of the benefits and challenges of each? 2. Case Presentation: Share a case that you have recently supervised. What was the focus of your supervision? Why did you choose this focus? How did you go about facilitating change in this individual? 3. Developing a Clinical Supervision Plan: Review the “Clinical Supervision Plan” located in this week’s Learning Resources. Develop a clinical supervision plan for a supervisee who is working with clients with eating disorders. 4. Therapeutic Factors: Which therapeutic factors do you feel are most important to address in clinical supervision? Why? How do you ensure that these factors are addressed in your supervision sessions? 5. Boundaries: Why is it important to establish boundaries in clinical supervision? What might happen if boundaries were not established or were violated in supervision? 6. Ethical Issues: What are some of the ethical issues that can arise during clinical supervision? How might these issues be addressed? 7. Power Dynamics: Describe the power dynamics that exist between supervisor and supervisee. How do you ensure that power is used appropriately in your supervision sessions? 8. Multicultural Considerations: Describe how multicultural considerations might come into play during clinical supervision. What impact might they have on the supervisory relationship? 9. Termination and Referral: When is it appropriate to terminate or refer a client in clinical supervision? What are some of the ethical implications of terminating or referring a client in supervision? 10. Clinical Supervision Activities: Describe some activities that you can use to enhance your clinical supervision sessions. How might these activities be used to address different aspects of clinical supervision, such as goal setting, boundary setting, or multicultural considerations? 11. Evaluation and Feedback: How do you evaluate your effectiveness as a supervisor? What feedback do you give your supervisees to help them improve their clinical skills? 12. Self-Care: Describe some self-care activities that you engage in to maintain your own well-being while working with clients and supervisees. Why is it important for supervisors to take care of themselves? 13. Challenges of Clinical Supervision: Describe some challenges that you have experienced while providing clinical supervision. How did you address these challenges, and what were the outcomes? 14

COUN 8135 Week 3 Quiz (20 Questions)

Question 1: In order to facilitate the socialization process, every new clinician should have a “mentor” during their first year of employment. 1 / 1 point

True False

Question 2: The most common source of clinical supervision is from supervisors who are working in the same organization and agency as the supervisee. 1 / 1 point

True False

Question 3: Clinical supervision is best seen as a form of consultation that can be used to enhance self-awareness and professional development. 1 / 1 point

COUN 8135 Week 3 MCQ’s (20 Multiple Choice Questions)

COUN 8135 – Clinical Supervision (5 credits)

COUN 8135 Course Description: Clinical Supervision is an advanced COUN 8135 Course which focuses on developing and applying knowledge, skills, and values to enhance supervision of diverse trainees. Theories, methods, and techniques related to ethical, administrative and professional issues in counseling supervision will be emphasized.

COUN 8135 Week 4 Description

COUN 8135 Course covers the basics of clinical supervision. It includes a review of the research on effective supervision, as well as an exploration of different theoretical approaches to supervision. Students will also have an opportunity to develop their own supervisory style and skills.

COUN 8135 Week 4 Outline

Students in COUN 8135 will be expected to cover the following topics during the COUN 8135 Course of the semester:

Week 1: Introduction to Clinical Supervision

In this first week, students will be introduced to the field of clinical supervision. The history of supervision will be explored, along with the different theoretical models that guide supervision today. Students will also learn about the different roles and responsibilities of supervisors and supervisees.

Week 2: The Supervisory Relationship

In week two, students will focus on the development of the supervisory relationship. This includes exploring different supervisor-supervisee personality types and how they can impact the supervisory relationship. Students will also learn about different stages of the supervisory relationship and how to effectively manage them.

Week 3: Supervision Techniques

In week three, students will learn about different supervision techniques that can be used to facilitate learning and growth in supervisees. This will include a focus on both didactic and experiential methods of supervision. Students will also learn about how to give feedback effectively and how to use conflict resolution strategies in supervision.

Week 4: Ethical and Legal Issues in Supervision

In week four, students will learn about the ethical and legal issues that are relevant to clinical supervision. This will include a discussion of confidentiality, dual relationships, and boundary issues. Students will also learn about liability concerns in supervision and how to manage them effectively.

COUN 8135 Week 4 Objectives

By the end of COUN 8135 Course, students will be able to:

1. Understand and explain the supervisory process.
2. Understand and apply different models of supervision.
3. Understand and apply different theories of counseling and psychotherapy to the supervisory process.
4. Understand and apply different research methodologies to the supervisory process.

COUN 8135 Week 4 Pre-requisites

Prerequisites: COUN 8120 or equivalent, and admission to the M.A. in Counseling program or the Clinical Mental Health Counseling Certificate Program or consent of instructor.

COUN 8135 Week 4 Duration

COUN 8135 Course is designed to prepare practicing counselors to serve in a supervisory role with beginning counselors. The focus of the class is on developing and honing the skills required for professional supervision. The students will be engaged in learning the basic theories and practices of counseling supervision, as well as understanding the ethical and legal responsibilities involved in clinical supervision. Clinical Supervision will also provide an overview of the many supervisory models available to supervisors today. In addition, students will have opportunities to practice their new supervisory skills in an actual counseling setting under close faculty supervision.

COUN 8135 Week 4 Learning Outcomes

• Identify major models of supervision.

• Discuss specific approaches to the supervisory process.

• Analyze how personal values and beliefs impact the supervisory relationship.

• Evaluate ethical and legal issues related to clinical supervision.

• Develop a personal model of supervision.

COUN 8135 Week 4 Assessment & Grading

1) Clinical Supervision is a relationship between supervisor and supervisee in which the supervisor provides guidance, feedback, and support to the supervisee with regard to professional development, self-awareness, and clinical competence. The goal of supervision is to help the supervisee become a competent professional counselor.

The supervisor-supervisee relationship is a professional one, characterized by mutual respect, trust, and open communication. The supervisor should provide guidance and support to the supervisee in a way that is helpful and constructive. The supervisee should be open to feedback and willing to work on areas of development.

2) There are several different types of supervision models that counselors can use in order to help their supervisees grow and develop professionally. The three most common models are the didactic model, the experiential model, and the integrative model.

The didactic model of supervision focuses on providing the supervisee with knowledge and information about counseling theory and practice. The experiential model of supervision emphasizes the importance of learning through experience. The integrative model of supervision combines elements of both the didactic and experiential models in order to provide a well-rounded approach to supervision.

3) There are several different types of assessments that can be used in order to evaluate a counselee’s progress in therapy. Some common types of assessments include self-report measures, behavior rating scales, projective measures, and clinical interviews.

Self-report measures are completed by the counselee and typically involve questions about symptoms, functioning, or thoughts and feelings. Behavior rating scales are completed by observers and involve ratings of the counselee’s behavior on various dimensions. Projective measures are also completed by observers and involve interpretation of ambiguous stimuli. Clinical interviews involve direct questions about the counselee’s thoughts, feelings, and experiences.

COUN 8135 Week 4 Suggested Resources/Books

This is a master’s level COUN 8135 Course. Students will complete readings, activities and journaling throughout the entire semester as part of their weekly assignments. Additionally, students will be required to read at least one book related to clinical supervision during the semester. Some suggested resources are listed below; however, students can choose any book they like as long as it relates to clinical supervision (please consult your professor). These books are available on Amazon, Barnes & Noble and other online bookstores.

1. Core Competencies for Counselor Supervision by Jane E. Myers and Thomas R. Harrington (Editors)
2. The Handbook of Clinical Supervision by David Capuzzi and Douglas R. Gross (Editors)
3. Becoming a Master Student by David B. Ellis
4. On Becoming a Person by Carl Rogers
5. Theories of Psychotherapy & Counseling: Concepts and Cases by Richard S. Sharf

COUN 8135 Week 4 Assignment (20 Questions)

COUN 8135 Course is designed to enhance your knowledge and skills related to the clinical supervision process. The COUN 8135 Course will cover topics such as planning and conducting effective supervision sessions, ethical issues, diversity issues in supervision, as well as other topics related to the supervisor role. The focus of this assignment will be on your understanding of how to conduct an initial interview with a new supervisee. You will have the opportunity to practice conducting an initial interview by responding to 20 questions that a new supervisee might ask during an initial interview. You will then reflect on your responses to the questions and how you might improve your responses for future interviews.

COUN 8135 Week 4 Assignment Question (20 Questions)

1. Define clinical supervision. Clinical supervision is a professional relationship between a more experienced clinician (the supervisor) and a less experienced clinician (the supervisee). The purpose of clinical supervision is to help the supervisee develop and enhance their clinical skills.

2. What are the different types of clinical supervision? The different types of clinical supervision are didactic, prescriptive, supportive, and evaluative.

3. What is the difference between didactic and prescriptive supervision? Didactic supervision focuses on teaching the supervisee specific theoretical knowledge and techniques. Prescriptive supervision focuses on prescribing specific interventions for the supervisee to use with clients.

4. What is the difference between supportive and evaluative supervision? Supportive supervision focuses on providing emotional support to the supervisee. Evaluative supervision focuses on assessing the supervisee’s progress and providing feedback.

5. What are the four phases of clinical supervision? The four phases of clinical supervision are orientation, working, termination, and evaluation.

6. What happens during the orientation phase of clinical supervision? During the orientation phase, the supervisor and supervisee get to know each other and establish rapport. The supervisor also explains the expectations for the supervisory relationship.

7. What happens during the working phase of clinical supervision? During the working phase, the supervisor and supervisee work together to identify areas of focus for the supervisee’s development. The supervisor provides feedback and guidance as the supervisee works with clients.

8. What happens during the termination phase of clinical supervision? During the termination phase, the supervisor and supervisee discuss how well the supervisory relationship has been working and make plans for future contact. If necessary, they also discuss any unfinished business that needs to be addressed before ending the relationship.

9. What happens during the evaluation phase of clinical supervision? During the evaluation phase, the supervisor assesses the progress made by the supervisee during clinical supervision and provides feedback. This feedback is used to improve future supervisory relationships.

COUN 8135 Week 4 Discussion 1 (20 Questions)

(Grand Canyon University)

COUN 8135 Clinical Supervision Discussion 1:

This week’s Discussion Board focuses on the different stages of development for both supervisors and supervisees. Keep in mind that each stage is unique, and how you progress through each stage depends on many factors including your learning style, support system, personality type, etc. Be sure to use the textbook readings to support your thoughts on this topic.

COUN 8135 Week 4 DQ 1 (20 Questions)

What challenges do you think supervisors face when working with new trainees? What recommendations would you offer to supervisors who are working with new trainees?

COUN 8135 Week 4 Discussion 2 (20 Questions)

1. What are the differences between administrative supervision and clinical supervision?
2. What is a model of supervision?
3. What is the purpose of a supervisory relationship?
4. What are the supervisor’s responsibilities in a supervisory relationship?
5. What are the supervisee’s responsibilities in a supervisory relationship?
6. How can the supervisor help the supervisee develop professionally?
7. What is clinical supervision?
8. What are the goals of clinical supervision?
9. What are the benefits of clinical supervision?
10. Who needs clinical supervision?
11. When is clinical supervision required?
12. How is clinical supervision conducted?
13. Who provides clinical supervision?
14. What is the role of the supervisor in clinical supervision?
15. What is the role of the supervisee in clinical supervision?
16. How can clinical supervisors help supervisees develop professionally?
17. What challenges does clinical supervision present?
18. How can these challenges be overcome?
19. What are some common mistakes made in clinical supervision?
20. How can these mistakes be avoided?

COUN 8135 Week 4 DQ 2 (20 Questions)

is a required COUN 8135 Course for the PhD in Counselor Education and Supervision program. As such, it is expected that you will actively participate in weekly online discussions and submit all assignments (including this post). This is an opportunity to learn from each other while also engaging with the concepts being presented in your reading and lectures.

The following questions are designed to elicit active participation by encouraging you to apply your knowledge to real-world situations. You should use the weekly lecture and required readings as resources to answer the questions below. While you are encouraged to discuss the questions with fellow students, your initial post should be your own work (i.e., not copied from someone else). Your instructor will grade your post based on both content (i.e., whether you have addressed the question) and form (i.e., organization, grammar, spelling, etc.).

In a 3–5-page paper (not including title page or references), address the following:

Describe how effective supervision influences individual counselors’ professional development as well as their effectiveness with clients in counseling settings. Discuss how supervisors can create an effective learning environment that promotes counselors’ professional development throughout their careers. For example, how can supervisors help counselors reflect on what they are doing well? What role do assessments play in supervision? How can supervisors facilitate counselors’ reflection on areas they need to improve? What techniques might supervisors use during supervision sessions to promote counselors’ professional development?

COUN 8135 Week 4 Quiz (20 Questions)

Description : This quiz covers the content in Clinical Supervision Week 4 and consists of 20 multiple choice questions. The instructor will use the grade from this quiz to drop the lowest quiz score.

COUN 8135 Week 4 MCQ’s (20 Multiple Choice Questions)

1. A key skill for supervisors is the ability to do all of the following EXCEPT:

A. Identify and articulate ethical concerns and issues

B. Provide guidance in ethical decision making to supervisees

C. Help supervisees maintain appropriate boundaries with clients

D. Serve as a role model for ethical behavior in counseling

2. The core tasks of clinical supervision are all of the following EXCEPT: _____.

A. Evaluate trainee progress and performance toward professional goals, using assessment tools and techniques that meet generally accepted professional standards and/or agency guidelines

B. Assist trainees in developing individualized plans for improving professional effectiveness, growth, and development, which are responsive to client diversity and multiculturalism issues, as well as other contextual factors such as system dynamics, organizational climate, etc. that can influence effective functioning in the work setting or field placement site

C. Provide direct service to clients through individual or group counseling/therapy sessions during the supervision process on a regular basis with no limit to number of clients served during this time frame set by the supervisor’s training program or agency guidelines/policies

COUN 8135 Week 5 Description

Clinical Supervision (5 credits) COUN 8135 Course is designed to prepare counselors to work as clinical supervisors. The role of the supervisor will be examined with a focus on the process of supervising counselors in training. Emphasis will be placed on different models and approaches to supervision, as well as on developing supervisory skills. Ethical and legal issues will also be addressed.

COUN 8135 Week 5 Outline

August 31-September 4, 2015: Clinical Supervision: Theories and Strategies

Instructor: Dr. Jennifer Murphy

Required Texts:

• Murphy, J. (2012). Clinical supervision in the helping professions (4th ed.). Upper Saddle River, NJ: Pearson Education. ISBN: 9780205060963.
* Day, A. L., & Bensi, P. G. (2011). Introduction to clinical supervision (4th ed.). Belmont, CA: Brooks/Cole Cengage Learning. ISBN: 9781133019047.

Learning Objectives for the COUN 8135 Course:
By the end of COUN 8135 Course, students will be able to:
1) Understand and apply different models of supervision
2) Understand and apply different theories to the supervisory relationship
3) Understand and apply different strategies for conducting clinical supervision
4) Understand and apply different methods for evaluating clinical supervision

COUN 8135 Week 5 Objectives

• Understand how to address client symptoms using different techniques.
• Understand how to develop a therapeutic relationship with clients.
• Learn how to effectively communicate with clients.
• Understand how to work with clients from different cultures.

COUN 8135 Week 5 Pre-requisites

COUN 8135 Course Description:COUN 8135 Course offers a comprehensive overview of the primary issues in counseling supervision. Emphasis will be placed on the major models and approaches to counseling supervision including the supervisory relationship, developmental stages of supervisees, ethical issues in supervision, diversity, supervisor self-awareness and supervision skills. Various formats for delivering effective supervision will be explored as well as how to evaluate supervisee progress. The process of developing supervisees into competent professional counselors will be emphasized along with the role that the supervisor plays in guiding this process.

COUN 8135 Course Objectives:To complete this class, students will successfully accomplish all required tasks to include regular class participation, reading assignments, out-of-class writing assignments and successful completion of the final exam. After completing this class students should be able to do each of the following:1) Explain why counseling supervisors are responsible for promoting professional development and lifelong learning for counselors-in-training;2) Describe at least three major approaches/models to counseling supervision; 3) Describe how developmental stages of trainees impact their clinical effectiveness; 4) Discuss cultural competency as it applies to counselor trainees; 5) Describe common ethical dilemmas encountered by counselors during their training and how these can be addressed during supervision; 6) Discuss supervisor self-awareness as an important concept in providing quality supervision; 7) Review several effective formats used by counselors to deliver effective supervision services; 8) Discuss supervisor evaluation methods used to measure supervisee’s progress toward becoming professional counselors; 9) Conduct a self-evaluation of personal counseling knowledge base and skills needed to provide quality clinical supervision services.

Required Textbook:Pope, K. S., & Vasquez, M. J. T., (2007). Ethical and Legal Issues in Counseling (3rd ed.). Upper Saddle River, NJ: Prentice Hall.

Pope, K. S., & Vasquez M., J., (2011). The Counselor Supervision Primer (4th ed.). New York, NY: Routledge/Taylor & Francis Group.

COUN 8135 Week 5 Duration

Week 5: Theories and Methods of Clinical Supervision
Description: COUN 8135 Course provides students with a thorough understanding of the theories and methods of clinical supervision. Students will learn about different models of supervision, as well as how to apply these models in their own practice. In addition, students will explore the ethical and legal issues related to clinical supervision.

COUN 8135 Week 5 Learning Outcomes

• Develop a greater understanding of the principles and practices involved in clinical supervision.

• Recognize the importance of clinical supervision to professional counselors.

• Understand how to effectively supervise counseling interns/practicum students.

• Learn about different models of clinical supervision.

COUN 8135 Week 5 Assessment & Grading

COUN 8135 Course Description: COUN 8135 Course is designed to provide students with the skills and knowledge necessary to effectively supervise trainees and interns in a variety of professional settings. Students learn how to develop and enhance the professional identity of their trainees and interns, monitor their progress, assess their performance, and foster a climate that supports effective learning. Students also examine the ethical and legal issues involved in clinical supervision.

COUN 8135 Week 5 Suggested Resources/Books

COUN 8135 Week 5 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

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COUN 8135 Week 5 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits)

Key Points of this Week: Overview of different approaches to clinical supervision; Features common to all approaches; Differences among approaches. According to the assigned textbook, these are the key points covered in the assigned readings and lecture videos for this week:

• Overview of different approaches to clinical supervision; Features common to all approaches; Differences among approaches.

• Functional approach – identifies activities needed for effective supervision; emphasizes cooperation, mutuality, collaboration and shared responsibility. http://www.supervisioninstitute.com/what-is-functional-supervision/

• Experiential approach – emphasizes the role of emotion in supervisory relationship; encourages supervisor self-disclosure and self-exploration as a means of increasing empathy, sensitivity and flexibility in the supervisory process. https://www.clinicalsuperskills.com/experiential-approach/ https://hscj.ufl.edu/counselor-education/counselor-education-programs/experiential-approaches/ https://onlinecounselingprograms.com/what-is-theory/?gclid=Cj0KCQiA2Z7yBRDNARIsAFJvYtFm_VyHDgTfTKZb1x_HWG7vOWMwBgV0dKLJn0t7sla3Eq1ZbbOzOoQaAnpREALw_wcB&gclsrc=aw.ds#experiential_approaches_of_therapy

• Psychoanalytic approach – provides a model for understanding emotions that arise during the supervisory relationship; emphasizes transference and countertransference; views supervisor development as integral part of supervisee development Exceptionally Good Books that have been recommended by Many Students over Many Years: • Corey, G., Corey, M., & Callanan, P.(2011). Issues and ethics in the helping professions (9th ed.). Belmont, CA: Brooks Cole • Sharpe, D., Proctor II, B., & Remley Jr., T.(2013). Ethical issues in professional counseling (3rd ed.). New York: Routledge • Remley, T., & Herlihy, B.(2012). The practice of rational emotive behavior therapy (2nd ed.). New York: Springer • Remley Jr., T., & Herlihy, B.(2016). Counseling research: Quantitative and qualitative methods (8th ed.). Belmont, CA: Cengage Learning • Gelso , C., & Carter , J.(1994). The cognitive behavioral analysis system of psychotherapy . Hillsdale NJ : Lawrence Erlbaum Assoc . ISBN 0898598012 • Weissman M . M .( 1993 ). A cognitive model of panic . Washington , DC : American Psychiatric Press . ISBN 0880488331 • Spence S . H .( 1984 ). The structure of phobic disorders : Incorporating recent advances in learning theory and information processing research with a comprehensive review of etiological theories . Hillsdale NJ : Lawrence Erlbaum Assoc . ISBN 0898599836 • Wolpe J .( 1973 ). Practice of behavior therapy ( 2nd ed .) New York : Pergamon Press ! © Copyright 2018 , Koofers , Inc . All rights reserved . COUN 8135 Week 5 Suggested Resources

COUN 8135 Week 5 Assignment (20 Questions)

1. Define the word “professionalism” in your own words.

Professionalism to me is having a set of qualities or characteristics that are associated with being professional. This can include things like being competent, ethical, having good communication skills, and being able to work well under pressure.

2. What are some of the qualities that you think are important for a supervisor to possess?

I think it is important for supervisors to be able to effectively communicate with their supervisees, be able to provide feedback that is both positive and constructive, be knowledgeable about the field of counseling, and be able to create a safe and supportive environment for their supervisees.

3. What do you think are some of the challenges that a supervisor may face when working with a supervisee who is from a different cultural background?

Some of the challenges that a supervisor may face when working with a supervisee from a different cultural background include things like language barriers, different values and beliefs, and different ways of communicating. It is important for the supervisor to be aware of these differences and be able to effectively communicate with the supervisee in order to provide the best possible supervision.

4. What do you think are some of the benefits of using technology in supervision?

Some of the benefits of using technology in supervision include things like being able to connect with supervisees who are in different locations, being able to provide supervision outside of traditional office hours, and being able to use video conferencing or other forms of technology to improve communication.

5. What do you think are some of the challenges that a supervisor may face when using technology in supervision?

Some of the challenges that a supervisor may face when using technology in supervision include things like technical difficulties, making sure that confidential information is kept secure, and ensuring that there is adequate time for interaction between the supervisor and supervisee.

COUN 8135 Week 5 Assignment Question (20 Questions)

Question 1

1. Which of the following is not one of the four primary supervisory tasks identified by Heron and McCallin?

A. Providing clarity to supervisees about what is expected of them.

B. Helping supervisees learn new skills.

C. Guiding supervisees in applying new skills to their work with clients.

D. Evaluating supervisees’ progress towards meeting their goals and objectives.

2. Which of the following would not be considered a developmental task for a clinical supervisor?

A. Assisting supervisees in understanding how to work with clients from diverse backgrounds.

B. Helping supervisees to understand how to work with clients who have been traumatized.

C. Supporting supervisees in developing their skills in providing crisis intervention services.

D. Encouraging supervisees to develop their skills in providing psychotherapy services.

3. Which of the following would not be considered a supportive task for a clinical supervisor?

A. Providing feedback to supervisees about their work with clients.

B. Engaging in consultation with other professionals about how best to support a particular supervisee’s development.

C. Referring a supervisee to additional resources that may be helpful to them in their work with clients.

COUN 8135 Week 5 Discussion 1 (20 Questions)

– Answer Guide

https://hwguiders.com/downloads/COUN 8135 Course-week-5-discussion-1-20-questions-for-coun-8135-clinical-supervision-5-credits-coun-8135/

COUN 8135 Week 5 DQ 1 (20 Questions)

Please complete this quiz as part of your forum participation this week. Please also post a reflection to your journal on one or more of the following questions: 1. What did you learn from taking this quiz? 2. How did this quiz help you to understand the content for this week? 3. What challenges did you have in completing this quiz? 4. How can you use what you learned from this quiz in your professional practice?

COUN 8135 Week 5 Discussion 2 (20 Questions)

1. (CO 8) Identify three factors that may contribute to the development of a productive supervisory relationship. How can each be addressed?
2. (CO 8) Define supervision. What are the differences between clinical supervision and consultation?
3. (CO 1, 2, 3, 4, 5, 6, 7, 8) Why is self-awareness important for supervisors? What are some ways supervisors can enhance their self-awareness?
4. (CO 1, 2, 3, 4, 5, 6, 7, 8) Explain how supervisor theoretical orientation might influence the supervisory relationship and process.
5. (CO 3) Discuss at least three qualities that effective supervisors possess.
6. (CO 4) Describe at least three different types of power that supervisors hold in the supervisory relationship. How might each type of power be used effectively?
7. (CO 5) Discuss two possible interventions a supervisor might use with a supervisee who is struggling with personal/professional boundary issues.
8. (CO 6) Describe how a supervisor might use feedback effectively with a supervisee who is struggling with personal/professional boundary issues.
9. (CO 7) Explain how a supervisor might use assessment effectively with a supervisee who is struggling with personal/professional boundary issues.
10. (SP 1) Define countertransference and explain how it might manifest itself in the supervisory relationship. How can supervisors manage their own countertransference?
11. (SP 2) Define transference and explain how it might manifest itself in the supervisory relationship. How can supervisors manage supervisees’ transference?
12. (SP 3) Explain how cultural factors might impact the supervisory relationship. What are some things supervisors can do to be aware of and address these factors?
13. (SP 4) Describe at least three different ways in which conflict might manifest itself in the supervisory relationship. How can supervisors effectively manage conflict?
14. (SP 5) Define termination and discuss how both supervisors and supervisees should prepare for termination of the supervisory relationship. What are some things that should be done during termination?
15. (DA 1) Discuss at least three different ways in which data might be collected during clinical supervision. What are the advantages and disadvantages of each method?
16. (DA 2) Discuss at least three different ways in which data might be analyzed during clinical supervision. What are the advantages and disadvantages of each method?
17. (DA 3) Discuss at least three different ways in which data might be used during clinical supervision. What are the advantages and disadvantages of each method?
18. (DA 4) Discuss at least three different ways in which data might be shared during clinical supervision. What are the advantages and disadvantages of each method?
19.(RES 1) Identify two research studies that have been conducted on clinical supervision and discuss their findings. What implications do these findings have for practice?
20.(RES 2) Identify two ethical issues that might arise during clinical supervision and discuss how they should be addressed

COUN 8135 Week 5 DQ 2 (20 Questions)

COUN 8135 Clinical Supervision 20 Questions Week 5 DQ 2 General Questions – General General Questions 1. How does your supervision style reflect your theoretical orientation? What are some of the unique challenges that you may encounter when supervising a client who is in a different theoretical orientation than your own? 2. As a supervisor, what are some of the techniques that you have found to be helpful in facilitating the development of the supervisee’s self-awareness? 3. In what ways can the supervisor help to foster autonomy and independence in the supervisee while still providing adequate support and guidance? 4. What are some of the common problems that you have encountered in clinical supervision? How have you dealt with these problems? 5. What are some of the common developmental tasks that need to be addressed during clinical supervision? 6. What are some of the factors that you consider to be important in determining whether or not a supervisee is ready to work independently? 7. What are some of the ethical and legal issues that need to be considered when providing clinical supervision? 8. What are some of the benefits and drawbacks of using videotaped sessions as part of clinical supervision? 9. What role does feedback play in clinical supervision? How can feedback be effectively used to facilitate the development of the supervisee’s professional competence? 10. What are some of the techniques that can be used to effectively evaluate the progress of the supervisee during clinical supervision? 11. What are some of the challenges that you may encounter when providing clinical supervision to a supervisee who is from a different cultural background than your own? 12. How can group supervision be effectively used to facilitate the development of professional competence in counseling? 13. What are some of the benefits and drawbacks of using consultation as part of clinical supervision? 14. In what ways can technology be effectively used to facilitate clinical supervision? 15. What role does research play in clinical supervision? 16. What are some of the challenges associated with providing long-distance clinical supervision? 17. How can conflict be effectively managed during clinical supervision? 18. In what ways can humor be used effectively during clinical supervision? 19. What are some self-care strategies that supervisors can use to prevent burnout? 20. What advice would you give to new supervisors regarding effective ways to conduct clinical supervision?

COUN 8135 Week 5 Quiz (20 Questions)

Question 1 1. In the context of this class, which statement about emotional intelligence is accurate? (Select all that apply.)

It is comprised of four primary abilities.

It is a concept introduced by Daniel Goleman in the late 20th century.

It can be described as an individual’s capacity to perceive, understand, and regulate emotions.

It is a relatively new concept with little empirical research to support its existence or efficacy.

Question 2 2. Emotional intelligence has been shown to have a strong relationship with _____ (select all that apply): transformational leadership behaviors and commitment; empathy and job satisfaction; social capital and leadership effectiveness; emotional exhaustion and job satisfaction; empathy and self-report measures of successful interventions in counseling. It has also been associated with lower levels of: burnout, ineffective supervision in counseling supervision relationships, negative supervisory alliances, unethical behavior in supervision relationships, supervisor alienation from trainees/students.

transformational leadership behaviors and commitment; empathy and job satisfaction; social capital and leadership effectiveness; emotional exhaustion and job satisfaction; empathy and self-report measures of successful interventions in counseling. It has also been associated with lower levels of: burnout, ineffective supervision in counseling supervision relationships, negative supervisory alliances, unethical behavior in supervision relationships, supervisor alienation from trainees/students . Correct Answer: Question 3 3. Emotional Intelligence (EI) represents an individual’s ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and emotional knowledge, and reflectively regulate emotions to promote personal growth. Correct Answer: True Question 4 4. Social capital refers to resources available through one’s personal connections within networks or groups such as family members or professional colleagues who may offer financial assistance or other forms of support during difficult times or provide access to opportunities such as employment or educational advancement when these are not otherwise available to an individual based on merit alone. Correct Answer: True Question 5 5. The relationship between EI abilities and effective leadership behaviors is _____ linear but _____ curvilinear curvilinear but linear linear but curvilinear not related unrelated Question 6 6. Trait theories suggest that there are some innate personality characteristics that make some people more effective leaders than others as well as some acquired characteristics such as certain cognitive skills or sets of values that are important for effective leaders as well. Correct Answer: True Question 7 7. Research suggests that trait theories may have some validity when applied to the study of effective leaders because there are indeed certain stable personality traits that appear to be linked with success in leadership roles across cultures including agreeableness (i.e., friendliness/cooperation), conscientiousness (i.e., being hardworking/reliable), extroversion (i.e., being outgoing/energetic), openness (iender identity), internalized homophobia). Correct Answer: False Question 8 8. For men who identify as homosexual or bisexual but do not consider themselves “out” it is more common for them _____ reveal their sexual orientation when they feel it would be harmful if it were revealed rather than revealing it because they want others to know about their sexual orientation reveal their sexual orientation when they feel it would be harmful if it were revealed rather than revealing it because they want others to know about their sexual orientation reveal their sexual orientation when they feel it would be harmful if it were revealed rather than revealing it because they want others to know about their sexual orientation keep their sexual orientation hidden regardless of the potential consequences if others found out reveal their sexual orientation because they feel safe doing so regardless of the potential consequences if others found out reveal their sexual orientation because they feel safe doing so regardless of the potential consequences if others found out The client’s score was at 9th percentile which indicates poor verbal reasoning ability The client’s score was at 9th percentile which indicates poor verbal reasoning ability The client’s score was at 9th percentile which indicates poor verbal reasoning ability The client’s score was at 9th percentile which indicates poor verbal reasoning ability The client’s score was at 9th percentile which indicates poor verbal reasoning ability They scored at 75th percentile for Verbal Reasoning Skills – which means above average They scored at 75th percentile for Verbal Reasoning Skills – which means above average They scored at 75th percentile for Verbal Reasoning Skills – which means above average They scored at 75th percentile for Verbal Reasoning Skills – which means above average They scored at 75th percentile for Verbal Reasoning Skills – which means above average Their IQ score was 82 Their IQ score was 82 Their IQ score was 82 Their IQ score was 82 Their IQ score was 82 She did not receive special education services She did not receive special education services She did not receive special education services She did not receive special education services She did not receive special education services On her Stanford-Binet I-Q test she scored 18 points below average On her Stanford-Binet I-Q test she scored 18 points below average On her Stanford-Binet I-Q test she scored 18 points below average On her Stanford-Binet I-Q test she scored 18 points below average On her Stanford-Binet I-Q test she scored 18 points below average In class he is often disruptive In class he is often disruptive In class he is often disruptive In class he is often disruptive In class he is often disruptive He tested into the gifted program He tested into the gifted program He tested into the gifted program He tested into the gifted program He tested into the gifted program B C A D E F G H A B C D E B D A C D C F E H D G A B C F E H G B A D F E H G D

COUN 8135 Week 5 MCQ’s (20 Multiple Choice Questions)

1. Which of the following is true about supervision?

a. It is concerned only with methods, not principles.

b. It is primarily concerned with the development of skills and techniques.

c. It is a process in which the supervisor guides, instructs, and evaluates the supervisee’s performance.

d. All of the above are true about supervision.

2. Which of the following is NOT one of the major purposes of supervision?

a. To foster personal and professional growth of the supervisee

b. To enhance the quality of services provided to clients by the supervisee

c. To ensure that ethical and legal standards are met by the supervisee

d. To increase productivity of the supervisee

3. Supervision is most effective when it is _____.

a. Structured and focused on specific goals and objectives

b. Loosely structured and allows for spontaneity and creativity

c. Focused on problem solving and decision making

d. Primarily concerned with providing support and encouragement

4. In order for supervision to be effective, it is important that the supervisor _____.

a. Be open to self-disclosure and feedback from the supervisee

b. Be an expert in the field and have all the answers to the supervisee’s questions

c. Be able to maintain a clear boundary between personal and professional life
5) d) All of the above

5. The supervisor-supervisee relationship should be one of _____ .

a) equals working together towards common goal b) authority figure telling subordinate what to do c) support and collaboration d) friendship

COUN 8135 Week 6 Description

COUN 8135 Course examines the supervisory relationship and its components in counseling. It focuses on the development of professional skills for counseling supervisors, including administrative practices and interpersonal, supervisory, teaching, and consulting skills. Specific emphasis is placed on the process of supervision as an interpersonal interaction between supervisor and supervisee.

COUN 8135 Week 6 Outline

COUN 8135 Course: COUN 8135 – Clinical Supervision (5 credits) Instructor: XXXX, PhD COUN 8135 Course focuses on the theoretical and practical aspects of clinical supervision. Students will learn about different supervision models, techniques, and processes. The COUN 8135 Course will also cover topics such as ethical and legal issues in supervision, diversity in supervision, and the use of technology in supervision.

COUN 8135 Week 6 Objectives

COUN 8135 – Clinical Supervision (5 credits)

Week 6 Objectives for COUN 8135 – Clinical Supervision:

By the end of this week, students should be able to:

1. Discuss how multicultural competence may impact clinical supervision.
2. Explain how developmental stages of supervisees impact clinical supervision.
3. Describe how ethical and legal issues may impact clinical supervision.

COUN 8135 Week 6 Pre-requisites

CLIN 7063 Principles of Clinical Supervision (3 credits)

COUN 8135 Course provides students with an overview of the process of clinical supervision. Students will examine the historical development and theoretical underpinnings of clinical supervision, as well as examine its role in contemporary professional practice. Students will be introduced to various models for conducting clinical supervision, and explore how to select the model most appropriate for their professional context. Finally, students will gain practical experience in developing a new model for clinical supervision that can be utilized in their own professional contexts.

CLIN 7064 Clinical Supervision Methods (2 credits) COUN 8135 Course is designed to provide students with practical skills in conducting clinical supervision. Students will learn techniques for evaluating supervisees’ work, providing feedback, and facilitating development of skill. Students will also have opportunities to practice these skills with other students through simulated experiences and case discussion. In addition, students will develop a framework for planning and conducting effective supervisory meetings and managing conflict within the supervisory relationship.

COUN 8135 Week 6 Duration

COUN 8135 Course Description: Clinical Supervision (5 credits) COUN 8135 Course is designed to provide you with an opportunity to develop a sound theoretical and practical understanding of clinical supervision. The overall purpose of COUN 8135 Course is to prepare you for the complex process of supervising counseling trainees, interns, or associates in a professional counseling setting. Through didactic instruction, experiential exercises, and readings, you will examine: (1) supervisory theories; (2) interpersonal processes in counseling supervision; (3) professional issues in counseling supervision; and (4) ethical/legal considerations in counseling supervision. COUN 8135 Course is structured around five themes that are common to all clinical supervision models: establishing the supervisory relationship, assessment and feedback, consultation, training and development of the supervisee, and termination. All students are required to complete the following COUN 8135 Courses prior to enrolling in COUN 8135: COUN 6135 – Counselor Professional Identity Development; COUN 6110 – Human Growth & Development; COUN 6113 – Career Counseling; and COUN 6115 – Group Processes.

COUN 8135 Course Learning Outcomes for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135):

Upon successful completion of COUN 8135 Course, students will be able to: 1. Examine major supervisory theories and compare their strengths and weaknesses. 2. Identify various interpersonal processes that can occur during clinical supervision. 3. Analyze how specific professional issues impact clinical supervision. 4. Evaluate how ethical/legal considerations relate to different aspects of clinical supervision including but not limited to multiculturalism, dual relationships, confidentiality issues, etc. 5. Critique research on clinical supervision using scientific standards such as methodological quality of research design as well as statistical analysis procedures used to interpret findings for application in practice settings 6. Demonstrate skills necessary for effective clinical supervision by completing required assignments related to evaluation exercises associated with each theme listed above 7. Complete a portfolio documenting experiences during the practicum experience that can be referenced when applying for licensure as a Licensed Professional Counselor 8. Reflect upon strategies learned from practicum experiences regarding how best to apply each theme identified above when working with clients as an independent practitioner 9. Develop a set of personal values related to clinical supervision for use with future supervisees 10. Identify their own biases/prejudices regarding race/ethnicity/culture/religion that may impact work with future clients based upon insights gained through completion of a written narrative assignment 11. Assess how their worldview may impact ability to effectively work with clients from various cultural groups 12 Reframe challenges faced while working with clients as opportunities for further professional development 13 Develop strategies for ongoing professional development related to challenges encountered while working with clients 14 Engage in self-care activities while working with clients 15 Assess how personal challenges may impact ability to effectively work with future clients 16 Develop strategies for managing personal stressors 17 Evaluate role of supervisor throughout the counselling process 18 Examine importance of maintaining confidentiality during the counselling process 19 Demonstrate proficiency in completing relevant paperwork 20 Make referrals where appropriate 21 Discuss benefits of attending regular supervision sessions 22 Discuss challenges experienced during active engagement in weekly coaching sessions 23 Select appropriate activities for regular coaching sessions 24 Summarize key points discussed during weekly coaching sessions 25 Complete written logs documenting participation in required activities 26 Present case material using appropriate information sharing techniques 27 Solicit feedback from colleagues 28 Make referrals where appropriate 29 Practice active listening skills 30 Critique methodologies used by other supervisors 31 Develop personal set of values related to provision of counselling services 32 Describe need for developing authentic relationships between supervisors and supervisees 33 Demonstrate knowledge related to positive reinforcement 34 Describe importance of providing feedback on what has been done well 35 Describe need for making recommendations on improvements needed 36 Summarize key points discussed during regular coaching sessions 37 Set realistic goals based upon what can reasonably be accomplished within specified time frame 38 Determine resources necessary for accomplishing goals 39 Make necessary adjustments based upon changes observed over time 40 Delegate tasks based upon level of skills possessed by employees 41 Identify indicators indicating need for referral 42 Make referrals where appropriate 43 Schedule regular meetings 44 Prepare agendas prior to meetings 45 Participate actively during meetings 46 Summarize key points discussed during meetings 47 Follow up after meeting 48 Initiate disciplinary action where needed 49 Document progress made over time 50 Celebrate accomplishments made along the way 51 Keep detailed records 52 Retain confidentiality 53 Complete all forms required 54 Comply with rules governing release of information 55 Be familiar with federal laws regarding protection of privacy 56 Be familiar with state laws regarding protection of privacy 57 Be familiar with federal regulations regarding protection 58 Be familiar with state regulations regarding protection 59 Adhere strictly

COUN 8135 Week 6 Learning Outcomes

COUN 8135 Clinical Supervision (5 credits) is a COUN 8135 Course that focuses on developing the skills necessary to effectively supervise counselors in training. The COUN 8135 Course will cover topics such as the counseling supervision process, supervisory relationships, ethical and legal issues in counseling supervision, and multicultural considerations in counseling supervision. Students will have the opportunity to develop their own counseling supervision style through role-play, simulations, and other experiential learning activities.

COUN 8135 Week 6 Assessment & Grading

Complete assessment and grading for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135).

COUN 8135 Week 6 Suggested Resources/Books

COUN 8135 Week 8 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 10 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 12 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 6 Assignment (20 Questions)

Question 1
2 out of 2 points

The ______________ are a set of nine attributes that define the core values of the counseling profession.

Answer

Selected Answer: ACA Code of Ethics Correct Answer: ACA Code of Ethics

Question 2
2 out of 2 points

The _____________ is a relationship between two or more persons who interact with each other in order to accomplish common goals. In this context, one person is designated as the supervisor, and one or more others are designated as supervisees. Although supervisors may also serve as mentors, sponsors, coaches, and consultants, supervisory relationships are primarily dyadic or triadic in nature and are structured to enhance the professional development of counseling trainees. Supervision can occur in a group setting, although this is relatively uncommon. The vast majority of supervision takes place individually with a supervisor and a supervisee. This individualized approach allows for close monitoring and assessment of trainee progress by supervisors. Additionally, it provides maximum flexibility for tailoring activities to meet the unique learning needs of individual supervisees. Moreover, it maximizes opportunities for building supportive relationships between supervisors and supervisees that facilitate trust, collaboration, and mutual respect. Finally, individualized supervision protects confidentiality by minimizing the likelihood that personal information will be shared with others without consent. For all these reasons, individualized supervision is considered to be the “gold standard” against which other supervisory approaches are measured.

Answer

Selected Answer: individualized supervision Correct Answer: individualized supervision

Question 3
0 out of 2 points

The ____________________ is used to assess how well a counselor integrates knowledge across various domains (e.g., multicultural counseling competence), how well they apply what they know (e.g., clinical skills), and how they reflect on their work (e.g., critical thinking). It can also be used to assess counselor development over time or across different settings (e.g., from internship to post-graduate employment).

Answer

Selected Answer: CACREP Correct Answer: CASC

Question 4
2 out of 2 points

Dr. Klump is conducting an initial interview with a new client who has come to see her for help with depression and anxiety. During the interview, Dr. Klump asks the client about her current symptoms, past history of mental health treatment, family history of mental illness, recent life stressors, and current level of functioning in various areas of her life. Dr. Klump is conducting a(n) ______________ assessment with this client.

Answer

Selected Answer: clinical Correct Answer: clinical

Question 5
0 out of 2 points

Dr. Klump is conducting an initial interview with a new client who has come to see her for help with depression and anxiety. During the interview, Dr. Klump asks the client about her current symptoms, past history of mental health treatment, family history of mental illness, recent life stressors, and current level of functioning in various areas of her life. Dr. Klump then recommends that the client see her for weekly therapy sessions for the next 12 weeks. This recommendation is based on ___________________ principles.

Answer

Selected Answer: evidence-based Correct Answer: evidence-based

Question 6
2 out of 2 points

When using ____________________ as a supervisory method, supervisors provide trainees with specific feedback about what they did well and what they need to work on in order to improve their counseling skills. This type of feedback should be given as soon after the counseling session as possible so that trainees can use it to improve their performance in future sessions. Additionally, feedback should be objective, clear, concise, and descriptive rather than evaluative or judgmental in order to avoid confusing or discouraging trainees. Finally, feedback should be delivered in a manner that is respectful and supportive so that trainees feel safe enough to take risks and experiment with new techniques without fear of negative consequences such as criticism or ridicule from their supervisor.

Answer

Selected Answer: corrective feedback Correct Answer: corrective feedback

COUN 8135 Week 6 Assignment Question (20 Questions)

1. Why is it important to understand your own personality and how it affects your behavior when working with clients?

2. How can you use your understanding of personality to better understand and work with clients?

3. What are some of the challenges that you may face when working with clients with different personalities than your own?

4. How can you use your understanding of personality to build better relationships with clients?

5. What are some of the benefits of understanding personality theory?

COUN 8135 Week 6 Discussion 1 (20 Questions)

COUN 8135 Clinical Supervision and Consultation | Liberty University | 20 Questions | Discussion Board

The purpose of this assignment is to demonstrate your understanding of group dynamics. For this assignment, you will create a thread in response to the provided prompt for each forum. Each thread must be at least 300 words. In addition to the thread, you will be required to reply to 2 other classmates’ threads. Each reply must be at least 200 words. Learning Outcomes for Assignment: Demonstrate understanding of group dynamics as it applies to counseling supervision. Apply knowledge of major types of peer supervision. Analyze research on effective supervision strategies and practices. COUN 8135 Course Textbook Corsini, R. J., & Wedding, D. (2019). Current Psychotherapies (10th ed.). Chicago, IL: Cengage Learning. Chapter 15, “Group Therapy and Group Processes” Prompt 1: What are some factors that contribute to the success of a group? How can these factors be used in counseling groups? Prompt 2: Develop a short case example (1–2 paragraphs) about someone who might benefit from attending a support group for anxiety or depression and discuss why this type of therapy would help them address their presenting problem(s).

COUN 8135 Week 6 DQ 1 (20 Questions)

1. What are the challenges that come with using a blended model of supervision?
2. How can you ensure that you are providing adequate support to your supervisees when using a blended model of supervision?
3. What challenges do you think your supervisees might face when using a blended model of supervision?
4. How can you ensure that your supervisees feel comfortable discussing personal and professional concerns with you?
5. What are some ways that you can make sure that you are providing adequate feedback to your supervisees?

COUN 8135 Week 6 Discussion 2 (20 Questions)

1. How can a supervisor help a supervisee to develop a comprehensive understanding of what is happening in their clinical practice?

2. What are some of the challenges that a supervisor may face when working with a supervisee who has a lack of self-awareness?

3. How can a supervisor support a supervisee in developing a more nuanced understanding of their clinical work?

4. What are some of the challenges that a supervisor may face when working with a supervisee who is struggling with ethical issues in their clinical practice?

5. How can a supervisor support a supervisee in resolving ethical dilemmas in their clinical practice?

COUN 8135 Week 6 DQ 2 (20 Questions)

1. What are some ways in which supervisors can create a climate that is conducive to the development of supervisees’ self-awareness?

2. What are some common supervision problems related to the development of supervisees’ self-awareness?

3. What are some effective interventions that supervisors can use to facilitate the development of self-awareness in their supervisees?

4. What are some of the challenges that supervisors face in trying to promote self-awareness in their supervisees?

5. How can supervisors know if they are successful in promoting self-awareness in their supervisees?

COUN 8135 Week 6 Quiz (20 Questions)

Question 1) What is supervision?

Supervision is a professional relationship between a supervisor and a supervisee in which the supervisor provides guidance and feedback to the supervisee in order to help them improve their professional skills.

COUN 8135 Week 6 MCQ’s (20 Multiple Choice Questions)

What is the most important function of a supervisor?

To evaluate the trainee’s progress.

To provide support to the trainee.

To ensure that the trainee is meeting all of the required standards.

To provide feedback to the trainee.

COUN 8135 Week 7 Description

COUN 8135 Course is designed to provide students with an in-depth overview of clinical supervision. Supervision theory, processes and skills will be presented along with a review of ethical and legal considerations in the field of clinical supervision. Students will have opportunities to develop their own professional identity as a supervisor through experiential learning activities.

COUN 8135 Week 7 Outline

COUN 8135 Course provides a framework for the role of clinical supervisor in professional counseling and emphasizes professional development as well as ethical, legal, and relational aspects of supervision. Students will gain practical experience in developing supervisory skills related to working with clients, consultation and clinical documentation.

COUN 8135 Week 7 Objectives

Students will be able to:

• Define clinical supervision and compare and contrast different models of supervision.

• Understand the supervisory relationship and its impact on supervisee development.

• Discuss the ethical and legal issues related to clinical supervision.

• Develop a personal model of supervision.

COUN 8135 Week 7 Pre-requisites

COUN 8135 Course is required of all students who are seeking to complete the Counseling Supervision Certificate. COUN 8135 Course will discuss the prerequisites for clinical supervision and how they are applied in clinical supervision settings. Topics of COUN 8135 Course include cultural sensitivity, effective communication, professional identity development, and ethical decision making in clinical supervision.

COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Course introduces students to the major concepts and skills needed to conduct clinical supervision with counselors-in-training. Students will learn how to apply major theoretical models of supervision including developmental, relational, task-centered, integrative, and systems approaches. Major emphasis will be placed on self-awareness as a prerequisite for effective supervision; cognitive/affective/behavioral issues that impact supervisees’ functioning; diversity issues; stages of counselor development; use of supervisory tools; conflict resolution; and ethical considerations in counseling supervision.

COUN 8136 – Clinical Supervision Practicum (3 credits) (COUN 8136)

The purpose of this class is to provide an opportunity for students enrolled in COUN 8135 to receive structured feedback on their performance as a clinical supervisor. In addition, this class will provide an opportunity for students enrolled in COUN 8135 to examine their strengths and weaknesses as a clinical supervisor through observations conducted by other participants in COUN 8135.

COUN 8135 Week 7 Duration

During week 7, students will review and integrate key concepts learned during the COUN 8135 Course. Students will discuss their progress with assigned tasks and cases.

COUN 8135 Week 7 Learning Outcomes

Identify the six core tasks of clinical supervision. Explain the role of each task in the development of a supervisee’s clinical skills. Identify three theoretical approaches to clinical supervision, and describe how each theory addresses the core tasks of supervision. Analyze ethical issues that may arise during clinical supervision. Develop a supervisory relationship with a student or trainee counselor.

COUN 8135 Week 8 Learning Outcomes for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

Explain the importance of assessment and evaluation in clinical supervision, and identify strategies for conducting assessments and evaluations. Develop a written plan for providing individual and group supervision. Explain how to use technology to enhance supervision, and identify limitations of technology in clinical supervision. Describe strategies for addressing challenges that arise during clinical supervision. Develop a supervisory relationship with a student or trainee counselor.

COUN 8135 Week 7 Assessment & Grading

COUN 8135 Course Description: COUN 8135 Course is designed to provide students with knowledge, skills, and experiences necessary for the development of clinical supervision. The COUN 8135 Course emphasizes both professional and personal development as well as the importance of the supervisor-supervisee relationship. It will explore theoretical issues such as developmental stages, supervisory models and theories, methods of assessment and feedback, ethical decision making and culturally competent supervision. Students will be expected to learn how to apply this theory in their future practice as a supervisor.

COUN 8135 Week 7 Suggested Resources/Books

COUN 8135 Week 7 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits)

1. American Counseling Association. (2014). Code of ethics and standards of practice. Alexandria, VA: Author.

2. Gerstein, L. H., & Eddy, J. M. (2012). The art and science of supervision (3rd ed.). Belmont, CA: Thomson Brooks/Cole.

3. Remley, T. P., Jr., & Herlihy, B. (2014). Ethical, legal, and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson Education.

COUN 8135 Week 7 Assignment (20 Questions)

Assignment Overview

This assignment will focus on the following topics in clinical supervision:

• Case formulation: Theories of change, application to clinical supervision, assessing client motivation and readiness for change, stages of change, identifying and addressing ambivalence in clients.

• The importance of self-care for both supervisors and supervisees.

• Boundary issues in clinical supervision.

COUN 8135 Week 7 Assignment Question (20 Questions)

You will find each assignment in the “COUN 8135 Course Content” link. Click on the link, and then find the appropriate assignment. Please make sure to complete all questions and submit the assignments to your instructor by the due date.

1. What is a clinical supervisor?

A clinical supervisor is a professional who provides guidance and support to clinicians as they develop their skills and knowledge in a particular area of practice. The supervisor’s role is to help clinicians grow in their ability to provide effective and ethical services to clients.

2. What are the different types of supervision?

The different types of supervision include individual supervision, group supervision, peer supervision, and consultation.

3. What are the different stages of supervision?

The different stages of supervision include orientation, teaching, corrective feedback, and termination.

4. What are some of the benefits of supervision?

Some of the benefits of supervision include increased clinician effectiveness, improved client outcomes, and increased clinician satisfaction. Supervision can also provide a space for clinicians to reflect on their own values and biases, and to develop new skills and knowledge.

5. What are some of the challenges of supervision?

Some of the challenges of supervision include power imbalances between supervisors and clinicians, differences in values and beliefs between supervisors and clinicians, and unequal levels of experience between supervisors and clinicians. Supervision can also be time-consuming and expensive.

COUN 8135 Week 7 Discussion 1 (20 Questions)

Week 7 Discussion 1 (20 Questions) for COUN 8135 – Clinical Supervision (5 credits) Instructions: Before beginning work on this discussion, please read the Week 7 Discussion Rubric located in the COUN 8135 Course Information folder. Respond to all of the following questions using your own experience and what you have learned from the textbook. Your initial post should be at least 250 words, formatted and cited in current APA style with support from at least 3 scholarly sources. Remember that your initial post is due by 11:59 p.m. (Eastern Time) on Wednesday of each week, and you have until 11:59 p.m. (Eastern Time) on Sunday to respond to your classmates’ posts

COUN 8135 Week 7 DQ 1 (20 Questions)

1. What are the benefits of using a peer supervision model?
2. How can a peer supervision model help reduce burnout?
3. What are some of the challenges that can arise when using a peer supervision model?
4. How can these challenges be overcome?
5. What role does self-care play in peer supervision?
6. How can peer supervision help promote self-care?
7. What are some of the benefits of using technology in peer supervision?
8. How can technology be used to overcome some of the challenges that can arise in peer supervision?
9. What are some of the challenges that can arise when using technology in peer supervision?
10. How can these challenges be overcome?

COUN 8135 Week 7 Discussion 2 (20 Questions)

COUN 8135 Week 7 Discussion 2 (20 Questions) for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

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COUN 8135 Week 7 Discussion 2 (20 Questions) for COUN 8135 – Clinical Supervision (5 credits)

Read the article “Assessment of the Impact of an Online Clinical Supervision Workshop on Supervisors’ Knowledge, Skills and Attitudes” by Posthuma, Kroon and Groenewald. Based on what you read in this article, answer the following questions:

1. What are three outcomes of effective supervision? What are three outcomes of ineffective supervision?

2. Give two examples of how a supervisor might foster change in supervisees through effective supervision practices. How might these examples promote a positive learning environment? How might these examples promote teacher retention? How might they contribute to student achievement and motivation? What are two examples of how ineffective supervision practices can hinder or inhibit growth and development in supervisees? What is your opinion about the role of supervisors in promoting teacher retention and student achievement/motivation? Is this role one that should be taken by administrators only? Or do you feel that supervisors play a more direct role in teacher retention and student achievement/motivation than administrators do? Why or why not? Be specific with your answers. Provide evidence from your reading to support your point of view. Make sure to cite all sources used according to APA 6th edition guidelines. Please post responses to at least three other students’ posts during this week before Wednesday at 11:59 p.m., ET. Respond to each post by explaining how his or her perspective either supports or challenges your own way of thinking about this issue. Also, ask questions about how his or her perspective may help you see things in a new light or help you better understand his or her point of view on this topic. Feel free to use additional resources as necessary to support your arguments, as long as they are cited according to APA 6th edition guidelines and are included at the end of your post under references. Include a minimum of four peer reviewed journal articles no more than 5 years old within your references section at the end of your post that support(s) the claims made throughout your discussion post concerning clinical supervision practices and their impact on various aspects related to teacher retention, student achievement/motivation, etc.. Please make sure you provide supporting evidence for any claims made in your discussions posts utilizing peer reviewed journal articles from within the last five years from journals listed on EBSCO host under the Education research complete database using proper APA 6th edition guidelines throughout each discussion post and especially within each reference section located at the end of each discussion post so that I will be able to look up these citations easily using EBSCO host which I have access too through Walden University Library online databases within my COUN 8135 Courses. After reading each discussi

COUN 8135 Week 7 DQ 2 (20 Questions)

COUN 8135 – Clinical Supervision (5 credits) COUN 8135 Course explores issues of supervision with an emphasis on the development of the supervisory relationship and contract. The COUN 8135 Course includes principles of professional ethics, multicultural counseling considerations, effective communication, conflict resolution, group dynamics, practice management, and career development. Students develop a professional portfolio throughout the term to document their skills in each competency area and to support career development planning. PREREQUISITES: COUN 8125.

COUN 8135 Week 7 Quiz (20 Questions)

Question 1 2 / 2 pts

According to the video presentation, how does viewing one’s supervisees through a cultural lens aid in helping them reach their highest potential? It allows the supervisor to develop more empathy. It allows the supervisor to better understand each individual supervisee. It allows the supervisor to better apply theoretical frameworks and techniques. Correct! It can help the supervisor avoid making assumptions based on cultural values or behaviors. Question 2 2 / 2 pts In regards to providing suggestions during supervision, what should you consider? Whether it is an ethical suggestion What will work for this client The client’s resources The client’s ability to implement the suggestion Correct! All of the above Question 3 2 / 2 pts Which of the following is not a common factor that contributes to feelings of disappointment and discouragement among new counselors? A lack of clinical skills Not enough time with clients Being too emotionally involved with clients Difficulty applying theory in practice Too much paper work All of the above Correct! Question 4 2 / 2 pts To assist a supervisee with learning and understanding counseling theories, which role would be most helpful? Encourager Consultant Correct! Teacher Mentor Leader Question 5 2 / 2 pts During your initial meeting with a new supervisee, which of the following questions would be most beneficial for you to ask? Who is your ideal supervisor? What do you want to accomplish during this supervisory relationship? What is your favorite theory? What are your strengths and weaknesses as a counselor? How did you get interested in counseling? Correct! Question 6 0 / 2 pts According to Carl Rogers, what type of person would be best suited for supervision? Someone who has very high standards Someone who is relatively easy going Someone who doesn’t give compliments easily Someone who gives lots of praise and compliments Incorrect Answer! Please review…

COUN 8135 Week 7 MCQ’s (20 Multiple Choice Questions)

1. Which of the following is not a function of clinical supervision?

A.To enhance trainee performance

B.To promote professional development of trainees

C.To monitor and evaluate trainee progress

D.To provide administrative support to trainees

2. The ____________ model of supervision emphasizes the role of the supervisor as an expert consultant who provides advice and guidance to the supervisee.

A.Teaching-learning

B.Collaborative-developmental

C.Apprentice-mastery

D.None of the above

COUN 8135 Week 8 Description

COUN 8135 Course provides a thorough overview of the field of clinical supervision. Students will learn about different models and approaches to supervision as well as the supervisory relationship. The COUN 8135 Course will cover such topics as countertransference, assessment, ethics, and multicultural issues in supervision. Students will have the opportunity to develop their own personal model of supervision.

COUN 8135 Week 8 Outline

COUN 8135 Clinical Supervision (5 credits)

Week 8: Ethical and Legal Issues in Supervision

COUN 8135 Course will focus on the legal and ethical issues involved in clinical supervision. The importance of maintaining confidentiality, avoiding dual relationships, maintaining appropriate boundaries, and handling supervisee disclosures will be discussed. In addition, current legislation pertaining to the practice of professional counseling will be addressed. The major emphasis will be on the ethical and legal standards developed by professional organizations and how they apply to the supervisory relationship.

COUN 8135 Week 8 Objectives

COUN 8135 Course Description: Clinical Supervision is an advanced COUN 8135 Course that focuses on the concepts and skills of supervision. Students will explore issues related to the professional development of counselors, including group processes, individual differences, and learning theories. Students will learn about different models of supervision and be given the opportunity to apply these models to their own professional development as a supervisor.

COUN 8135 Course Objectives:

1. Understand the importance of professional development for counselors.

2. Understand different models of supervision and how they can be applied to counseling.

3. Develop a personal model of supervision that can be used in counseling.

4. Understand the importance of group processes in supervision.

5. Understand the role of individual differences in supervision.

COUN 8135 Week 8 Pre-requisites

Clinical Supervision (5 credits) Prerequisite: COUN 8115. COUN 8135 Course is designed to enhance students’ professional development and practice in the field of counseling. It focuses on the process and challenges of becoming a supervisor including: supervision theories, models and approaches; multi-dimensional skills of supervision; ethical, legal and professional issues; diversity issues in supervision; intervention strategies for supervisors; types of supervisory relationships; and developing a professional identity as a supervisor.

COUN 8135 Week 9 COUN 8160 – Group Counseling Theory and Practice (5 credits) Prerequisite: COUN 8100. Theories and practices of counseling groups with emphasis on the understanding of basic concepts, procedures, skills, values, ethical concerns, diversity issues, consultation problems, research methods and assessment procedures involved in group counseling. Students will have an opportunity to work with clients in a small group setting. Students are required to participate as a member or leader in two groups during the semester.

COUN 8135 Week 10 COUN 8230 – Assessment Methods in Counseling (3 credits) Prerequisites: COUN 8100 and COUN 8110. A comprehensive review of the major psychological assessment instruments used in counseling with special attention given to their relevance for different populations such as adolescents, children, families, couples and adults. Emphasis placed on how various assessments can be used to aid diagnosis and treatment planning. Ethical considerations will be reviewed along with validity/reliability data for each instrument reviewed. Students will also learn about administering written tests as well as observation methods including structured interviewing techniques. Students are required to take at least one psychodiagnostic test during COUN 8135 Course from a licensed counselor or psychologist (fee may apply).

COUN 8135 Week 11 COUN 8260 – Career Development Counseling (3 credits) Prerequisite: COUN 8100 or consent of instructor.. An exploration into career development theories that emphasize self-understanding through developmentally appropriate counseling strategies including the use of assessments (e.g., interest inventories), career portfolio development, problem-solving techniques and action planning activities applied within the context of social justice principles which promote inclusionary thinking around diversity issues that influence career decision making processes throughout the lifespan.”

COUN 8135 Week 12 COUN 8265 – College Counseling (3 credits) Prerequisite: COUN 8100 or consent of instructor.. An exploration into college counseling theories that emphasize self-understanding through developmentally appropriate counseling strategies including academic planning activities applied within the context of social justice principles which promote inclusionary thinking around diversity issues that influence college decision making processes throughout the lifespan.”

COUN 8135 Week 8 Duration

Clinical Supervision (5 credits) Student is expected to complete a total of 80 clock hours including 10 hours of individual supervision and 70 hours of group supervision. This section is scheduled for 3 weeks. Student will complete 2-3 hours per week in group supervision, and at least 1 hour per week in individual supervision

Week 9 COUN 8135 Week 9 Duration for COUN 8136 – Addictive Behaviors (3 credits) (COUN 8136) Addictive Behaviors (3 credits) Students will complete all required assignments during this section. These include reading assignments, videos, quizzes, threaded discussions, and one exam. This section runs for 2 weeks. Students will complete 3-4 assignments each week including readings and discussion boards.

Week 10 COUN 8135 Week 10 Duration for COUN 8137 – Couples/Marriage Counseling (3 credits) (COUN 8137) Couples/Marriage Counseling (3 credits) Students will complete all required assignments during this section. These include reading assignments, videos, quizzes, threaded discussions, and one exam. This section runs for 2 weeks. Students will complete 3-4 assignments each week including readings and discussion boards

COUN 8135 Week 8 Learning Outcomes

COUN 8135 Course

Lecture Outcomes

1. Define and describe the supervisory relationship in counseling.

2. Understand different supervisory models, including their strengths and limitations.

3. Develop a supervisory philosophy that incorporates theoretical perspectives and personal values and beliefs.

4. Understand the role of supervisor in facilitating trainee development of counseling competencies.

5. Discuss the impact of gender, race, culture, religion, and other social factors on the supervisory relationship and process.

6. Describe legal and ethical issues related to clinical supervision in counseling

COUN 8135 Week 8 Assessment & Grading

Assessment & Grading for COUN 8135 – Clinical Supervision (5 credits) Questions & Answers. This quiz covers the following topics: Purpose of assessment, types of assessments, basic statistical terms and processes, description of research designs, ethical considerations in research.

COUN 8135 Week 8 Suggested Resources/Books

COUN 8135 Week 8 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits)

COUN 8135 Week 8 Assignment (20 Questions)

Due: November 17, 2020
1. What are three benefits of using a supervisory contract?

There are many benefits to using a supervisory contract, but three of the most important benefits are that it can help to establish clear expectations between supervisor and supervisee, help to foster a more productive and positive working relationship, and can help to provide a framework for addressing problems or concerns that may arise during the COUN 8135 Course of supervision.

2. What should be included in a supervisory contract?

A supervisory contract should include a number of elements, including the names of the supervisor and supervisee, the start and end dates of supervision, the goals and objectives of supervision, the roles and responsibilities of each party, and any other relevant information that may be helpful in clarifying the expectations of both parties.

3. Why is it important for supervisors to have a clear understanding of their own values and beliefs?

It is important for supervisors to have a clear understanding of their own values and beliefs for a number of reasons. First, this understanding can help them to be more aware of how their personal values may influence their work with supervisees. Second, this understanding can help them to be more attuned to areas where their values may conflict with those of their supervisees, which can then be addressed in a productive way. Finally, this understanding can help supervisors to model healthy value development for their supervisees.

COUN 8135 Week 8 Assignment Question (20 Questions)

1. How would you prioritize the tasks of clinical supervision?

2. How would you assess the supervisor-supervisee relationship?

3. What are the benefits and challenges of providing clinical supervision?

4. What are some common pitfalls in clinical supervision?

5. How can technology be used effectively in clinical supervision?

6. What are some effective ways to give feedback to supervisees?

7. How can conflict be effectively managed in the supervisory relationship?

8. What is the role of self-reflection in clinical supervision?

9. What are some common ethical issues that arise in clinical supervision?

10. How can cultural competence be promoted in clinical supervision?

COUN 8135 Week 8 Discussion 1 (20 Questions)

COUN 8135 Course will help you develop skills necessary for effective clinical supervision, including how to conduct an initial assessment and case formulation; how to evaluate and monitor client progress; how to work with a variety of clients; and how to work with clients experiencing crisis.

COUN 8135 Week 8 DQ 1 (20 Questions)

–

1. What are some of the major differences between clinical supervision and consultation?

2. How might a supervisor use self-disclosure with a supervisee? When would self-disclosure be inappropriate?

3. What is the supervisory relationship? What are some of the different types of supervisory relationships?

4. How does the developmental model of supervision differ from other models of supervision?

5. What is a learning contract? Why might a supervisor and supervisee want to develop a learning contract?

6. What is co-supervision? When would co-supervision be appropriate?

7. How can a supervisor effectively give feedback to a supervisee? What are some common mistakes supervisors make when giving feedback?

8. What is the difference between process and content in supervision? Why is it important to focus on both process and content in supervision?

9. What are some of the different techniques that can be used in clinical supervision?

10. What are some of the challenges associated with using technology in clinical supervision?

COUN 8135 Week 8 Discussion 2 (20 Questions)

1. How might a supervisor use a stakeholder analysis to improve supervisory relationships?

2. What are some of the benefits and challenges of conducting group supervision?

3. How can a supervisor effectively provide feedback to supervisees?

4. What are some of the ways in which a supervisor can promote professional development in supervisees?

5. How can a supervisor effectively manage conflict with a supervisee?

6. What are some of the ethical considerations that a supervisor must take into account when working with supervisees?

7. How can a supervisor effectively deal with issues of diversity in supervision?

8. What are some of the ways in which a supervisor can promote self-care in supervisees?

9. What are some of the common challenges that supervisors face in their work?

10. How can a supervisor effectively deal with difficult supervisees?

COUN 8135 Week 8 DQ 2 (20 Questions)

1. What are three common challenges that clinical supervisors face?
2. How can a supervisor foster a collaborative relationship with a supervisee?
3. What is the impact of countertransference on the supervisory relationship?
4. How can supervisors effectively deal with difficult supervisees?
5. What is the difference between coaching and mentoring?
6. What is the most important thing for a supervisor to remember when working with a supervisee?
7. How can supervisors provide support to supervisees who are experiencing professional burnout?
8. What are some effective ways to give feedback to a supervisee?
9. How can supervisors deal with personal biases in the supervisory relationship?
10. What are some common mistakes that supervisors make?

COUN 8135 Week 8 Quiz (20 Questions)

Question 1

1.1 / 1.1 pts

T/F: If a supervisor believes that a client’s behavior is due to his environment, then the supervisor will recommend changing the environment.

True

False

Question 2

0 / 1.1 pts

T/F: According to Erford (2010), all of the following are examples of empathic statements except: “You must feel so frustrated,” “I would feel angry if I were in your shoes,” “You are feeling sad right now,” and “You have every right to be upset.”

COUN 8135 Week 8 MCQ’s (20 Multiple Choice Questions)

COUN 8135 Week 8 MCQ’s (20 Multiple Choice Questions) for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

1. The primary goal of feedback should be to:

A. Correct and improve behavior

B. Encourage more effective work habits

C. Facilitate more efficient work processes

D. Reinforce a positive work climate

2. The most important element in the feedback process is:

A. Criticism

B. Content

C. Delivery

D. Documentation

COUN 8135 Week 9 Description

The COUN 8135 Course focuses on the supervision process and relationship with a focus on professional development. Students will develop an understanding of the supervisory relationship, role, and responsibilities in facilitating client growth and professional development. Through readings, group discussion, experiential exercises, and videotaped supervision sessions, students will develop skills in identifying, evaluating and intervening with a variety of supervisee development issues as well as their own personal/professional development.

COUN 8135 Week 9 Outline

COUN 8135 Week 9 Outline for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

I. Overview of Clinical Supervision

A. Why do clinical supervision? ____________________________________________________

B. What are the goals of clinical supervision? __________________________________________

C. What does effective clinical supervision look like? ___________________________________

II. Stages of Clinical Supervision Development and Competencies Required for Each Stage (pp. 56-57) ______________________________________________________________________________________________

COUN 8135 Week 9 Objectives

Week 9 Objectives for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

1. Discuss the different stages of clinical supervision.

2. Describe how to effectively provide feedback during clinical supervision.

3. Discuss how to incorporate different techniques into the clinical supervision process.

4. Describe how to effectively utilize technology in clinical supervision.

5. Discuss how to create an effective learning environment in clinical supervision.

COUN 8135 Week 9 Pre-requisites

COUN 8135 Course Description:

Prerequisites for COUN 8135 – Clinical Supervision (5 credits) Clinical Supervision is an advanced COUN 8135 Course that focuses on developing the necessary skills to become an effective clinical supervisor. Students will learn about different models and approaches to supervision, as well as how to develop a supervisory relationship. In addition, students will explore issues related to ethics, diversity, and professional development in supervision.

COUN 8135 Week 9 Duration

COUN 8135 Course is a five-credit COUN 8135 Course taught over eight weeks.

COUN 8135 Week 9 Learning Outcomes

• Understand the process and stages of group development, dynamics, climate, and member roles and behaviors that facilitate the growth of clients in a group setting.

• Understand common group approaches and techniques for conducting groups with diverse populations.

• Develop basic skills for effectively facilitating groups.

• Apply knowledge of individual differences to the process of group counseling.

COUN 8135 Week 9 Assessment & Grading

COUN 8135 Course Summary COUN 8135 Course provides an overview of assessment and grading practices for COUN 8135. COUN 8135 Course Objectives Upon completion of COUN 8135 Course, students will be able to: 1. Understand the basics of assessment and grading practices for COUN 8135 2. Understand how to assess student performance in COUN 8135 3. Understand how to grade student performance in COUN 8135 4. Understand how to provide feedback to students in COUN 8135 5. Understand how to use assessment and grading practices in COUN 8135 6. Understand how to communicate with students about assessment and grading practices in COUN 8135

COUN 8135 Week 9 Suggested Resources/Books

Suggested Books:

1. Bordin, E.S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy: Theory, Research and Practice, 16(3), 252-260.

2. Gelso, C.J., & Carter, J.A. (1985). The relationship in counseling and psychotherapy: Components, consequences, and correlates. The Counseling Psychologist, 13(2), 155-163.

3. Kivlighan, D.M., Jr., & Wright, T.L. (1998). Client-counselor relationships and outcomes in group counseling: A review of the literature with implications for research and practice. Journal of Counseling & Development, 76(1), 14-22.

4. Lambert, M.J., Hansen, N., Finch, A., & Moon above, S (1996). Early identification of clients at risk for treatment failure: The role of counselor intervention style during the early phase of counseling. Journal of Counseling Psychology, 43(3), 293-302.

5. Landreth, G., Zimberoff, D., & Mattiuzzi R.(2009) Depth Therapy: The Essence of Change Through Implicit Memory Reconsolidation – Volume 2.. Eau Claire WI: PESI Publishing & Media

COUN 8135 Week 9 Assignment (20 Questions)

1. How can a supervisor encourage a supervisee to be self-reflective?

2. What are some of the benefits of self-reflection for supervisees?

3. What are some of the challenges that supervisors face when encouraging self-reflection in their supervisees?

4. How can a supervisor help a supervisee to identify their strengths and weaknesses?

5. What are some of the benefits of helping a supervisee to identify their strengths and weaknesses?

6. What are some of the challenges that supervisors face when helping a supervisee to identify their strengths and weaknesses?

7. How can a supervisor encourage a supervisee to set goals for their professional development?

8. What are some of the benefits of encouraging a supervisee to set goals for their professional development?

9. What are some of the challenges that supervisors face when encouraging a supervisee to set goals for their professional development?

10. How can a supervisor help a supervisee to develop an action plan for achieving their goals?

11. What are some of the benefits of helping a supervisee to develop an action plan for achieving their goals?

COUN 8135 Week 9 Assignment Question (20 Questions)

1. What are the benefits of using a professional development plan with your supervisees?

2. What are some of the challenges you may encounter when implementing a professional development plan with your supervisees?

3. What are some ways you can encourage your supervisees to reflect on their progress in meeting their professional development goals?

4. How can you ensure that your supervisees are held accountable for meeting their professional development goals?

5. What role does evaluation play in professional development planning?

6. How can you use technology to facilitate professional development planning with your supervisees?

7. What are some ways you can encourage collaboration between you and your supervisees when developing their professional development plans?

8. How can you ensure that your professional development plan is responsive to the needs of your supervisees?

9. What are some ways you can assess the effectiveness of your professional development plan?

10. What are some ways you can modify your professional development plan based on feedback from your supervisees?

COUN 8135 Week 9 Discussion 1 (20 Questions)

1. If a supervisee is experiencing secondary traumatic stress, what strategies would you recommend for managing this?

2. What are the different ways in which a supervisor can provide support to a supervisee?

3. What are some of the challenges that can arise when providing supervision to a supervisee who is experiencing vicarious trauma?

4. How can a supervisor help a supervisee to process and understand their reactions to vicarious trauma?

5. What are some self-care strategies that you would recommend for supervisors who are working with clients who have experienced trauma?

6. How can a supervisor create a safe and supportive environment for a supervisee who is working with clients who have experienced trauma?

7. What are some of the ethical considerations that need to be taken into account when working with clients who have experienced trauma?

8. How can a supervisor ensure that they are providing adequate support to a supervisee who is working with clients who have experienced trauma?

9. What are some of the signs that a supervisee may be experiencing secondary traumatic stress?

10. What are some of the signs that a supervisee may be at risk of vicarious traumatization?

COUN 8135 Week 9 DQ 1 (20 Questions)

1. What do you think is the most important task of clinical supervision?

2. What do you think are the three most important ingredients in a good supervisory relationship?

3. What do you think is the most difficult thing about being a supervisor?

4. What do you think are the supervisor’s responsibilities in terms of providing feedback to the supervisee?

5. What do you think is the best way to handle a supervisee who is not meeting your expectations?

6. What do you think is the most important thing to remember when giving criticism?

7. What do you think is the best way to deal with a supervisee who challenges your authority?

8. What do you think is the best way to deal with a supervisee who is resistant to feedback?

9. What do you think is the best way to deal with a supervisee who is overly emotional?

10. What do you think are some common mistakes that supervisors make?

COUN 8135 Week 9 Discussion 2 (20 Questions)

WEEK 9 DISCUSSION 2 (20 QUESTIONS) FOR COUN 8135 – CLINICAL SUPERVISION (5 CREDITS) (COUN 8135) In this unit we will focus on the role of the supervisor. The field of supervision has developed into a complex and important profession within the counseling field. Supervision serves a variety of purposes, which may include: assisting new counselors in developing competencies for professional practice; providing a space for counselors to reflect on their clinical work with clients; evaluating counselors’ clinical work and making recommendations for further growth; and maintaining ethical standards among counselors in clinical practice. Before beginning this unit’s discussion, please review the National Association of Social Workers (NASW) Code of Ethics (available through the NASW website). As you review this code, consider how it can guide supervisors as they work with their supervisees. Here is a link to the code: https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English Here is a link to the video discussing the different types of supervision models: https://fod.infobase.com/PortalPlaylists.aspx?wID=106537&xtid=144997 1) Discuss how your perspective on supervision has changed after having completed COUN 8135 Course? Include both what you’ve learned and how you’ve changed since taking COUN 8135 Course? 2) Discuss one thing that you found most challenging about supervision? 3) Choose one supervisory style from those reviewed in Unit 8 and discuss how that style would be helpful or unhelpful in your current supervisory relationship? 4) Think about two challenges that you might encounter when working with a client who has been sexually abused? What are some interventions that you could use with these clients? 5) Describe an experience working with someone who was experiencing depression? 6) What are some challenges that you might encounter when working with a client who has been diagnosed with PTSD? What are some interventions that you could use with these clients? 7) Describe an experience working with someone who was experiencing anxiety? 8) Describe an experience working with someone who was experiencing addiction issues? 9) Describe an experience working with someone who was experiencing eating disorders? 10) Describe an experience working with someone who was experiencing relationship issues? 11) How might transference and countertransference impact your work as a supervisor? 12) Discuss how group supervision can be used as a tool for developing new counselors’ competencies. 13) What are some benefits and challenges of using technology in supervision? 14

COUN 8135 Week 9 DQ 2 (20 Questions)

1.What are the three main types of supervisory relationships? How do they differ from each other?

2.How can a supervisor help a supervisee deal with countertransference?

3.What is the importance of self-awareness in clinical supervision?

4.How can supervisors use feedback effectively with their supervisees?

5.What are some of the challenges that may arise when supervising multicultural clients?

6.How can a supervisor help a supervisee deal with ethical issues?

7.What are some of the challenges that may arise when supervising clients with substance abuse issues?

8.What are some of the challenges that may arise when supervising clients with mental health issues?

9.What are some of the challenges that may arise when supervising clients who have been sexually abused?

10.How can a supervisor effectively deal with difficult supervisees?

COUN 8135 Week 9 Quiz (20 Questions)

with Stoddard at Liberty University (LU).

Question 1 0.5 / 0.5 points

Which of the following statements is true of Erikson’s concept of ego identity?

It describes an individual’s experience in the final stage of life. It includes the search for meaning and understanding of one’s life. It is a developmental process that begins in infancy and extends into adolescence. It is a developmental process that occurs throughout adulthood.

Question 2 0.5 / 0.5 points

The majority of leadership theories are based on research involving male leaders in which type(s) of organizations?

For-profit institutions only Nonprofit institutions only Educational institutions only For-profit, nonprofit, and educational institutions equally

Question 3 0.5 / 0.5 points

COUN 8135 Week 9 MCQ’s (20 Multiple Choice Questions)

Clinical Supervision (5 credits) COUN 8135 Course Summary: COUN 8135 Course focuses on the theory, research, and practice of supervision in the helping professions.

1. What is the main difference between a linear model of supervision and a cyclical model of supervision?

A. A linear model of supervision is focused on the supervisor providing guidance and support to the supervisee throughout the entire supervisory relationship. A cyclical model of supervision is focused on the supervisor providing guidance and support to the supervisee during specific periods of time throughout the supervisory relationship.

B. A linear model of supervision is focused on the supervisor providing guidance and support to the supervisee during specific periods of time throughout the supervisory relationship. A cyclical model of supervision is focused on the supervisor providing guidance and support to the supervisee throughout the entire supervisory relationship.

C. There is no difference between a linear model of supervision and a cyclical model of supervision.

2. Which of the following is an example of an interpersonal process goal?

A. The supervisor will help the supervisee to understand their personal biases and how they may be impacting their work with clients.

B. The supervisor will provide feedback to the supervisee in a way that is clear, concise, and objective.

C. The supervisor will ensure that the supervisee meets all state requirements for licensure within the timeframe set by the state licensing board.

3. Which of Carl Rogers’ core conditions is most likely to be present in a helpful supervisory relationship?

A. Unconditional positive regard

B. Empathy

C. Congruence

COUN 8135 Week 10 Description

Clinical Supervision: An overview of the supervision process for helping professionals in a variety of human service settings. Topics include theories of supervision, stages and styles of supervision, the supervisory relationship, legal and ethical issues, multicultural issues, and research on supervision. Prerequisite: COUN 7100 or concurrent enrollment or instructor permission

COUN 8135 Course is designed to provide students with an understanding of the clinical supervision process within human services agencies. COUN 8135 Course emphasizes different approaches to clinical supervision as well as their application in order to enhance student knowledge and skill development. Additionally, COUN 8135 Course provides an overview of common ethical considerations that are unique to supervising clinicians.

COUN 8135 Week 10 Outline

(1) Clinical Supervision for Clinical Supervision (3 credits) (COUN 8135)

Week 10 Outline for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135) COUN 8135 Course is designed to provide students with an overview of the theories and practices of clinical supervision. The major topics covered in COUN 8135 Course include: the functions and responsibilities of the clinical supervisor; the stages of supervision; the supervisory relationship; the use of self in supervision; ethical and legal issues in supervision; group supervision; and, research on supervision.

COUN 8135 Week 10 Objectives

COUN 8135 – Clinical Supervision (5 credits)

COUN 8135 Course focuses on the supervisory process in counseling and related fields. Theories of supervision and counseling are presented along with the development of practical supervisory skills. Students will participate in experiential learning activities to develop their own skills as supervisors. Prerequisites: Admission to a Graduate Counseling Program, COUN 7312 and COUN 7555.

COUN 8135 Week 10 Pre-requisites

COUN 8135 Course is designed for individuals who are interested in clinical supervision and is intended as a prerequisite for COUN 8135 Clinical Supervision. The purpose of the COUN 8135 Course is to provide students with a basic knowledge of clinical supervision so that they will be able to effectively supervise counselors in training. Topics to be covered include: principles of adult learning, supervisory relationship, the developmental model of supervision, types of supervision, ethical issues in supervision, and multicultural aspects of supervision. Students will have opportunities to practice skills in both individual and group settings.

COUN 8135 Week 10 Duration

Week 10: Clinical Supervision (5 credits)

COUN 8135 Course provides an overview of the supervisory relationship, with a focus on its development, function, and process. Theories and models of supervision will be explored, along with ethical and legal considerations. Students will learn about different approaches to supervision and will have opportunities to practice skills related to supervision.

COUN 8135 Week 10 Learning Outcomes

1. Evaluate models of supervision and supervisory approaches to facilitate professional development and ethical decision-making for helping professionals.
2. Analyze and apply concepts of organizational dynamics to the role of the supervisor in developing productive work environments.
3. Compare and contrast microskills, theory, and research in counseling with related approaches to counseling supervision.
4. Assess one’s own professional development needs as a supervisor and as a counseling professional.
5. Develop a personal philosophy of supervision that guides supervisory practice with individuals, groups, and organizations.

COUN 8135 Week 10 Assessment & Grading

Description
COUN 8135 Course grade will be determined by the following components:
Mid-term (40%)
Assignments (40%)
Final Exam (20%)
Assignment Grades will be assigned based on the holistic scoring rubric included in COUN 8135 Course.

Final Exam Grades will be assigned based on the holistic scoring rubric included in COUN 8135 Course.

COUN 8135 Week 10 Suggested Resources/Books

COUN 8135 – Clinical Supervision (5 credits)

COUN 8135 Course Description: COUN 8135 Course is an intensive, comprehensive overview of the major approaches to clinical supervision for a variety of counseling settings. Students will learn about supervisory theory and application, basic research methodologies, ethical and legal issues in supervision, as well as individual differences in the supervision relationship. Students will also gain knowledge and skills related to structuring and leading groups, using computer-assisted training methods, mentoring, developmental stages of supervisees, and integrating spirituality into supervision. Various models of clinical supervision will be presented with emphasis on integrative supervision that includes cognitive-behavioral approaches. Student learning is enhanced through group activities and written papers.

COUN 8135 Course Textbook: The following are suggested textbooks for COUN 8135 – Clinical Supervision (5 credits):

• Brownell, P., & Lentz, E. J. (Eds.). (2000). Handbook of counseling psychology (3rd ed.). New York: John Wiley & Sons.

• Corey, G., Corey, M., & Callanan, P. (2011). Issues and ethics in the helping professions (9th ed.). Belmont, CA: Brooks/Cole.

• Gelso, C., & Carter, J. A. (1985). Theories of counseling and psychotherapy: An integrative approach. Columbus, OH: Merrill.

• Gladding, S. T. (2012). Counseling: A comprehensive profession (7th ed.). Upper Saddle River, NJ: Pearson Education Inc.

COUN 8135 Week 10 Assignment (20 Questions)

COUN 8135 Clinical Supervision Assignment

Question 1: Define clinical supervision. What are its purposes? How is it different from consultation and coaching?

Clinical supervision is a process in which a professional provides guidance and feedback to another professional on their work with clients. The purpose of clinical supervision is to help the supervisee improve their clinical skills and knowledge, as well as to provide support and guidance on ethical and professional issues. Clinical supervision is different from consultation in that consultation focuses on providing advice and recommendations, while supervision focuses on providing feedback and guidance. Coaching is also different from supervision in that coaching focuses on helping the supervisee reach personal or professional goals, while supervision focuses on improving the quality of the supervisee’s work with clients.

Question 2: What are the different models of supervision? What are their strengths and weaknesses?

The four main models of supervision are the psychodynamic model, the cognitive-behavioral model, the humanistic-existential model, and the systems model.

The psychodynamic model emphasizes understanding the supervisee’s personal issues and how they might be impacting their work with clients. This model can be helpful in helping the supervisee understand themselves and their own reactions to clients, but it can also be seen as intrusive and overly focused on the personal life of the supervisee.

The cognitive-behavioral model emphasizes changing thoughts, feelings, and behaviors in order to improve work with clients. This model can be helpful in teaching specific techniques that can be used with clients, but it can also be seen as too focused on changing behavior without enough attention to underlying thoughts and feelings.

The humanistic-existential model emphasizes self-exploration, growth, and awareness in order to improve work with clients. This model can be helpful in providing a supportive environment for self-exploration, but it can also be seen as too focused on personal growth at the expense of practical skills development.

The systems model emphasizes understanding the larger context in which the supervisee is working with clients. This model can be helpful in identifying systemic issues that might be impacting the work with clients, but it can also be seen as too abstract and difficult to apply to specific cases.

COUN 8135 Week 10 Assignment Question (20 Questions)

Assignment Overview: You will be required to complete a comprehensive exam that covers the material presented in COUN 8135 Course. This assignment has two parts: Part 1 and Part 2. In Part 1, you will answer 20 questions. You are required to answer all 20 questions. Each question is worth 5 points for a total of 100 points for Part 1 of this assignment. Please refer to the COUN 8135 Course Rubric for specific grading details for this assignment.

COUN 8135 Course Learning Outcomes: Through completion of this assignment, students will demonstrate their knowledge of clinical supervision practices as they apply to the following 3 major COUN 8135 Course learning outcomes:

• Understand and practice ethical decision making in clinical supervision including, but not limited to, recognizing supervisory dual relationships; developing appropriate supervisory boundaries; understanding cultural competence; and maintaining confidentiality according to HIPAA guidelines;

• Understand and practice current approaches to professional development for both supervisors and supervisees through use of evidence-based practices;

• Understand and apply principles of adult learning theory to understand effective learning processes within the supervisory relationship including, but not limited to, developing appropriate supervisory goals, objectives, feedback strategies and evaluation tools; employing various teaching methods such as modeling, coaching and mentoring within the supervisory relationship; and using assessment strategies effectively during supervision sessions.

Part 1 Directions: Answer each question in detail below. All answers must be submitted in APA format (6th edition). Include at least 3 peer-reviewed scholarly references (in addition to your textbook) that support your responses with in-text citations throughout your paper as well as a reference list at the end of your paper (do not use Wikipedia or any other internet sources). Your answers should be thoughtful, thorough and address all aspects of each question clearly. Remember that you are expected to integrate content from our readings/lectures into your answers. Points will be deducted for lack of thoughtfulness, organization or clarity of response. Please make sure you proofread your paper prior to submission! A table is provided below for you to insert your responses next to each question number below so that I can easily grade your responses more efficiently (please do not delete this table from your submission). You must type out your responses on a Word document with proper headings/subheadings throughout your paper where needed as well as a title page with running head (refer back to our APA guide on BlackBoard if needed) before inserting them into the table provided below by copying/pasting each response into its respective cell below next to its corresponding question number. Please note that this is a Word document so if you click on the table once you have inserted it into your paper it should allow you edit each individual cell within the table itself which makes it easier for you when inserting your responses (i.e., no need to add extra spaces in between questions or responses). Please delete these instructions once you have inserted/copied over the table into your Word document along with these instructions above before submitting! Thank you! I look forward to reading your thoughtful responses!

COUN 8135 Week 10 Discussion 1 (20 Questions)

1. Please describe the supervisor’s role in determining when a supervisee has successfully mastered a specific skill.

2. How can a supervisor use technology to enhance his or her supervision?

3. What are some of the benefits and challenges of using simulation in clinical supervision?

4. What is the difference between process and outcome goals in clinical supervision?

5. What are some of the benefits and challenges of using videotape feedback in clinical supervision?

6. How can a supervisor help a supervisee who is experiencing ethical dilemma?

7. What are some of the benefits and challenges of using group supervision?

8. How can a supervisor use self-disclosure in clinical supervision? When is it appropriate and when is it not appropriate?

9. What is the difference between didactic teaching and experiential learning in clinical supervision?

10. What are some of the benefits and challenges of using microskills training in clinical supervision?

COUN 8135 Week 10 DQ 1 (20 Questions)

What are the four stages of development in counseling? Discuss how each stage affects the counselor-client relationship. How might your own stage of development affect your client relationships? How might a client’s stage of development affect his or her relationship with you?

COUN 8135 Week 10 Discussion 2 (20 Questions)

University of Houston

1. What are the characteristics of a group leader? How would you describe the role of a group leader?2. What is a group contract? What are the benefits and challenges of developing and maintaining a group contract?3. What is the difference between co-leading and co-facilitating a group? When might it be appropriate to utilize each method?4. Describe the process of group termination. What are some challenges you might face when terminating a group?5. How might you use self-disclosure in a group setting? When is self-disclosure appropriate or inappropriate?6. Describe the stages of group development. How might you as a leader facilitate movement through these stages?7. What are some principles of effective facilitation? What are some common facilitation mistakes that you should avoid?8. Describe some common group dynamics that can occur in groups. How might you as a leader effectively address these dynamics?9. What is process recording? Why is process recording an important tool for group leaders?10. How can you create a safe and supportive environment in your groups? What are some things you can do to promote safety and support within your groups?11. What are some common challenges that groups face during the first few meetings? How can you as a leader effectively address these challenges?12. How can you encourage participation in your groups? What are some things you can do to promote participation among group members?13. What is conflict resolution? Describe some strategies that you can use to effectively resolve conflict within your groups.14. How can you encourage creativity in your groups? What are some things you can do to promote creativity among group members?15. How can you encourage collaboration in your groups? What are some things you can do to promote collaboration among group members?16. How can you encourage trust in your groups? What are some things you can do to promote trust among group members?17. How can you encourage empathy in your groups

COUN 8135 Week 10 DQ 2 (20 Questions)

What is the difference between consultation and supervision? How would you use both as part of your professional development?

COUN 8135 Week 10 Quiz (20 Questions)

This quiz has 20 questions worth a total of 100 points. Take this quiz multiple times until you get a perfect score, good luck!Question 1 (5 points)What is the main purpose of supervision?Question 1 options:1 pointEach to observe the other and give feedback2 pointsFor the supervisor to watch over the supervisee3 pointsTo learn how to be a supervisor4 pointsTo help train the supervisee in therapy skillsQuestion 2 (5 points)All of the following are different models or types of supervision except: Question 2 options:1 pointWorkshop2 pointsPeer group3 pointsConsultation4 pointsCase consultation5 pointsNone of these are correct.Question 3 (5 points)The self-awareness, self-management, and relationship management components are part of what model or theory? Question 3 options:1 pointCognitive Behavioral Therapy2 pointsSolution Focused Brief Therapy3 pointsPerson Centered Therapy4 pointsPsychodynamic Therapy5 pointsEmotional Freedom TechniqueQuestion 4 (5 poi

Degree MGT300 Final Exam Answers 2018

Get 100% Real Exam Questions, Accurate & Verified Answers As Seen in the Real Exam! 30 Days Free Updates, Instant Download! MGT 300 Final Exam Answers Part 1 1. Which of the following refers to making decisions about what products or services to offer customers and where they will be offered? A. Marketing mix B. Branding C. Segmentation D. Target marketing E. Positioning 2. Under Maslow’s hierarchy of needs, a person is motivated by physiological needs when he or she is A. seeking social interaction with others B. searching for self-fulfillment C. dealing with physiological deprivations such as hunger or thirst D. seeking an understanding that life has meaning E. striving for safety and security 3. The part of the marketing mix that determines where products will be sold is referred to as A. product positioning B. product packaging C

COUN 8135 Week 10 MCQ’s (20 Multiple Choice Questions)

1. What are the three types of relationships between supervisor and supervisee? a. dyadic, triadic, and quadratic b. dyadic, collaborative, and supervisory c. evaluative, developmental, and protective d. developmental, professional, and personal 2. Which of the following is NOT one of the four functions of clinical supervision? a. Personal growth b. Improving counseling knowledge c. Enhancing skills development d. Evaluating counseling effectiveness 3. According to Mitchell’s (1999) model of supervision which of the following should be present in order for effective supervision to take place? a. The supervisor is an expert on counseling theory b. The supervisor is an expert on counseling techniques c. The supervisor creates a supportive environment d. All of the above 4. A(n) __________ relationship between supervisor and supervisee is characterized by open communication about feelings and experiences, mutual trust and respect, equality in status between the two parties, vulnerability on both parts, shared values and beliefs, exploration of new ideas with curiosity rather than judgmentalness, and a willingness to take risks while also providing support for each other when needed. a. dyadic b. collaborative c. evaluative d. supervisory 5

COUN 8135 Week 11 Description

Clinical Supervision is designed to provide an overview of the development, philosophy, and application of clinical supervision. Students will explore the theories and concepts that support best practices in clinical supervision. Students will also have an opportunity to practice the skills necessary for effective clinical supervision. Required Textbooks: Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (2007). Fundamentals of clinical supervision (4th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. Grading Criteria Assignments Percentages* Journals 35% Final Paper 35% Class Participation 30% *If grades are lower than a C (2.0), students must retake the COUN 8135 Course to receive credit toward graduation.* COUN 8135 Course Schedule/Required Readings Week 1 Lecture (1/9) Introduction Overview

COUN 8135 Course Expectations required readings: Stoltenberg et al., chapters 1 and 2 Week 2 Lecture (1/16) An Overview of Clinical Supervision Types of Supervision

Historical Development of Clinical Supervision required readings: Stoltenberg et al., chapters 3, 4 and 5 Week 3 Lecture (1/23) Theories Underlying Clinical Supervision A Comprehensive Model of Clinical Supervision required readings: Stoltenberg et al., chapter 6 and 7 Week 4 Lecture (1/30) Skills Necessary for Effective Clinical Supervison The Use of Self in Supervision required readings: Stoltenberg et al., chapter 8 and 9 Class Activity 1 – Supervisory Contract due by beginning of class February 6th on Blackboard Journal due by beginning of class February 6th on Blackboard Week 5 Lecture (2/6) Developing a Helping Relationship in Clinical Supervision Counselor Characteristics That Enhance or Inhibit the Development of a Helping Relationship required readings: Stoltenberg et al., chapter 10 Class Activity 2 – Dual-Relationship Interactions due by beginning of class February 13th on Blackboard Journal due by beginning of class February 13th on Blackboard Week 6 Lecture (2/13) Principles guiding the development and maintenance of therapeutic relationships in counseling and psychotherapy Transference-Countertransference Processes in Clinical Supervision required readings: Stoltenberg et al., chapter 11 Week 7 Lecture (2/20) Developing a Systematic Approach to Assessment in Clinical Supervision Required Readings: Stoltenberg et al., chapter 12 Class Activity 3 – Ethical Assessment Issues due by beginning of class February 27th on Blackboard Journal due by beginning of class February 27th on Blackboard Spring BreakWeek 8 Lecture (3/5) Principles governing assessment activities in counseling Prevalent Practice Models Used in Clinical Assessment required readings: Stoltenberg et al., chapters 13 and 14 Class Activity 4 – Ethical Treatment Issues Due By Beginning Of Class March 12Th On Blackboard Journal Due By Beginning Of Class March 12Th On Blackboard Week 9 Lecture (3/12) Planning Therapeutic Interventions for helping clients attain their goals Techniques for Evaluating Therapeutic Progress required readings: Stoltenberg et al., chapters 15 and 16 Class Activity 5 -Ethical Professional Issues Due By Beginning Of Class March 19Th On Blackboard Journal Due By Beginning Of Class March 19Th On BlackboardWeek 10 Lecture (3/19) Specific Strategies That Can Be Used To Enhance The Effectiveness Of Evaluation Activities In Counseling Strategies And Techniques For Conducting Effective Feedback In Clinical Supervision No Required Readings Classes Cancelled This Day – Friday ScheduleClass Activity 6 -Synthesis And Integration Of Materials Due By Beginning Of Class March 26Th On Blackboard Journal Due By Beginning Of Class March 26Th On Blackboard

COUN 8135 Week 11 Outline

Week 11 Outline for COUN 8135 Clinical Supervision (5 credits)

I. Overview of Week 11 and Learning Objectives

A. This week we will continue our discussion of case formulation with a focus on how to use case formulation in the process of clinical supervision.

B. Learning Objectives for this week:

1. To understand how to use case formulation as a guide in clinical supervision.

2. To learn about different types of feedback and how to use them effectively in supervision.

COUN 8135 Week 11 Objectives

• Understand the social, political, and historical influences that have shaped contemporary supervision practice.

• Describe the different models of clinical supervision.

• Explain how to select the appropriate model or combination of models for a particular supervisory relationship.

• Discuss the ethical and legal considerations involved in clinical supervision.

• Understand the importance of self-awareness in clinical supervision.

• Describe the process of transference and countertransference in clinical supervision.

• Explain how to use self-awareness, transference, and countertransference in clinical supervision.

COUN 8135 Week 11 Pre-requisites

COUN 8135 Course Description: COUN 8135 Course provides an overview of the relationships, skills, values and knowledge necessary to be an effective clinical supervisor. The focus will be on theoretical models, practical strategies and interventions that address common problems and challenges in clinical supervision.

COUN 8135 Course No: 8135-801 (Face-to-Face) CRN: 86408/86409 Maximum Enrollment: 12 Instructor: Tammy Gossman Semester: Fall 2017 Building/Room Number: Type of COUN 8135 Course Meeting Times for COUN 8135 – Clinical Supervision (5 credits) Meeting Day Time Location Sunday 4:00 PM – 9:00 PM Rowan Hall 313 Dates for COUN 8135 – Clinical Supervision (5 credits) August 20th, 2017 – December 10th, 2017

Additional Information about COUN 8135 – Clinical Supervision (5 credits)

COUN 8135 Week 11 Duration

COUN 8135 Course Description: COUN 8135 Course is designed for those interested in pursuing clinical supervision. It will include a review of the literature, as well as an opportunity to learn more about the skills and techniques necessary for effective clinical supervision.

COUN 8135 Week 11 Learning Outcomes

Students will gain a comprehensive understanding of the supervisory relationship, both as a supervisor and supervisee. Students will learn how to work with different types of supervisees, from those with little experience to those with significant experience. In addition, students will explore how to work with a variety of clients in supervision, including those who are struggling and those who are doing well.

COUN 8135 Week 11 Assessment & Grading

COUN 8135 Week 12 Assessment & Grading for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 13 Assessment & Grading for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 14 Assessment & Grading for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 15 Assessment & Grading for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 11 Suggested Resources/Books

COUN 8135 Week 11 Suggested Resources/Books for COUN 8135 – Clinical Supervision (5 credits)

1.Classroom resources:

a.COUN 8135 – Clinical Supervision (5 credits) (COUN 8135) PowerPoint slides for lecture and class discussion

b.COUN 8135 – Clinical Supervision (5 credits) (COUN 8135) Required Textbook: Rosenthal, D., & Erlich, J. S. (2012). A guide to clinical supervision (3rd ed.). Belmont, CA: Brooks/Cole. ISBN-13: 978-1133591458 ISBN-10: 1133591451

2.Additional resources:

a.Bernard, J., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Boston, MA: Pearson Education, Inc. ISBN-13: 978-0133860391 ISBN-10: 013386039X

b.Dewalt, B., & Dewalt, K. (2002). Participant observation fieldwork journal. Walnut Creek, CA: Left Coast Press Inc. ISBN-13: 978-1598742606 ISBN-10: 1598742601

COUN 8135 Week 11 Assignment (20 Questions)

This assignment has 20 questions. You should answer all questions in complete sentences. Please submit your assignment as a word document.

1) Define the term “clinical supervision.” What are the five elements of clinical supervision? (3 points)
2) What are the three different models of supervision? Describe each one. (6 points)
3) List and describe the four different types of supervisory relationships. (8 points)
4) Define the term “countertransference.” Give an example of countertransference from your personal experience as either a supervisor or a supervisee. (4 points)
5) List and describe the five stages of development in a supervisory relationship. (5 points)
6) Define the term “vicarious liability.” How can supervisors protect themselves from vicarious liability? (3 points)
7) Describe the concept of “boundaries” in supervision. What are some examples of boundary crossings and boundary violations? (4 points)
8) What is meant by the term “supervisory alliance?” What are some factors that can contribute to a strong supervisory alliance? (3 points)
9) Describe at least three different ways that supervisors can provide feedback to supervisees. (6 points)
10) What is meant by the term “reflection?” How can reflection be used in supervision? Give an example. (4 points)
11) What is meant by the term “self-care?” Why is self-care important for supervisors? What are some specific ways that supervisors can take care of themselves? (4 points)

COUN 8135 Week 11 Assignment Question (20 Questions)

1. What is the difference between conflict and crisis?
2. What are the steps of crisis intervention?
3. How can a supervisor help a supervisee to resolve ethical dilemmas?
4. What are some of the challenges that supervisors face when working with supervisees from different cultural backgrounds?
5. What is the supervisory relationship?
6. What are some of the challenges that supervisors face when working with supervisees with different personality types?
7. What is countertransference and how can it be managed?
8. What are some of the challenges that supervisors face when working with supervisees who have been traumatized?
9. How can a supervisor help a supervisee to deal with difficult clients?
10. What are some of the challenges that supervisors face when working with supervisees who are struggling with personal issues?

COUN 8135 Week 11 Discussion 1 (20 Questions)

Description

For this discussion, please respond to the following:

1. Supervision is an interactive process between supervisor and supervisee that can be used to enhance the professional skills of the supervisee. Describe how you might use supervision to facilitate your professional development as a clinical supervisor.

2. Explain what happens during a group supervision session. How is it different from individual supervision? What are the advantages and disadvantages of group supervision?

COUN 8135 Week 11 DQ 1 (20 Questions)

What are some common problems that arise during supervision? What is the best way to deal with them? How does supervision differ from counseling and how is it similar?

COUN 8135 Week 11 Discussion 2 (20 Questions)

COUN 8135 Clinical Supervision (5 credits) COUN 8135 Course is designed to prepare students to become clinical supervisors in the mental health professions. The material will include a review of the…

COUN 8135 Week 11 DQ 2 (20 Questions)

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COUN 8135 Clinical Supervision (5 credits)COUN 8135 Course focuses on advanced topics in clinical supervision, including research and theory, process variables, application of supervision models to diverse settings and populations, integration of technology in supervision, and ethical issues. Prerequisites: COUN 8115

COUN 8135 Week 11 Quiz (20 Questions)

(COUN 8135) COUN 8135 Course: COUN 8135 – Clinical Supervision (5 credits) INSTRUCTOR: Dr. Craig Bacha This quiz contains 20 questions.

1. The National Board for Certified Counselors (NBCC) defines supervision as:

2. According to the NBCC, which of the following is not a function of a supervisor?

3. According to the NBCC, ____________ involves “the relationship between the supervisor and supervisee that is characterized by mutual trust, respect, and collaboration.”

4. In addition to modeling ethical behavior, supervisors must also provide supervision that conforms to the standards established by their state’s licensing board and professional counseling organizations.

5. Which of the following is not a benefit of clinical supervision?

6. The concept of reflection in clinical supervision has been defined as “the capacity to engage in thoughtful self-observation while simultaneously being observant of others.”

7. Although several ways exist to organize clinical supervision sessions, most can be grouped into three broad categories: prescriptive, exploratory, and reflective models.

8. The supervisor-supervisee relationship can be described using multiple theories and perspectives; however, one theory that is commonly used in describing relationships in general is Social Exchange Theory (SET). According to SET, relationships are maintained when the benefits derived from them exceed any costs associated with them. In other words: all things being equal, people are more likely to remain in a relationship if it benefits them more than it costs them (e.g., time invested vs. satisfaction received). Any increase in costs or decrease in benefits would lead to a weakening or dissolution of that relationship over time. Given these concepts, what would you predict would happen when an individual experiences constant negative feedback from his/her supervisor during clinical supervision sessions? Would this lead him/her towards seeking out another supervisor or remaining with this one? Please explain your answer based on SET theory concepts discussed in this lesson. [Be sure to answer all parts of the question.]

COUN 8135 Week 11 MCQ’s (20 Multiple Choice Questions)

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COUN 8135 Course: Clinical Supervision (COUN 8135) Term

Exam Date: Week 11 (06/24 – 06/29) Total Points: 20 Time Limit: 60 minutes Question 1 0 / 2 points A caseworker in a child protective services agency has been asked to participate in a joint case conference with representatives of the police, school district, and mental health center involved with one of her cases. The purpose of this conference is to collaborate on developing an intervention plan for this child and his family. Which role should the caseworker assume during this meeting? Question options: Advocate Planner Evaluator Collaborator Question 2 2 / 2 points During a staff meeting, your supervisor asks you to give him or her specific examples of when you demonstrated good clinical skills. You are about to explain how your ability to use active listening helped you build rapport with an agitated client when your supervisor interrupts you by saying, “I don’t want to hear what you think. I want to hear what you did.” You should interpret this as _________. Question options: Your supervisor is challenging your thinking about how best to provide clinical services. Your supervisor has asked for facts rather than opinions and interpretation. Your supervisor does not understand how active listening helps build rapport with clients. Your supervisor wants more information about what occurred during the session with the agitated client. Question 3 0 / 2 points During their initial session, an intake counselor asks Amanda what her goals are for counseling and Amanda responds that she would like help dealing with symptoms of depression and anxiety she has been experiencing since her father’s death last year. When looking at Amanda’s goals in terms of general vs. specific goals, which statement is most accurate? Question options: Amanda’s goal is specific because it addresses both depression and anxiety symptoms as well as relating them to her father’s death. Amanda’s goal is general because it states only that she wants help dealing with symptoms of depression and anxiety without giving details about what those symptoms are or how they relate to her father’s death. Amanda’s goal is general because it states that she wants help dealing with symptoms of depression and anxiety but it does not identify which particular symptoms those are or how they relate to her father’s death. Amanda’s goal is specific because it identifies both depression and anxiety as symptoms she wants help with, as well as giving details about how those two problems relate to her father’s death last year . Question 4 0 / 2 points You have been working closely with a colleague who takes referrals from an employee assistance program that provides counseling services for employees who experience work-related stressors such as job loss or physical injuries at work . It has come to your attention through talking with him that he often gives advice rather than using counseling techniques such as reflection or summarization during sessions because he feels his clients need direct advice on how they can solve their current problems . The best way for you to address this issue is _________. Question options: Check in weekly with your colleague after each EAP referral session so he will feel comfortable asking you questions if needed while also providing supervision. Ask your colleague directly why he uses advice-giving during EAP sessions instead of counseling techniques such as reflection or summarization . Request that he share his EAP referral case notes from each week so you can provide feedback in writing on ways he could use reflection or summarization rather than giving advice during EAP sessions . Refer your colleague for professional counseling himself because his experiences working closely with clients who experience work-related stressors may be causing him personal distress . Question 5 0 / 2 points When you first meet new clients during intake, you ask them why they have decided now is a good time for counseling services and how long they anticipate attending counseling sessions before setting goals for treatment together . You find yourself wondering whether these questions are helpful in determining whether individuals are likely to complete therapy successfully because _________. Question options: They set up expectations regarding what therapy should look like before beginning service provision so there will be less confusion later on if people do not show up after one or two sessions. They indicate whether individuals are considering all possible coping strategies prior to making decisions about beginning therapy; therefore, these questions prevent people from choosing therapy without taking other potential steps first such as talking openly about problems with loved ones who may offer support outside of therapy sessions . They give insight into whether individuals really understand why therapy may be helpful at this time in their lives and will result in more successful outcomes if people can articulate this rationale clearly from the start of therapy They measure whether individuals appear motivated enough for change at this particular moment in time so that psychological assessment tools can be utilized later on if necessary . Question 6 0 / 2 points You have just been asked by the director of the mental health clinic where you work part-time as an intake counselor whether any changes have been made recently regarding assessment methods used prior to providing outpatient counseling services at the clinic so that improved patient outcomes might be achieved. This question refers specifically to using _________ methods prior to beginning outpatient counseling services at the clinic rather than _________.

COUN 8135 Week 12 Description

– Summer 2020

COUN 8135 Course provides students with a theoretical and practical framework for practicing clinical supervision. Clinical supervision is an interactive learning process in which the supervisor engages the supervisee in structured experiences that facilitate the supervisee’s professional development, including knowledge acquisition, skills development, and personal/professional growth. The model of supervision presented emphasizes a collaborative relationship in which the supervisor serves as a consultant to the supervisee. Attention will be given to identifying different supervisory theories and models; analyzing one’s own strengths and weaknesses as a supervisor; examining ethical issues and the supervisory relationship; developing assessment, intervention, and evaluation strategies; addressing multiculturalism; and facilitating professional development of supervisees.

COUN 8135 Week 12 Outline

COUN 8135 Course Description: Clinical Supervision focuses on the role of the supervisor in assisting with the development of clinical skills, knowledge, and professional identity. Topics include developmental stages of supervision, boundary issues, common supervisory challenges and tasks, diversity issues, ethical and legal considerations in supervision, group supervision models, self-supervision skills, and research on effective supervision. Students participate in a field-based experiential component to demonstrate understanding of the major topics covered in COUN 8135 Course.

Week 12: Final Project Due

COUN 8135 Week 12 Objectives

COUN 8135 Course Description: Clinical Supervision is designed to enhance the students’ knowledge and skills related to the supervision of trainees in the helping professions. Students will be expected to understand, compare and contrast the different supervisory models, as well as explore their own supervisory style and development. The COUN 8135 Course will address issues such as relationships, ethics, setting limits, handling transference/counter-transference, and multiculturalism in clinical supervision. Students will have an opportunity to apply this knowledge through participation in a clinical supervision experience.

*Note: This is a 5 credit COUN 8135 Course.*

Learning Objectives for COUN 8135 – Clinical Supervision (5 credits)

By the end of COUN 8135 Course, students will be able to:

1. Understand common models of clinical supervision including psychodynamic, cognitive-behavioral, systems, and relational approaches.

2. Understand the different stages of supervisor development.

3. Understand ethical and legal issues related to clinical supervision.

4. Understand multicultural issues related to clinical supervision.

5. Understand how to set limits in clinical supervision.

6. Understand how to handle transference and countertransference in clinical supervision.

COUN 8135 Week 12 Pre-requisites

COUN 8135 Course Description In COUN 8135 Course, students gain a basic understanding of the professional environment in which clinical supervision takes place. The role of professional development is examined in light of client safety and ethical considerations as well as an overview of methods and techniques for preparing counselors for their roles as supervisors. Special emphasis is placed on developing counseling skills. Students are expected to be enrolled in a doctoral program during the semester in which they take COUN 8135 Course.

COUN 8135 Week 12 Duration

1 Credit Hour = 10 hours of direct instruction (face-to-face or online)

20 hours of independent learning

3 Total Hours of Work Per Credit Week 12 Assignment Details Due Dates and Times Assignment Title: COUN 8135 Course Project Part B—Implementation Plan Assignment Description: In this assignment, you will begin to draft the implementation plan for your clinical supervision project. The implementation plan should include a description of how the problem will be solved as well as when and where it will be implemented. Assignments Submitted for Grading Write your paper in 3–4 pages. Include at least two peer-reviewed references from professional journals. Your paper should address all topics described below: Review COUN 8135 Course resources, including the textbook and videos from this unit, to help you create your assessment tool(s). Refer to the resources provided in “COUN 8135 Course Resources” for more information about developing assessment tools. Choose a framework for implementing the intervention into practice. To complete this task, refer to “COUN 8135 Course Resources” for more information about different frameworks that can be used to implement an intervention into practice. Provide an overview of the chosen framework and explain why you selected it as opposed to another framework. Describe how you would integrate specific aspects of this framework into each stage of your clinical supervision program. Define both methods and outcomes that will help determine whether the project was successful in solving the problem identified in Part A. Include evidence-based research that supports your methods and outcomes. What data would support your choice? Do not forget to refer to current literature on clinical supervision in order to justify your claims and suggestions throughout this paper. Be sure that you use at least two scholarly peer-reviewed journal articles published within the last five years from reputable sources such as PsycINFO or EBSCOhost databases in APUS Library & Learning Resources Center (LLRC) which will help support all claims made throughout this paper (in addition to supporting evidence within COUN 8135 Course). Remember that any direct quotes must be cited according to APA guidelines with an accompanying reference list entry included at the end of your work following APA format standards for referencing sources for Part A and B assignments combined; do not count these two peer-reviewed journal articles towards inclusion in reference section (referring only to what is mentioned above under title #7) but do cite them accordingly throughout your paper following APA guidelines if direct quotes are utilized or paraphrased material is utilized by clearly citing author(s) surname(s) along with year written next to idea being discussed followed by corresponding reference section entry at end of work formatted according to APA format standards under heading titled “References” following APA guidelines with hanging indentations rather than block style indents (as highlighted in Unit 1 Introduction). Please consult with either assigned faculty member or with me directly if there are any questions regarding proper citation standards throughout text when writing this paper since failure to properly cite material may result in loss of points based on plagiarism concerns which could lead to failure within COUN 8135 Course overall due to strict requirements set forth by APUS concerning academic honesty policy which must be adhered too throughout entire duration of study within doctorate program; avoid cheating as well as loss of points due to lack of understanding what is expected when writing papers within graduate program; seeking clarification from either faculty member assigned or from instructor directly may prevent issues from occurring during completion phase if there is any confusion concerning expectations when writing papers throughout duration of study so please do not hesitate asking questions during process rather than waiting until later stages when issues may occur causing potential concern leading up towards final grading process since I am here available via email contact anytime needed outside class time although I recommend contacting me earlier on during completion phase rather than later since I try my best responding back timely although please understand I cannot always respond immediately outside class time especially if away or have other responsibilities taking place so please allow 24–48 hours maximum response time whenever possible; however, even though I am available anytime via email contact outside class time please understand there is a limit as far as how much personal attention can be given per student so please only contact me via email if truly necessary rather than just for convenience sake since others need assistance during process also which may prevent me getting back quickly unless truly necessary since there are other classes being taught simultaneously although feel free also contacting fellow classmates with similar questions outside class time through use of discussion boards whenever possible since they may have similar experiences dealing with same issue so they may have suggestions helpful during completion phase which could speed up process allowing more time focusing on other areas requiring attention while still working on same project so always consider checking discussion boards often before contacting me directly outside class time wherever possible since chances are someone else has already asked similar question needing answer already so checking discussion boards often can prevent losing important points towards grade leading up towards final grading process due completing papers late due not receiving reply quickly enough; however, always contact either assigned faculty member first whenever possible prior contacting instructor directly because many times others would like answering questions before getting assistance from instructor first so its important always considering options prior contacting anyone outside class time whenever possible prior making final decision who will provide assistance whenever needed outside class time; however, please note it is fine also contacting instructor directly outside class time whenever truly necessary instead especially if cannot get quick reply back from either assigned faculty member first due reasons beyond control such as unavailability when truly needed although again it would really help get answer quicker sometimes prior contacting anyone directly outside class time whenever truly necessary because chances are someone else has already asked similar question requiring response already so its important first considering checking all sources available beforehand rather than just resorting right away asking someone directly outside class time unless truly necessary since doing so helps improve efficiency overall leading up towards final grade determination based on progression achieved thus far through completion stage whenever possible because everyone gets busy sometimes especially around holidays/holidays season coming up soon so its important everyone works together helping each other where able because again everyone gets busy sometimes especially around holidays/holidays season coming up soon therefore try best responding timely even though its hard sometimes considering all students taking multiple COUN 8135 Courses simultaneously along with having other responsibilities place involving family/work life balance issues along with holiday season upon us coming soon but really appreciate efforts made helping out others whenever possible. COUN 8135 Course Textbook Required Textbook: Kottler, J., & Brown, S.(2018). Clinical Supervision: Principles, models, and methods (7th ed.). Hoboken NJ: John Wiley & Sons New Jersey. ISBN 9781119279959 Recommended Textbook: Optional Textbook: Optional Video 1 Title(s): COUN 8135 Course Resources Article 1 Title(s): Article 2 Title(s): Article 3 Title(s): Article 4 Title(s): Article 5 Title(s): Audio Source 1 Title(s): Audio Source 2 Title(s): Audio Source 3 Title(s): Audio Source 4 Title(s): Audio Source 5 Title(s): Website Link 1Title: Website Link 2Title: Website Link 3Title: Website Link 4Title: Website Link 5Title: Web Media Link 1Title: Web Media Link 2Title: Web Media Link 3Title: Web Media Link 4Title: Web Media Link 5Title:, Unit 12 Lecture Overview

COUN 8135 Week 12 Learning Outcomes

Week 12 Learning Outcomes for COUN 8135 – Clinical Supervision (5 credits)

1. Understand and implement techniques for effective clinical supervision.

2. Understand the different models of clinical supervision and how they can be applied in practice.

3. Understand the importance of self-awareness in clinical supervision and how to develop it.

4. Understand the process of transference and countertransference in clinical supervision and how to manage them effectively.

5. Understand the different stages of development in clinical supervision and how to facilitate each stage.

COUN 8135 Week 12 Assessment & Grading

COUN 8135 Course provides comprehensive coverage of the basic concepts and skills necessary for an individual to provide competent professional clinical supervision. Emphasis is placed on providing the student with knowledge and understanding of supervision theories, models, practices, ethical issues, and legal considerations in clinical supervision. COUN 8135 Course will also develop students’ ability to identify issues related to the development of a supervisory relationship, conduct assessments of trainees and supervisees, select appropriate interventions based on trainee/supervisee needs and perform evaluations.

COUN 8135 Week 12 Suggested Resources/Books

Required Text: A Treatise on Clinical Supervision: Perspectives for the Training of Psychotherapists and Counselors. Robert P. 243 pages, Published April 30th 1995 by American Counseling Association (first published April 1st 1995) ISBN 978-0-89900-980-4

COUN 8135 Week 12 Assignment (20 Questions)

1) What is the importance of empathy in clinical supervision?
2) What is the importance of effective communication in clinical supervision?
3) What are some common challenges that supervisors and supervisees face when communicating with each other?
4) How can a supervisor build a trusting relationship with their supervisee?
5) Why is it important for supervisors to be aware of their own personal biases and how these may impact their supervisory relationships?
6) How can supervisors effectively provide feedback to their supervisees?
7) What are some common challenges that supervisors face when providing feedback?
8) How can a supervisor effectively manage conflict with their supervisee?
9) What are some common challenges that supervisors face when managing conflict?
10) How can a supervisor create a safe and supportive environment for their supervisee to explore difficult topics?
11) What are some common challenges that supervisors face when creating a safe and supportive environment?
12) How can a supervisor effectively deal with countertransference in the supervisory relationship?
13) What are some common challenges that supervisors face when dealing with countertransference?
14) How can a supervisor help their supervisee develop self-awareness?
15) What are some common challenges that supervisors face when helping their supervisees develop self-awareness?
16) How can a supervisor promote professional growth and development in their supervisee?
17) What are some common challenges that supervisors face when promoting professional growth and development?
18) How can a supervisor effectively deal with vicarious trauma in the supervisory relationship?
19) What are some common challenges that supervisors face when dealing with vicarious trauma?
20) What are some general tips for new and experienced supervisors alike to promote effective clinical supervision?

COUN 8135 Week 12 Assignment Question (20 Questions)

1. List and describe the four phases of supervision. How does each phase build on the previous one?
2. What is the difference between a problem and an issue?
3. Describe the concept of developmental stages in supervision. What are some of the challenges that may occur during each stage?
4. List and describe the five functions of supervision. Which function do you think is most important? Why?
5. List and describe the six types of supervision. Which type do you think is most effective? Why?
6. What is the difference between process and content in supervision? Give an example of each.
7. Describe the concept of countertransference in supervision. What are some of the ways that it can manifest itself?
8. What is the difference between direct and indirect supervision? Give an example of each.
9. What is the difference between individual and group supervision? Give an example of each.
10. Describe some of the benefits and challenges of using technology in supervision.

COUN 8135 Week 12 Discussion 1 (20 Questions)

What is your definition of clinical supervision? What do you think are the goals of clinical supervision? How would you describe the relationship between supervisor and supervisee? What do you think are some benefits of clinical supervision? What are some challenges that can be encountered during clinical supervision? Have you ever had a bad experience with a supervisor in the past? If so, what happened? Do you think that supervisors should receive supervision themselves? Why or why not? If a supervisee came to you with an ethical dilemma, how would you handle it? What do you think are some important qualities for a good supervisor? For example, empathy, knowledge, etc. Do you think that one particular theoretical orientation is more beneficial than another for providing clinical supervision? Why or why not? In your opinion, how often should clinical supervision meetings be held (e.g., weekly, biweekly)? How long should each meeting last (e.g., 1 hour, 2 hours)? What format do you think would be most beneficial for clinical supervision meetings (e.g., in person, via video conference)? Do you think that supervisors and supervisees should meet outside of scheduled meetings on an as-needed basis? Why or why not? What do you think are some topics that should be covered during clinical supervision meetings? For example, case conceptualization, treatment planning, etc. Do you think that clinical supervision meetings should be structured or unstructured? Why or why not? What do you think are some possible consequences if proper clinical supervision is not provided? For example, burnout, ethical violations, etc.

COUN 8135 Week 12 DQ 1 (20 Questions)

Please copy and paste the questions below into a document. You will then type your responses to each question in the same document. When you are finished, save your document as “COUN 8135 DQ 1” and submit it to the weekly discussion area for Week 12.

1. What challenges do you face when conducting case consultations?

2. How can you overcome challenges that arise during case consultations?

3. What challenges do you face when providing supervision?

4. How can you overcome these challenges?

5. What challenges do you face when conducting research?

6. How can you overcome these challenges?

COUN 8135 Week 12 Discussion 2 (20 Questions)

COUN 8135 Clinical Supervision (5 credits) COUN 8135 Course is designed to provide counselors-in-training with an understanding of the major theories, methods and ethical issues related to supervision. Students will be exposed to a variety of models of supervision that can be applied in counseling supervision settings. Through case studies, readings and class discussion, students will learn how to conduct clinical supervision in a way that meets the needs of the supervisee while providing opportunity for professional development. Prerequisite: COUN 8210 or equivalent

COUN 8135 Week 12 DQ 2 (20 Questions)

1. As a supervisor, how do you help clients understand the importance of self-awareness in counseling?

2. What techniques do you use to help clients understand their strengths and weaknesses?

3. How do you help clients identify their goals for counseling?

4. What resources do you use to help clients develop self-awareness?

5. How do you help clients explore their values and beliefs about counseling?

6. How do you help clients understand the impact of family, culture, and society on their counseling goals?

7. What techniques do you use to help clients explore their motivation for change?

8. How do you help clients set realistic goals for counseling?

9. What resources do you use to help clients assess their progress in counseling?

10. How do you terminated counseling with clients who have made progress toward their goals?

COUN 8135 Week 12 Quiz (20 Questions)

Question 1)

1 point

What should a supervisor do if the supervisee violates confidentiality?

Question 1 options:

A. Notify the client that their information has been shared with the supervisor.
B. Keep the details of the confidentiality breach to oneself.
C. Immediately terminate the supervisory relationship.
D. Discuss with the supervisee how they plan to remedy the situation and maintain confidentiality in the future.
Question 2)

1 point

The three elements of evaluation are: goal setting, progress review, and ____________.

Question 2 options:

A. Termination planningB. Clinical assessmentC. Clinical judgmentD. Supervisee self-evaluationQuestion 3)

1 pointWhich of these is NOT a typical characteristic of an effective supervisory alliance?A) ValidityB) TransparencyC) CollaborationD) DependencyQuestion 4)

1 pointWhen conducting an evaluation, supervisors should avoid which of the following?A) Asking for input from others who have observed the supervisee’s workB) Giving criticism without offering solutionsC) Referring to prior evaluationsD) Asking specific questions about what could be improvedQuestion 5)

1 pointWhen developing measurable goals with a supervisee, supervisors should be aware of which of the following?A) Goals must be attainable within one yearB) Goals cannot be modified after they are setC) Goals should relate only to clinical skillsD) Goals can relate to personal development as well as professional developmentQuestion 6)

1 pointWhich type of therapist would likely receive supervision focused on skill development?A) Experienced counselor with an eclectic approachB) Beginning counselor with cognitive behavioral trainingC) Child therapist using attachment theoryD) Veteran counselor using a psychoanalytic approachQuestion 7)

1 pointWhich style of supervision is defined by collaboration between supervisor and supervisee and mutual participation in setting goals for therapy?A) PsychoanalyticB) BehaviouralC) PsychodynamicD) Collaborative Question 8 ) Which type of supervisee is least likely to struggle with countertransference issues?A.) A new therapist who has not had much exposure to clients yetB.) A veteran therapist who has spent many years working with clients from diverse backgroundsC.) A child therapist working in an inner city school systemD.) A psychoanalytically oriented therapist working in private practice Question 9 ) Which type of therapy would likely benefit most from psychoanalytic supervision?A.) Solution focused therapyB.) Cognitive behavioral therapyC.) Existential therapyD.) Psychodynamic therapy Question 10 ) In order for a supervisor to be effective in providing corrective feedback, he or she must first do which of the following?A.) Criticize each mistake made by the supervisee during each sessionB.) Demonstrate clear competence in each clinical area being supervisedC.) Establish trust and rapport with each new supervisee as quickly as possibleD.) Identify one major issue per session that needs improvement so as not to overwhelm the supervisee Question 11 ) Which type of feedback would likely be most helpful to a novice counselor who is still developing his or her clinical skills?A.) Feedback that is given immediately after each sessionB.) Feedback that is given once per week in person or via emailC.) Feedback that focuses on strengths as well as weaknessesD.) Feedback that includes specific suggestions for improving clinical skills Question 12 ) If a supervisor observes a trainee making an ethical violation, he or she should do which of the following?A.) Allow the trainee to work through the ethical dilemma on his or her ownB.) Notify appropriate state licensing boards immediatelyC.) Terminate supervision immediately and refer the trainee to an ethics committee for further evaluationD.) Discuss the ethical dilemma with the trainee during supervision and develop a plan for avoiding such violations in the future Question 13 ) What should a supervisor do if he or she observes a trainee acting out sexually with a client?A.) Notify appropriate state licensing boards immediately B.) Notify appropriate hospital administrators immediately C.) Discuss sexual feelings openly with the trainee during supervision D.) Require that the trainee see a personal therapist for at least six months prior to resuming supervision Question 14 ) If during group supervision a supervisor notices that one member consistently dominates discussion, he or she should do which of the following? A .) Encourage all members of group supervision to speak up more B .) Call on this member first during discussion C .) Spend extra time meeting with this member outside of group supervision D .) Spend less time discussing this member’s cases in group supervision Question 15 ) According to your textbook, “Psychodynamic Approaches to Supervision” (p. 141), what are some common themes expressed by trainees in psychodynamic supervision? Select all that apply . A .) Anger B .) Anxiety C .) Fear D .) Guilt E .) Jealousy F .) Shame G .) Sadness H .) Hope I .) Humor J .) Trust K .) Resentment L .) Disappointment M .) Pride N .) Joy O .) Curiosity P .) Envy Q .) Courage R .) Hopelessness S .) OptimismT . ) Love U . ) Compassion V . ) Forgiveness W . ) Admiration X . ) Concern Y . ) Intimacy Z . ) Sympathy AA . ) Empathy BB . ) Depression CC . ) Insecurity DD . ) Self-doubt EE . ) Self-criticism FF . ) Disappointment GG . ) Bitterness HH . II . JJ . KK .”According to your textbook, “Psychodynamic Approaches to Supervision” (p. 141), some common themes expressed by trainees in psychodynamic supervision are anger, anxiety, fear, guilt, jealousy, shame, sadness, hope, humor, trust, resentment, disappointment, pride, joy, curiosity, envy, courage, hopelessness , optimism , love , compassion , forgiveness , admiration , concern , intimacy , sympathy , empathy , depression , insecurity , self-doubt , self-criticism , disappointment , bitterness , and self-love .”

COUN 8135 Week 12 MCQ’s (20 Multiple Choice Questions)

Directions: Read each question carefully. Choose the best answer.

1. What is a formal, written agreement between a supervisor and supervisee that outlines their roles and responsibilities in the supervisory relationship?

a) The Professional Agreement (also known as Supervisory Contract)
*b) Clinical Evaluation Form c) Reflective Log d) Treatment Plan

2. Which of the following statements about termination of the supervisory relationship is true?

a) It should be initiated by the supervisor whenever necessary.
b) It should be initiated by the supervisee whenever necessary.
c) It should only be done when both parties agree to it.
d) It should only be done for therapeutic reasons.

3. A professional who provides clinical supervision to other professionals is referred to as a:

a) Preceptor
b) Consultant
*c) Supervisor
d) Teacher

4. Which of the following is not one of the four types of feedback described by Stoltenberg and Delworth (1998)?

a) Critical b) Process-Oriented c) Content-Oriented d) Supportive
*e) Evaluation-Oriented

5. According to Stoltenberg and Delworth (1998), which type of feedback is characterized by being directive, specific, and linked to current behavior?

a) Critical
*b) Process-Oriented
c) Content-Oriented d) Supportive

6. According to Bordin’s (1979) working alliance model, which of the following is not one of the three components of the therapeutic alliance?
*a) Goal b) Bond c) Task d) Transference

7. Based on Bernard and Goodyear’s (2014) model, which of the following is not one of the four main functions of clinical supervision?

a) Professional Development b)*Evaluation c) Consultation d

COUN 8135 Week 13 Description

Clinical Supervision provides students with a supervised field experience in an approved counseling agency. The student will be required to meet weekly with an approved supervisor and complete all assigned tasks, which may include individual and group supervision, paperwork, and meeting attendance requirements.

COUN 8135 Week 13 Outline

COUN 8135 Course is designed for students who wish to become supervisors, or who are already engaged in clinical supervision. We will address how to integrate supervision theory and practice within the context of professional identity and ethical issues. Students will be asked to apply their knowledge and skills to a case study with an emphasis on the development of an understanding of supervisory relationships, the process of supervision, and different models of supervision.

Learning Objectives:

1) To develop a deep understanding of self as supervisor;

2) To learn about different models of supervision;

3) To understand the process of supervision;

4) To develop skills in providing feedback;

5) To learn about ethical issues in supervision;

6) To develop an understanding of group dynamics in supervision; and

7) To understand the impact of culture on supervision.

COUN 8135 Week 13 Objectives

Listed below are the objectives for COUN 8135 Clinical Supervision. By the end of COUN 8135 Course, students will be able to: 1. Understand and apply a range of theories and practices of effective supervision; 2. Understand and apply ethical, professional, and multicultural issues in supervision; 3. Understand and apply a range of assessment tools in supervision; 4. Develop an understanding of group dynamics in supervision; 5. Understand and apply research methods in supervision; 6. Develop an understanding of the supervisory relationship; 7. Develop an understanding of the impact of personal issues on supervisees’ development; 8. Develop a professional identity as a supervisor

COUN 8135 Week 13 Pre-requisites

COUN 8135 – Clinical Supervision (5 credits)

Description

COUN 8135 Course will focus on the theory and practice of clinical supervision. The COUN 8135 Course will begin with a discussion of the history, theory and research that serves as the basis for contemporary supervision. Various supervisory models will be presented and discussed in terms of their usefulness for different populations and settings. The skills needed to effectively supervise others will be presented and discussed. Students will apply these skills in a supervision practicum experience with a qualified supervisor who has expertise in the model being studied by the student in this class. Throughout the semester, students are expected to integrate theoretical concepts learned in other COUN 8135 Courses into their understanding of clinical supervision.

Learning Objectives/Outcomes

Upon completion of COUN 8135 Course, you should be able to:

COUN 8135 Week 13 Duration

Week 13: Counseling Center Management and Supervision

COUN 8135 Week 13 Learning Outcomes

• Understand how to work with clients with specific disorders and psychopathologies, as well as how to implement different therapeutic techniques.

• Understand how to apply different counseling theories and techniques in order to work with clients effectively.

• Understand how to conduct a clinical supervision session and how to provide feedback effectively.

COUN 8135 Week 13 Assessment & Grading

COUN 8135 Course Grading: Letter Grade

COUN 8135 Course Schedule Details: COUN 8135 Course Schedule Details: COUN 8135 – Clinical Supervision (5 credits) (COUN 8135) COUN 8135 Course Grading: Letter Grade

COUN 8135 Course Schedule Details: COUN 8135 Course Schedule Details: COUN 8145 – Clinical Consultation and Practice Management in School Counseling, K-12 Settings (3 credits) (COUN 8145) COUN 8135 Course Grading: Letter Grade

COUN 8135 Course Schedule Details: COUN 8135 Course DESCRIPTION In COUN 8135 Course, students will expand their knowledge and application of consultation skills, theory, process, and applications to leadership and management practices. Emphasis is placed on professional accountability and responsibility through the development of individual practice management skills that include professional identity and work/life balance. Students will develop an understanding of the ethical implications of consultation in various school settings. In addition, students will gain insight into the challenges related to school counseling programs in a variety of educational settings including K-12 public schools. Prerequisites(s): Must have completed all previous required COUN 8135 Courses in the program with a grade of C or better. COUN 8135 Course OBJECTIVES Define consultation in school counseling according to ASCA National Standards for School Counseling Programs (2010). Describe the different types of consultation models and how they can be applied to each type of consultation process. Examine how technology can be used in school counseling consulting processes. Describe how consultation services can be utilized to enhance school counseling program development, implementation, and evaluation. Describe the role of consultation within the systems approach to school counseling programs as defined by ASCA National Standards for School Counseling Programs (2010). Analyze ethical implications related to consultation in various educational settings including K-12 public schools. Apply leadership principles and management practices associated with effective operations and administration of school counseling programs using a systems approach as defined by ASCA National Standards for School Counseling Programs (2010). Apply principles from organizational psychology theories to enhance individual practice management skills that include professional identity development and work/life balance strategies. COUN 8135 Course ASSIGNMENTS Readings – Required readings are listed at the end of each lesson below. You are expected to read all required materials prior to completing each lesson assignment. Participation – The required discussion board activities for COUN 8135 Course are located within Blackboard Learn 9 . 1 . From your Blackboard Learn 9 . 1 , main menu select “ Discussion Board ” under “Communication” section. Locate the link titled “ Discussion Board Forums ” . Choose any discussion activity that is designated as required within each lesson below under “Discussion Activities” section where you must post an initial discussion board activity response as well as respond to at least one peer by Friday at 11 : 59 PM ET/PT during each week it is due as designated below under “Discussion Activities” section. The discussions will not only provide a forum for interaction with other students but also give you an opportunity to share your experiences with others regarding issues that you may have encountered while practicing your profession or discussing ideas contained within COUN 8135 Course text reading assignments or other sources you may find pertinent. In addition, participating in discussions can help you develop greater critical thinking skills regarding issues that may arise within your future career practice setting(s). A total of 4 required initial discussion board responses are required along with 2 peer responses for COUN 8135 Course; therefore if you participate in every weekly discussion activity listed below then you will fulfill your required participation points for COUN 8135 Course as outlined above as well as receive additional participation points if you respond more than once per weekly discussion topic which is encouraged although not required unless specified otherwise by instructor where participation points earned can add up towards your final grade for COUN 8135 Course shown on the final grade roster posted online via Blackboard Learn 9 . 1 system after grades have been submitted at end of term by instructor. Final Paper – For this assignment, submit a 10 – 12 page research paper addressing one or more specific topics identified below under “Final Paper” section utilizing various reference sources both primary & secondary sources cited using APA style 6 th edition format requirements or equivalent citation format followed by instructor covering a wide range if topics relevant

COUN 8135 Week 13 Suggested Resources/Books

Reading:

1. http://www.counseling.org/knowledge-center/supervision
2. http://www.counseling.org/knowledge-center/supervision/how-to-find-a-supervisor
3. http://www.counseling.org/knowledge-center/supervision/roles-of-supervisee
4. http://www.counseling.org/knowledge-center/supervision/roles-of-supervisor

COUN 8135 Week 13 Assignment (20 Questions)

1. Define the core functions of clinical supervision and describe how they are integrated into a comprehensive supervision model.

2. Describe how different theoretical approaches to supervision can be integrated into a comprehensive model of supervision.

3. Discuss the major ethical and legal issues related to clinical supervision.

4. Describe the impact of multiculturalism on clinical supervision.

5. Discuss the role of research in clinical supervision.

6. Describe how technology can be used in clinical supervision.

7. Discuss the challenges and opportunities associated with providing clinical supervision in a digital age.

8. Describe the process of developing a supervisory relationship.

9. Discuss the different stages of the supervisory relationship and the tasks associated with each stage.

10. Describe the different types of feedback that can be used in clinical supervision and discuss when each type of feedback is most appropriate.

11. Discuss the different methods that can be used to assess supervisees’ progress in meeting their learning goals.

12. Describe how to provide constructive feedback that leads to positive change in supervisees’ behavior.

13. Discuss the different ways that supervisors can facilitate supervisees’ self-assessment of their work with clients.

14. Discuss how to create an environment that is conducive to learning in clinical supervision.

15. Describe how to use didactic and experiential techniques in clinical supervision.

16. Discuss how to integrate theory and practice in clinical supervision.

COUN 8135 Week 13 Assignment Question (20 Questions)

COUN 8135 Week 13 Assignment Question (20 Questions) for COUN 8135 – Clinical Supervision (5 credits) Please answer each of the following questions in a brief, essay format. Cite your sources as needed. Please upload your document to the Dropbox for this week by the specified due date. 1. Describe a time when you experienced or observed a supervisor being ineffective with a supervisee and how that may have been addressed more effectively. 2. Describe two different models of supervision (e.g., peer supervision, group supervision, etc.) and explain the benefits and challenges of each model. 3. Explain how you would address a supervisee who is having difficulty making progress with clients due to personal issues that are interfering with their work. 4. Describe two ways that you could evaluate a supervisee’s progress during the COUN 8135 Course of supervision. 5. Explain how you would address a supervisee who consistently arrives late to supervision sessions or cancels sessions at the last minute without a good reason. 6. Explain what you believe are the three most important qualities or characteristics of an effective supervisor and why you believe they are important. 7. Describe what you believe are the three most important qualities or characteristics of an effective supervisee and why you believe they are important. 8. Explain what you believe is the most important thing that supervisors can do to foster professional development in their supervisees and why it is so important. 9. Explain what you believe is the most important thing that supervisors can do to foster personal growth in their supervisees and why it is so important 10. Explain how countertransference might manifest itself in supervision and how it could be addressed effectively 11. Describe how multicultural issues might manifest themselves in supervision and how they could be addressed effectively 12. Explain how technology can be used effectively in supervision 13. Describe how legal and ethical issues might manifest themselves in supervision and how they could be addressed effectively 14 .Describe two different approaches to consultation (e.g., peer consultation, group consultation, etc.) and explain when each approach might be most appropriate 15 .Explain what it means to “normalize” during consultation 16 .Describe two different approaches to conflict resolution 17 .Explain when it might be appropriate for a consultant to end a consultation relationship 18 .Explain what it means to “self-disclose” during consultation 19 .Explain what it means to “set boundaries” during consultation 20 .Describe two different ways that consultants can receive feedback on their effectiveness

COUN 8135 Week 13 Discussion 1 (20 Questions)

COUN 8135 – Clinical Supervision (5 credits) COUN 8135 Week 13 Discussion 1 (20 Questions) of COUN 8135 Clinical Supervision (5 credits) COUN 8135 Course

1. How have your personal beliefs, attitudes, and values impacted the supervisory relationship? What are some examples of this impact?

2. How has your personal history influenced the way you relate to supervisees? Can you give an example of how this has played out in your work with a supervisee?

3. What do you see as the most important tasks of supervision? Why are these tasks so important?

4. What do you see as the most important goals of supervision? Why are these goals so important?

5. What do you think is the most important role of the supervisor? Why is this role so important?

6. What do you think is the most important attribute of a good supervisor? Why is this attribute so important?

7. What do you think is the most important quality of a good supervisee? Why is this quality so important?

8. What do you think are the most important skills a supervisor needs to possess? Why are these skills so important?

9. What do you think are the most important skills a supervisee needs to possess? Why are these skills so important?

COUN 8135 Week 13 DQ 1 (20 Questions)

What is a “counseling supervisor”? What is the role of the counseling supervisor in counseling? How does the supervisory relationship compare to the counseling relationship? Explain. How do you think about self-disclosure in the supervisory relationship? What are some guidelines for self-disclosure that you would suggest for counselors and supervisors? How does multiculturalism play into supervision? How can a supervisor provide culturally-sensitive supervision to supervisees from different cultural backgrounds? Discuss the stages of supervision. What are some signs that a supervisee may be in the “resistance” stage of supervision, and what might a supervisor do to address this issue? Explain how microskills and macrodynamics apply to supervision. What is process recording, and how can it be used in supervision? Describe how group supervision can work. What are some advantages and disadvantages of group supervision over individual supervision? Why is termination an important part of the supervisory process? Describe different ways that termination might occur in a supervisory relationship, and explain how each might be beneficial or harmful.

COUN 8135 Week 13 Discussion 2 (20 Questions)

Supervision Strategies Assignment Guidelines

COUN 8135 Clinical Supervision

This assignment will be completed in two parts: 1) a written paper and 2) an oral presentation. The oral presentation is to be given during your regularly scheduled class time. Your instructor will give you specific instructions on the date and time of your presentation. The written paper and the oral presentation are worth 100 points each.

For Part 1, choose one of the following three case studies (attached):

• Case Study #1—Darlene

• Case Study #2—Barry

• Case Study #3—Susan

The purpose of Part 1 of this assignment is to provide you with an opportunity to apply various supervisory strategies to an actual case situation and evaluate the effectiveness of those strategies. This assignment should help you begin to understand how various supervisory strategies can be used in different ways with different supervisees at different stages of development. You are to pretend that you are a supervisor for the counseling professional described in your chosen case study. Assume that this person has come to you for supervision because he or she needs help addressing specific issues/problems in his or her professional life as a counselor. Based on your knowledge of effective supervisory strategies, write a paper (between 5–7 pages, not including cover page and reference page) describing which supervisory strategies would be most appropriate for this particular supervisee’s situation and how you would use these strategies with him or her. In writing this paper, it may be helpful to use the following outline:

COUN 8135 Week 13 DQ 2 (20 Questions)

1. What are three techniques that can be used to help a client feel safer in the therapeutic environment?
2. How can a therapist help a client who is feeling overwhelmed by emotions?
3. What are some ways to encourage clients to use the therapeutic relationship to explore their feelings?
4. What are some ways to help clients become more aware of their thoughts and feelings?
5. How can a therapist help a client who is having difficulty trusting others?
6. What are some ways to help clients feel more comfortable discussing difficult topics?
7. What are some ways to encourage clients to be open and honest with their therapist?
8. How can a therapist help a client who is feeling resistant to therapy?
9. What are some ways to help clients feel more engaged in therapy?
10. How can a therapist help a client who is feeling discouraged about therapy?

COUN 8135 Week 13 Quiz (20 Questions)

Question 1 1. Empathy is defined as “the capacity to recognize feelings that are being expressed by another person.” True False

Question 2 2. In order for someone to be an effective supervisor, he/she must have had a large amount of experience in their field. True False

Question 3 3. The supervisor needs to have all the answers in order to effectively supervise others. True False

Question 4 4. Effective supervision takes time and effort on both the supervisor’s part as well as the supervisee’s part. True False

Question 5 5. Supervision can be defined as “the process of guiding or directing others who are carrying out a professional task.” True False

Question 6 6. In order for someone to be an effective supervisor, he/she must have had a large amount of experience in their field. True False

Question 7 7. A supervisor should provide feedback to his/her supervisees in a timely manner so that they can improve upon their weaknesses and build upon their strengths. True False

Question 8 8. A supervisor should avoid using evaluative language when providing feedback to his/her supervisees so as not to offend them or make them feel defensive. True False

Question 9 9. The use of humor is an appropriate way for a supervisor to provide feedback to a supervisee because it can help reduce tension and make the process more enjoyable for both parties involved. True False

COUN 8135 Week 13 MCQ’s (20 Multiple Choice Questions)

COUN 8135 Week 14 MCQ’s (20 Multiple Choice Questions) for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

COUN 8135 Week 15 MCQ’s (20 Multiple Choice Questions) for COUN 8135 – Clinical Supervision (5 credits) (COUN 8135)

Please note that the following answers have been provided by TUI University’s COUN 8135 Course instructors and not from any other source. These answers may change at any time without prior notice and are not binding on the university. Students are responsible for checking the answers to these questions periodically.

COUN 8135 Course is an introduction to clinical supervision for counsellors working in a variety of counselling settings. Through lectures, group discussion and experiential learning, students explore professional issues related to the role of the supervisor in clinical supervision including accountability, ethical responsibilities, communication and conflict resolution. Students also examine methods for developing individualized supervisory relationships as well as techniques for facilitating counsellor development.

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COUN 8135 Week 1 Description

COUN 8135 Week 1 Outline

COUN 8135 Week 1 Objectives

COUN 8135 Week 1 Pre-requisites

COUN 8135 Week 1 Duration

COUN 8135 Week 1 Learning Outcomes

COUN 8135 Week 1 Assessment & Grading

COUN 8135 Week 1 Suggested Resources/Books

COUN 8135 Week 1 Assignment (20 Questions)

COUN 8135 Week 1 Assignment Question (20 Questions)

COUN 8135 Week 1 Discussion 1 (20 Questions)

COUN 8135 Week 1 DQ 1 (20 Questions)

COUN 8135 Week 1 Discussion 2 (20 Questions)

COUN 8135 Week 1 DQ 2 (20 Questions)

COUN 8135 Week 1 Quiz (20 Questions)

COUN 8135 Week 1 MCQ’s (20 Multiple Choice Questions)

COUN 8135 Week 2 Description

COUN 8135 Week 2 Outline

COUN 8135 Week 2 Objectives

COUN 8135 Week 2 Pre-requisites

COUN 8135 Week 2 Duration

COUN 8135 Week 2 Learning Outcomes

COUN 8135 Week 2 Assessment & Grading

COUN 8135 Week 2 Suggested Resources/Books

COUN 8135 Week 2 Assignment (20 Questions)

COUN 8135 Week 2 Assignment Question (20 Questions)

COUN 8135 Week 2 Discussion 1 (20 Questions)

COUN 8135 Week 2 DQ 1 (20 Questions)

COUN 8135 Week 2 Discussion 2 (20 Questions)

COUN 8135 Week 2 DQ 2 (20 Questions)

COUN 8135 Week 2 Quiz (20 Questions)

COUN 8135 Week 2 MCQ’s (20 Multiple Choice Questions)

COUN 8135 Week 3 Description

COUN 8135 Week 3 Outline

COUN 8135 Week 3 Objectives

COUN 8135 Week 3 Pre-requisites

COUN 8135 Week 3 Duration

COUN 8135 Week 3 Learning Outcomes

COUN 8135 Week 3 Assessment & Grading

COUN 8135 Week 3 Suggested Resources/Books

COUN 8135 Week 3 Assignment (20 Questions)

COUN 8135 Week 3 Assignment Question (20 Questions)

COUN 8135 Week 3 Discussion 1 (20 Questions)

COUN 8135 Week 3 DQ 1 (20 Questions)

COUN 8135 Week 3 Discussion 2 (20 Questions)

COUN 8135 Week 3 DQ 2 (20 Questions)

COUN 8135 Week 3 Quiz (20 Questions)

COUN 8135 Week 3 MCQ’s (20 Multiple Choice Questions)

COUN 8135 Week 4 Description

COUN 8135 Week 4 Outline

COUN 8135 Week 4 Objectives

COUN 8135 Week 4 Pre-requisites

COUN 8135 Week 4 Duration

COUN 8135 Week 4 Learning Outcomes

COUN 8135 Week 4 Assessment & Grading

COUN 8135 Week 4 Suggested Resources/Books

COUN 8135 Week 4 Assignment (20 Questions)

COUN 8135 Week 4 Assignment Question (20 Questions)

COUN 8135 Week 4 Discussion 1 (20 Questions)

COUN 8135 Week 4 DQ 1 (20 Questions)

COUN 8135 Week 4 Discussion 2 (20 Questions)

COUN 8135 Week 4 DQ 2 (20 Questions)

COUN 8135 Week 4 Quiz (20 Questions)

COUN 8135 Week 4 MCQ’s (20 Multiple Choice Questions)

COUN 8135 Week 5 Description

COUN 8135 Week 5 Outline

COUN 8135 Week 5 Objectives

COUN 8135 Week 5 Pre-requisites

COUN 8135 Week 5 Duration

COUN 8135 Week 5 Learning Outcomes