The Supervisory Relationship The University of Tennessee at Martin Master's Program in Counseling

Purpose and Objectives of This Training To adhere to ethical guidelines of ACA, ASCA, ACES, and CACREP To help prepare you for effective supervision To insure the best experience for our interns and your clients/students American Counseling Association, American School Counseling Association, Association of Counselor Education and Supervision, and the Council for Accreditation of Counseling and Related Educational Programs

The Personal and Professional Nature of the Supervisory Relationship Demonstrates knowledge of individual differences with respect to gender, race, ethnicity, culture, and age and understands the importance of these characteristics in supervisory relationships Is sensitive to the counselor’s personal and professional needs Expects counselor to own consequences of their actions Is sensitive to the evaluative nature of supervision and effectively responds to the counselor’s anxiety relative to performance evaluation ACES Standards for Counseling Supervisors

The supervisor: Conducts self-evaluations, as appropriate, as a means of modeling professional growth Provides facilitative conditions Empathy Concreteness Respect Congruence Genuineness Immediacy

The supervisor: Establishes a mutually trusting relationship with the counselor Provides an appropriate balance of challenge and support Elicits counselor thoughts and feelings during counseling or consultation sessions, and responds in a manner that enhances the supervisory process

Individual Differences Demographics Personality Traits Professional Variables Personality traits: learning styles, motivational style Professional variables: experience, theoretical orientations

Individual Differences: The Site Supervisor Supervisors demonstrate personal traits and characteristics that are consistent with the role. An effective supervisor: Is committed to updating his or her own counseling and supervisory skills Is sensitive to individual differences Recognizes his or her own limits through self-evaluation and feedback from others Is encouraging, optimistic and encouraging Possesses a sense of humor Is comfortable with the authority inherent in the role of supervisor Demonstrates a commitment to the role of supervisor Can identify his or her own strengths and weaknesses as a supervisor Can describe his or her own pattern in interpersonal relationships ACES Standards for Counseling Supervisors

Individual Differences: The Supervisee Supervisees are likely to have anxiety about the supervisory process. This is impacted by the supervisee’s: Level of maturity Degree of counseling experience Personality Relationships with supervisors and clients/students Supervisees should see supervision as a chance to learn and grow Should be open to feedback Should keep their clients/students as their focus in supervision

Process Variables Stages of supervision Long-term versus time-limited supervision The relationship changes over time and whether the supervision is in the early, middle or late stages will impact what happens.

Relationship Dynamics Resistance Power Transference Trust Intimacy Responsibility Parallel Process

Parallel Process The dynamics of the counselor and client/student get played out in the counselor/supervisor relationship Supervisees unconsciously presents themselves to their supervisors as their clients have presented to them Supervisees adopt attitudes and behaviors of the supervisor in relating to the client/student You are a model for the supervisee and the relationship with a client get played out in the supervisory relationship.

Addressing Parallel Process Depends on the supervisee: More advanced supervisees may benefit from gaining the insight of the parallel process Less advanced supervisees may be overwhelmed by this, finding it distracting.