Mark A. Young, Ph.D. James A. Young, MSW Gonzaga University Virginia Commonwealth University ACES 2009

 “An ongoing educational process in which one person in the role of supervisors helps another person in the role of supervisee acquire appropriate professional behavior through an examination of the trainee’s professional activities.”  Hart, G. (1982)

 “An intervention provided by a more senior member of a profession to a more junior member or members of that same profession. This relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the more junior person(s), monitoring the quality of professional services offered to the client(s) she, he, or they see(s), and serving as a gatekeeper of those who are to enter the particular profession.  Bernard, J. & Goodyear, R. (1998)

 Pre-session planning  In-session interventions  Post-session review

 Using new technologies to bring supervisors and supervisees together regardless of location  Provides opportunities for us to take advantage of the benefits of live supervision  Changes the training environment for requiring on-site training facilities to now including distance practicum and internship sites

 Proper equipment  Computer, webcam, microphones  Proper internet connection  Video Conferencing Program  Skype, oovoo, gmail, dimdim  Screen sharing  Supervision agreement  Confidentiality ▪ Clients, practicum/internship sites

 Supervisor is in the session  Co-therapy  Monitoring  In-Vivo

 Supervisor works directly with the client(s) along with supervisee  Need to determine each person’s role  Feedback is given post-session  Can model interventions/relationship

 Supervisor observes the session and intervenes directly with the client(s)  May be used as a form of consultation  Allows supervisor to directly experience the dynamics of the session  Supervisee may benefit from the modeling provided by supervisor

 Rather than taking over for the supervisee, the supervisor consults with the supervisee in view of the client(s)  Gives client(s) access to information from supervisor  Consultation may be used as an intervention  Feedback is given post-session  Supports supervisee without direct interventions

 Supervisor is outside the session  Live observation  Walk-in  Phone-in  Consultation break  Bug-in-the-ear  Bug-in-the-eye  Team Supervision

 Supervisor observes session but does not intervene during session  Notes are made during session and feedback given post-session  May be given immediately after the session  May be offered during a later meeting  Affords supervisor more complete picture of session

 Supervisor enters session at deliberate moment  May intervene in several ways  Directly with supervisee or with client(s)  Can be used in emergency, may be used to redirect session, and to establish certain dynamics

 Supervisor observes session from outside the room  Calls in to offer feedback, direction, or insight  Allows two-way conversation  May use an intercom system or telephone  Telephone keeps the supervisor’s comments private

 Supervisor observes session from outside the room  Supervisee leaves the session to interact with the supervisor  Allows two-way conversation  Allows opportunity to clarify before returning  Both supervisor and supervisee can determine when the break occurs

 Supervisor observes session from outside the room  Input is given through an ear piece  Allows for minor adjustments or brief reinforcement without interrupting the flow  May protect the therapeutic relationship because clients are unaware which comments are the direct suggestion of the supervisor

 Supervisor observes from outside the room  Input is given through a monitor placed in the counseling room  Often placed either between counselor/client or behind client  Allows the supervisee freedom to choose when to view the input

 Several forms can be applied  Supervisor(s) and several supervisees view live session from another room  Allows for teaching during live session  Allows for greater range of feedback and vicarious learning  Seen as counseling, supervision, and classroom all in one.

 Using a team of supervisor(s) and supervisees, the clients hear the team reflect on the session  Different forms based on equipment/setting  Rather than hear one message from the team, the client(s) is able to hear several messages/observations/suggestions

 Supervisors may employ several forms of live supervision to attain the best learning opportunity  May be flexible given number of supervisees, clients, rooms, and equipment

 Timing  Location/Setting  Equipment  Training  Relationships  Ethics