2. Georgia Southern University Counselor Education Site Supervisor Workshop

3. “It’s the report of the consultancy firm. They say it will help to clarify a few things.”

4. Continuing Education Units (CEU)  NBCC Approved Continuing Education Provider (ACEP) Live workshops offer.10 units of continuing education Live workshops offer.10 units of continuing education  To register for a live workshop, e-mail: lschulz@georgiasouthern.edu lschulz@georgiasouthern.edu or call: 912.478.0498 or call: 912.478.0498

5. Components of the workshop  Counselor Education program’s philosophy regarding internship and supervision;  Specific requirements of our interns and of our site supervisors;  Issues that require some attention in creating an effective supervisory relationship and experience.

6. Internship philosophy  Co-constructed  Developmental Job shadow Job shadow Build relationships – networking Build relationships – networking Apply skills and build confidence Apply skills and build confidence Learn and practice new skills Learn and practice new skills Continue defining theoretical orientation Continue defining theoretical orientation Applying theoretical approachesApplying theoretical approaches IntentionalityIntentionality

7. Council for Accreditation of Counseling & Related Educational Programs (CACREP, 2001) Eight Common Core Experiences: 1. Professional Identity 2. Social & Cultural Diversity 3. Human Growth & Development 4. Career Development 5. Helping Relationships 6. Group Work 7. Assessment 8. Research & Program Evaluation

8. CE Training Sequence Laboratory  Practicum  Internship On-campus counseling experiences integrated into the following coursework: Foundations of Counseling Foundations of Counseling Models and Techniques of Counseling Models and Techniques of Counseling Group Dynamics Group Dynamics Counseling Theories Counseling Theories 100 hours (40 direct client hours) of supervised counseling experiences in campus, school, and community settings. Weekly individual and group supervision by university supervisors is required. 600 hours (240 direct client hours) of supervised counseling experience. One hour weekly of individual supervision provided by the site supervisor and one and one half hours of group supervision provided by the university supervisor.

9. Site supervisor manual  Role of the site supervisor  Suggestions for activities  Communication and evaluation Remediation  Working alliance and boundaries Supervision agreement

10. What is supervision?  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 Evaluative Extends over time Extends over time Enhances professional competency Enhances professional competency Monitors quality of professional services offered Monitors quality of professional services offered Serves as a gate-keeper for those who enter the profession Serves as a gate-keeper for those who enter the profession (Bernard & Goodyear, 2004, p 8)(Bernard & Goodyear, 2004, p 8)

11. Definition, continued  Supervision is a collaborative process where someone more experienced engages those less experienced to find their voice as a person and a professional by: Empowering Empowering Teaching Teaching Modeling Modeling Challenging Challenging Evaluating Evaluating

12. Four Stage Model  Match supervisor behavior to the developmental needs of the trainee: 1 st stage – Relationship building, goal setting, and contracting 1 st stage – Relationship building, goal setting, and contracting 2 nd stage – Supervisor fluctuates roles between teacher, consultant and counselor 2 nd stage – Supervisor fluctuates roles between teacher, consultant and counselor 3 rd stage - Supervisor adopts more collegial role 3 rd stage - Supervisor adopts more collegial role 4 th stage – Trainee becomes more able to self-supervise and collaborate 4 th stage – Trainee becomes more able to self-supervise and collaborate

13. Discrimination Model  Three separate foci for supervision, as well as three supervisor roles: Intervention Conceptualization Personalization Discrimination Model matrix Supervisor role matrix

14. Supervisor/Supervisee Relationship  Empowering Build the supervisor relationship Build the supervisor relationship Focus on positives and strengths Focus on positives and strengths Encourage, affirm, and advocate Encourage, affirm, and advocate DRIVE: Dignity, Respect, Integrity, Value, Equality* DRIVE: Dignity, Respect, Integrity, Value, Equality* * Concept originally conceived at Oregon State University

15. Teaching  Imparting knowledge about this unique profession  Sharing with students the art and craft of the profession  Relying on ethical standards  Employing different theoretical approaches

16. Modeling  Professional behavior  Counseling skills & techniques  A commitment to the profession – professional integrity  Sincere caring and concern for the clients  Ethics

17. Challenging  Confronting with the true spirit of caring in mind  Creating healthy tension in the learning process  Sensitivity to the right learning moments  Raising the bar  Acknowledging your supervisee’s capabilities  Challenging them to take risks

18. Evaluation  GSU’s evaluation criteria – Areas of competency: Academic Achievement Academic Achievement Practical application of counseling skills Practical application of counseling skills Fit to the profession Fit to the profession Professional comportment Professional comportment  Intern Performance Evaluation

19. Parallel Process  In supervision relationship: Bottom up – supervisees present themselves to their supervisors as their clients have presented to them Bottom up – supervisees present themselves to their supervisors as their clients have presented to them Top down – supervisees adopt attitudes and behaviors of their supervisors in relating to clients Top down – supervisees adopt attitudes and behaviors of their supervisors in relating to clients

20. Dual Relationships  Dual relationships exist whenever a supervisor interacts with an intern in any capacity beyond the established role. Personal benefit; Personal benefit; Intimate relationships; Intimate relationships; Emotional and dependency needs; Emotional and dependency needs; Altruistic gestures; and Altruistic gestures; and Unanticipated circumstances. Unanticipated circumstances. Dual relationships.pdf

21. Triangulation  In groups of three, two people can reduce their emotional tension or confusion by focusing only on the two-person relationship. In doing so they avoid resolving their conflict or confusion and miss opportunities to increase the intimacy or effectiveness of the three- person relationship. Site supervisor University supervisor Intern

22. Multicultural Supervision Competence Framework (Constantine,1997) Use semi-structured questions to help supervisors and supervisees discuss salient cultural issues. Examples: What are primary demographic variables that comprise your identity? What are primary demographic variables that comprise your identity? What worldviews (e.g., values, assumptions, and biases) do you bring to supervision relationships based on your cultural identities? What worldviews (e.g., values, assumptions, and biases) do you bring to supervision relationships based on your cultural identities? What struggles and challenges have you faced in your work with culturally different clients? What struggles and challenges have you faced in your work with culturally different clients? Multicultural competence in supervision.pdf

23. Questions and Answers lschulz@georgiasouthern.edu

24. Workshop evaluation: http://www.zoomerang.com/Survey/?p=WEB2285YTGDL34 http://www.zoomerang.com/Survey/?p=WEB2285YTGDL34  We make a living by what we get, but we make a life by what we give. Winston ChurchillWinston Churchill