1. Adventures in Supervision Presented by: Ann McCreedy, MBA Philip Conklin, MSW/LICSW Director of Programs Coordinator of Clinical Services

2. Get up and move

3. A fabulous intern story

4. A challenging intern story

5. Case Study: N Street Village About the agency: A community of empowerment and recovery for women Dedicated to being an academic training site – First intern cohort in 2004 – 14 interns in 2009, 12 interns scheduled in 2010-11 from 4 different academic institutions With our large number of students, we have our fair share of highlights and lowlights

6. Building Healthy and Productive Relationships in the Helping Profession Three key tenets based on work by Marion Bogo: Focus on the client Strive to be self-reflective and develop dynamic self awareness Aim to think, speak and act in an intentional way Bogo, M. (2006). Social work practice: concepts, processes, & interviewing. New York: Columbia University Press.

7. Case Study “Sam and Andy” Presenting problem Assessment Intervention Outcome

8. Where is this person today? Is today a part of a trend? Or is something new emerging? Stages of Change Model Presenting Problem

9. Presenting Problem, cont. In my interactions I am aware and intentional of my… stance as a helping professional (why am I here?) verbal and non-verbal behaviors interviewing skills personal style ‘own stuff’

10. Presenting Problem, cont. This client is ________ in our working relationship Not Interested Active Trusting Progressing Neutral or non-trusting

11. Assessment Have you Earned Your WAGES? Warmth and caring concern while maintaining professionalism Acceptance and respect maintaining positive regard without being judgmental Genuineness demonstrating congruence in content, tone, and body language Empathy seeking to understand from the client’s perspective Self striving to be reflective and self aware

12. Intervention Feedback that is direct grounded in examples given on a regular basis (not just twice a semester) attuned to context (time and place) positive, instructive, and, as needed, corrective

13. Intervention Student responsibility for her/his own learning self evaluations due to supervisor two weeks prior to CUA evaluation due date students required to plan and execute required assignments in consultation with supervisor’s schedule student learning plan reflecting his/her learning objectives

14. Intervention Ongoing communication with CUA Faculty Liaison and/or Field Office express concerns before they are actual problems when a problem is evident, engage with student, CUA, and Agency immediately and with: 1) optimism of positive outcome and 2) the interests of the agency in appropriate tension with educational goals

15. Intervention Group process to learn from peers to integrate professional development of case review and theory integration for supervisor to see patterns within the Agency in need of attention

16. Outcome Sam: Basic competence with limited growth Andy: Significant growth in each key area of – Client focus – Self-reflection – Intentionality

17. Supervision Management Process Note: in an end of the year conversation, students rated ORIENTATION as a key factor in their success. The feedback was essentially: “You told us what the mission of the agency was, and how it was delivered, and what you said was actually what happened.” Client panel held during orientation cited as key step in student learning.