1. Issues in Supervision and Consultation Deborah Smith, PhD Michelle March, PhD Corey, 8e, © 2011, Brooks/ Cole – Cengage Learning

2.  A process that involves a supervisor overseeing the professional work of the trainee with four major goals: 1. To promote supervisee growth and development 2. To protect the welfare of the client 3. To monitor supervisee performance and to serve as the gatekeeper for the profession 4. To empower the supervisee to self-supervise and carry out these goals as an independent professional.

3.  The standard of practice is to incorporate clear informed consent material for supervisees, both orally and in writing.  It is beneficial to discuss the rights of supervisees from the beginning of the supervisory relationship.  When supervisees learn what they can expect in all aspects of their supervision and what they need to do to achieve success, supervisees are empowered to express expectations, make decisions, and become active participants in the supervisory process.

4.  The following topics should be included in a supervision contract:  Supervisor's background  Methods to be used in supervision  Responsibilities and requirements of supervisors  Supervisee's responsibilities  Policies pertaining to confidentiality and privacy

5.  Documentation of supervision  Risks and benefits  Evaluation of job performance  Complaint procedures and due process  Professional development goals  Duration and termination of the supervision contract

6.  Supervisory sessions free from distractions  To be fully informed of supervisor’s approach  Confidentiality with regard to supervisee's disclosure  Confidentiality with regard to clients except as mandated by law  Continual access to records maintained during supervision experience  To seek consultation from other professionals as necessary

7.  Supervisors must be competent both in the practice of supervision and in the areas of counseling being supervised.  Supervisors should provide supervision only after obtaining the needed education and training to ensure competence is this role, and only if they can devote the required time to provide adequate oversight.  Supervisors are ultimately responsible, both ethically and legally, for the actions of their trainees.

8.  Supervisors have responsibilities to supervisees’ current clients and to their future clients as well.  Supervisors must have a clearly developed framework for supervision and a rationale for the methods they employ.  The quality of the supervisory relationship is just as important as the methods a supervisor chooses.  A good portion of the supervisory sessions should focus on the personal stress experienced by the supervisee during client-counselor interactions.

9.  Self-report is one of the most widely used supervisory methods, yet it may be the least useful. This procedure is limited by the supervisee's conceptual and observational ability.  Process notes build on the self-report by adding a written record explaining the content of the session and the interactional processes.  Audio recording is a widely used procedure that yields direct and useful information about the supervisee.

10.  Video recording allows for an assessment of the subtleties of the interaction between the supervisee and the client.  Live supervision which is conducted by the supervisor during the supervisee’s session with a client, provided the most accurate information about the therapy session.

11.  Currently, most psychology and counselor education programs offer a course in supervision at the doctoral level, but training for supervisors at the master’s level is lacking.  The counselor licensure laws in a number of states now stipulate that licensed professional counselors who practice supervision are require to have relevant training experiences and course work in supervision.  Good supervisors demonstrate the four A’s: They tend to be available, accessible, affable, and able.

12.  1. Informed consent  2.Confidentiality and its limits  3. Liability  Direct liability: can be incurred when the actions of supervisors are the cause for harm.  Vicarious liability: pertains to the responsibilities supervisors have to oversee the actions of their supervisees.

13.  Don’t supervise beyond your competence.  Evaluate and monitor supervisee’s competence.  Be available for supervision consistently.  Formulate a sound supervision contract.  Maintain written policies.  Document all supervisory activities.  Consult with appropriate professionals.

14.  Maintain a working knowledge of ethics codes, legal statutes, and licensing regulations.  Use multiple methods of supervision.  Have a feedback and evaluation plan.  Verify that your professional liability insurance covers you for supervision.  Evaluate and screen all clients under your supervisee’s care.  Establish a policy for ensuring confidentiality.  Incorporate informed consent in practice.

15.  Supervisors need to ensure that all assessments, diagnostic formulations, counseling interventions, and the supervisory process itself are sensitive to the range of diversity that supervisees may encounter.  Dimensions of a good multicultural model include: ▪ Pluralistic philosophy ▪ Cultural knowledge ▪ Consciousness raising ▪ Experiential training ▪ Contact with racial and ethnic minorities ▪ Practicum or internship with culturally diverse populations

16.  Sexual intimacies during training: ▪ Core issue is difference in power and status  Providing counseling for trainees: ▪ Dual relationship standard of ethical conduct should be used.

17.  Ethical standards for consultants  Value issues in consulting  Competence in consultation  Consultant training  Relationship issues in consulting  Rights of consulted  Issues involving consulting groups  Issues in crisis and disaster consultation