Optimizing the Team Through Supervision

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Optimizing the Team Through Supervision
Presenter

• James Schepper PhD, LPC, CAADC, CCS, CSOTS
• Livingston County Catholic Charities
• Clinical Director

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Functions of a Clinical Supervisor
As Described by TIP 52
Teacher Assist in the development of knowledge
and skills by identifying learning needs,
determining strengths, promoting self-awareness,
and transmitting knowledge for practical use and
professional growth.
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Functions of a Clinical Supervisor
As Described by TIP 52
Teacher Assist in the development of knowledge
and skills by identifying learning needs,
determining strengths, promoting self-awareness,
and transmitting knowledge for practical use and
professional growth.
Consultant Provide alternative case
conceptualizations, oversight of work to achieve
mutually agreed upon goals, and professional
gatekeeping for the organization and discipline.
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Functions of a Clinical Supervisor
As Described by TIP 52
Teacher Assist in the development of knowledge
and skills by identifying learning needs,
determining strengths, promoting self-awareness,
and transmitting knowledge for practical use and
professional growth.
Consultant Provide alternative case
conceptualizations, oversight of work to achieve
mutually agreed upon goals, and professional
gatekeeping for the organization and discipline.
Coach In this supportive role, supervisors
provide morale building, assess strengths and
needs, suggest varying clinical approaches,
model, cheerlead, and prevent burnout.
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Functions of a Clinical Supervisor
As Described by TIP 52
Teacher Assist in the development of knowledge
and skills by identifying learning needs,
determining strengths, promoting self-awareness,
and transmitting knowledge for practical use and
professional growth.
Consultant Provide alternative case
conceptualizations, oversight of work to achieve
mutually agreed upon goals, and professional
gatekeeping for the organization and discipline.
Coach In this supportive role, supervisors
provide morale building, assess strengths and
needs, suggest varying clinical approaches,
model, cheerlead, and prevent burnout.
Mentor/Role Model The experienced supervisor
mentors and teaches the supervisee through role
modeling, facilitates the counselors overall
professional development and sense of
professional identity, and trains the next
generation of supervisors.
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Functions of a Clinical Supervisor
As Described by TIP 52
Teacher Assist in the development of knowledge
and skills by identifying learning needs,
determining strengths, promoting self-awareness,
and transmitting knowledge for practical use and
professional growth.
Consultant Provide alternative case
conceptualizations, oversight of work to achieve
mutually agreed upon goals, and professional
gatekeeping for the organization and discipline.
Coach In this supportive role, supervisors
provide morale building, assess strengths and
needs, suggest varying clinical approaches,
model, cheerlead, and prevent burnout.
Mentor/Role Model The experienced supervisor
mentors and teaches the supervisee through role
modeling, facilitates the counselors overall
professional development and sense of
professional identity, and trains the next
generation of supervisors.
With the advent of ROSC (Recovery Oriented System
of Care), supervisory responsibilities are
expanding!
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Growing Realm of Supervision
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Growing Realm of Supervision
Therapists
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Growing Realm of Supervision
Therapists
Case Managers
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Growing Realm of Supervision
Therapists
Case Managers
Peer Coaches
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Competencies for substance abuse treatment
clinical supervisors

• Tobi Russell LPC, LLP, NCC, CAADC, CCS-M, BCETS
• Director, Rochester Hills Counseling

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Competencies Covered

• Understand the role of clinical supervision as
  the principal method for monitoring and ensuring
  the quality of clinical services
• Understand the multiple roles of the clinical
  supervisor, including consultant, mentor,
  teacher, team member, evaluator, administrator
• Be able to articulate ones model of supervision
• Be familiar with modalities of clinical
  supervision
• Be familiar with adult learning theory and
  learning styles

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(No Transcript)
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Ask yourself these questions

• Can I use clinical supervision models to explain
  what I do in supervision?
• Am I comfortable in the multiple roles of
  evaluator, administrator, mentor, teacher, and
  consultant?
• Do I model seeking and giving feedback to improve
  skills and performance?
• Do I have established boundaries and effective
  strategies for conflict resolution with
  supervisees?
• Are you able to have difficult conversations
  addressing job performance and/or clinical
  issues?
• Are you able to manage your time to meet
  expectations and deadlines?

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What is Clinical Supervision?

• Ideally it is
• A social influence process that occurs over time,
  in which the supervisor participates with
  supervisees to ensure quality clinical care.
• Effective supervisors observe, mentor, coach,
  evaluate, inspire, and create an atmosphere that
  promotes self-motivation, learning, and
  professional development. They build teams,
  create cohesion, resolve conflict, and shape
  agency culture, while attending to ethical and
  diversity issues in all aspects of the process.
• Such supervision is key to both quality
  improvement and the successful implementation of
  consensus and evidence-based practices (CSAT,
  2007, p. 3.)

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The Need for Balance
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Three Levels of Supervisor Development

• Level 1 Supervisor
• Is anxious regarding their role
• Is naïve about assuming the role of supervisor
• Is focused on doing the right thing
• May overly respond as an expert
• Is uncomfortable providing direct feedback

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Three Levels of Supervisor Development

• Level 2 Supervisor
• Shows confusion and conflict
• Sees supervision as complex and multidimensional
• Needs support to maintain motivation
• May fall back to being a therapist with the
  counselor
• Overfocused on counselors deficits and perceived
  resistance

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Three Levels of Supervisor Development

• Level 3 Supervisor
• Is highly motivated
• Can provide an honest self-appraisal of strengths
  and weaknesses as supervisor
• Is comfortable with evaluation process
• Provides thorough, objective feedback

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Supervision Development Questions

• How much do you know about supervision?
• How much experience have you had supervising
  counselors?
• How much supervision have you received?
• What types of supervision did you receive?
• How much experience do you have supervising
  counselors?
• Experiences as supervisor and supervisee amount
  and type
• What has that supervision consisted of?

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What is your supervision style? Influential
Dimension
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What is your supervision style? Symbolic Dimension
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What is your supervision style? Structural
Dimension
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What is your supervision style? Replicative
Dimension
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What is your supervision style?
Counselor-in-treatment dimension
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What is your supervision style?
Information-gathering Dimension
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What is your supervision style? Relationship
Dimension
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What is your supervision style? Strategy Dimension
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What is your supervision model?

• Caption

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Psychodynamic Model
Focus is on the dynamics of the supervisee's
relationships and on his or her self-awareness of
these dynamics. The supervisors role may be like
that of a therapist who encourages insight,
self-exploration and reality testing. Transference
countertransference are addressed to help the
supervisee understand reactions to the client and
to the clients transference. Influence of
client-counselor reactions on the course of
therapy are examined.
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Psychodynamic Model
Unresolved personal conflicts Supervision is
therapeutic in that issues such as internal
conflicts are explored as they relate to clinical
work. Parallel process Counselor interactions
with the supervisor that parallels the clients
behavior with the counselor are addressed. By
exploring these parallels the counselor may gain
an understanding of the role personal issues play
in the supervisory relationship.
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Cognitive and Behavioral Model
Challenges cognitions and misperceptions
Identifies cognitive distortions, irrational
assumptions, and self-defeating patterns. Sets
goal of modifying cognition, focus on beliefs and
thoughts and how they affect emotions and
behavior Assumes that both adaptive and
maladaptive behaviors are learned and maintained
through their consequences
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Cognitive and Behavioral Model
Adult learning theory Recognizes everyones
potential to learn supervisor becomes a
teacher Focuses on how a counselors cognitive
picture of his or her own skills affects his or
her ability as a counselor Supervisee becomes
familiar with cognitive-behavioral concepts and
techniques and learns how to apply them with
clients
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Adult Learning Theory

• Tend to self-direct their learning.
• Are generally motivated to learn due to for their
  own internal factors, rather than external
  forces.
• Have many roles to play in life that affect the
  time and energy they devote to learning.
• Have life experiences that can serve as resources
  for new learning.
• Have a task- or problem-centered approach (seek
  to learn or understand something because they
  need/want to use it immediately).
• Have a unique learning style

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Learning Styles

• Adult learners each have different ways in which
  they perceive, organize and process information
• One way of categorizing learning styles is
• Auditory listening (likes lectures, CD-roms, and
  videos)
• Visual- seeing (likes demonstrations, videos, and
  reading assignments)
• Kinesthetic- doing (likes role-play exercises and
  practices)

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Assessing Learning Style

• Index of Learning Styles Questionnaire (ILS)
• Learning Style Inventory
• Whats Your Learning Style?
• A Learning Style Survey for College
• What are My Learning Strengths?
• Learning Styles

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Adult Learning Theory

• Knowles' assumptions
• The need to know adult learners need to know
  why they need to learn something before
  undertaking to learn it.
• Learner self-concept adults need to be
  responsible for their own decisions and to be
  treated as capable of self-direction
• Role of learners' experience adult learners have
  a variety of experiences of life which represent
  the richest resource for learning. These
  experiences are however imbued with bias and
  presupposition.
• Readiness to learn adults are ready to learn
  those things they need to know in order to cope
  effectively with life situations.
• Orientation to learning adults are motivated to
  learn to the extent that they perceive that it
  will help them perform tasks they confront in
  their life situations.
• based on Knowles 199057

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Cognitive and Behavioral Model
Modeling and observation - Supervisor
demonstrates cognitive-behavioral methods in the
supervisory relationship Assignments /homework is
given by supervisor Supervision is structured,
focused, and educational Supervision parallels
counseling with a client
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Blended Model
Blends insight and behavioral change
Supervision combines understanding of why
something works with learning how to do it
(blends skills and theory) Change is a constant
and inevitable Everyone changes at his or her
own pace, but everyone does change Developmental
needsAcknowledgment of the stages of counselor
development to build a supervisory relationship
based on unique needs
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Blended Model
Context plays a role When deciding an approach
to take in supervision context must be taken into
account Individualized approach used Everyone
has unique needs and responds best to
interventions that meet those specific
needs Explores solutions, not causes Focuses on
the salient issues to avoid dwelling on the
problem, resulting in higher self-efficacy and
esteem
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Resources and References

• Bernard,J.M., Goodyear, R.K. (2004).
  Fundamentals of Clinical Supervision (3rd Ed.).
  Boston Pearson Education.
• Borders, L.D., Leddick, G.R. (1987). Handbook
  of Counseling Supervision, Alexandria,VA
  Association for Counselor Education and
  Supervision
• Center for Substance Abuse Treatment (CSAT)
  (2009). Clinical Supervision and Professional
  Development of the Substance Abuse Counselor.
  Treatment Improvement Protocol (TIP) Series 52.
  DHHS Publication No. (SMA) 09-4435. Rockville,
  MD Substance Abuse and Mental Health Services
  Administration.
• Durham,T. (2006). Clinical Supervision A 5-Day
  Course. Silver Spring, MD Danya International.
• Durham,T. Landry, M. (2004). Clinical
  supervision A five day course Participant
  workbook. Silver Spring, MD Danya International.
  

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Resources and References

• Read more Knowles' andragogy an angle on adult
  learning http//www.learningandteaching.info/learn
  ing/knowlesa.htmixzz2bmgP4kJg Under Creative
  Commons License Attribution Non-Commercial No
  Derivatives
• Knowles,M. (1975). Self-Directed Learning.
  Chicago Follet.
• Knowles,M. (1984). The Adult Learner A Neglected
  Species (3rd Ed.). Houston, TXGulf Publishing.
• Leach,M., Stoltenberg, C., McNeill B.
  Eichenfield G. (1997). Self efficacy and
  counselor developmentTesting the integrated
  developmental model. Counselor Education and
  Supervision,37(2), 115. Retrieved September
  16,2010, from Alumni - ProQuest Psychology
  Journals. (Document ID 23593422).
• Lindbloom, G., Ten Eyck, T.G., Gallon, S.L.
  (2005). Clinical supervision I Building clinical
  supervision skills (3rd ed.). Salem, ORNorthwest
  Frontier ATTC.

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Resources and References

• Marini,I, and Stebnicki, M.A. (2009). The
  Professional Counselors Desk Reference. NY
  Springer Publishing.
• Northwest Frontier Addiction Technology Transfer
  Center. (2005, July). Counselor as educator-Part
  1 How do adults learn? Addiction Messenger, 8
  (7).
• Northwest Frontier Addiction Technology Transfer
  Center. (2005, August). Counselor as
  educator-Part 2 Learning styles-teaching styles.
  Addiction Messenger, 8 (8).
• Northwest Frontier Addiction Technology Transfer
  Center. (2005, December). Clinical
  supervision-Part 3 Creating a learning
  environment. Addiction Messenger, 8 (12).
• Porter,J. Gallon, S. (2006). Clinical
  Supervision II Addressing Supervisory Problems
  in Addictions Treatment. Salem, OR Northwest
  Frontier Addiction Technology Transfer Center.

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Resources and References

• Powell,D.J. Brodsky, A. (2004). Clinical
  Supervision in Alcohol and Drug Abuse Counseling
  Principles, Models, Methods (Rev.Ed.) San
  Francisco, CA Jossey-Bass.
• Powell, D. J. (2004). Clinical supervision in
  alcohol and drug abuse counseling Principles,
  models, methods (2nd ed.) San Francisco
  Jossey-Bass.
• Stiehl,R. and Bessey, B. (1994). The green thumb
  myth Managing learning in high performance
  organizations A successful strategy for
  trainers and managers. (2nd Ed.) Corvallis, OR
  The Learning Organization.
• Stoltenberg,C. (1993). Supervising consultants in
  training An application of a model of
  supervision. Journal of Counseling Development,
  72(2),131-138. Retrieved 9/8/2010 from Academic
  Search Alumni Edition database.

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Resources and References

• Stoltenberg,C. D. (1997). The integrated
  developmental model of supervision Supervision
  across levels. Psychotherapy in Private Practice,
  16, 59-69.
• Stoltenberg,C.D., McNeill, B. and Delworth, U.
  (1998) IDM supervision An integrated
  developmental model of supervising counselors and
  therapists. San Francisco Jossey-Bass.

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FUN
Practical Activities to Encourage, Support, and
Train Staff
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Benefits of FUN Group Supervision Group Activity

1. Provides Staff to enhance their professional
   skills,
2. Allows for Staff to interact and build teamwork,
3. It helps the Supervisor with identifying Staff
   skills.

EXAMPLE Trait Theory Exercise
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Trait Theory Exercise
Materials use the trait test and result
description. These can be obtained from
http//ciosmail.cios.org3375/readbook/cal/cal.pdf
Communication, Affect Learning in the
Classroom Virginia Peck Richmond, Jason S.
Wrench, Joan Gorham. Chapter 14. Benefits of the
exercise 1. Develops an understanding of a
staff members processing skills. 2. Develops
understanding of differences between staff
members. 3. Helps teach staff concerning
FUNDAMENTAL ATTRIBUTION ERROR
The belief that everyone relates to the world the
same way I do.
Or the administrative fallacy of If I can do it,
everyone can do it.
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Trait Theory Exercise
PROCESS 1. Have Staff complete the test, score
it and identify their temperament. 2. Have
Staff group together according to temperaments
and discuss together. 3. Have each group
prepare to share 3 things concerning their
group a. Describe the strengths of their
temperament, b. Share one area that deeply
stresses their temperament, and c. What
animal or pet best describes their temperament
and why. 4. As Supervisor discuss the benefits
of a team and how different temperaments
enhance the mission of the agency.
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Melancholy

• Positives
• Philosophical
• Thoughtful
• Analytical
• Serious and Purposeful
• Self-sacrificing to close friends
• High Standards
• Faithful Devoted
• Compassionate
• Organized

• Not-so-positive
• Moody Depressed
• Isolative Withdrawn
• Sensitive to guilt
• Skeptical critical
• Easily hurt (martyr)
• Trusts few people
• Dislikes groups

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CHOLERIC

• Positives
• Natural leader
• Not easily discouraged
• Independent Self-sufficient
• Motivates
• Goal Oriented
• Organized
• Thrives on competition/opposition
• Utilizes relationships

• Not-so-positive
• Bossy Controlling
• Quick-tempered (anger)
• Unsympathetic
• Little Tolerance Demanding
• Manipulates
• Micro-manager
• Impatient toward perceived inadequacies
• Relationally selectively ranked

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SANGUINE

• Positive
• Cheerful and Bubbly
• Life of the party
• Great sense of humor
• Talkative likes stories
• Sincere Enthusiastic
• Always Active
• Creative and colorful
• Inspires others to join
• Lots of friends Loves people
• Spontaneous

• Not-so-positive
• Compulsive Talker
• Undisciplined
• Capricious Priorities
• Decisions based on feelings
• Easily distracted
• Shifting emotions
• Despises being alone
• Interrupts doesn't listen
• Forgetful makes excuses

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PHLEGMATIC

• Positives
• Easy going and relaxed
• Consistent
• Sympathetic Kind
• Competent Steady
• Avoids Conflict
• Pleasant with a dry sense of humor
• Good listener
• Has good number of friends
• Doesn't get upset easily

• Not-so-positive
• Avoids responsibility
• Indecisive
• Not goal oriented
• Lacks self-motivation
• Careless/Indifferent to the point of Lazy
• Resists Change
• Quiet unengaged
• Resents being pushed

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James Schepper PhD, LPC, CAADC, CCS,
CSOTSLivingston County Catholic
CharitiesJames_at_livingstoncatholiccharities.org

• Tobi Russell LPC, LLP, NCC, CAADC, CCS-M,
  BCETSDirector, Rochester Hills Counseling