Georgia Southern University

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Georgia Southern University

• Counselor Education
• Site Supervisor Workshop

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Its the report of the consultancy firm. They
say it will help to clarify a few things.
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Continuing Education Units (CEU)

• NBCC Approved Continuing Education Provider
  (ACEP)
• Live workshops offer .10 units of continuing
  education
• To register for a live workshop, e-mail
  lschulz_at_georgiasouthern.edu
• or call 912.478.0498

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Components of the workshop

• Counselor Education programs 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.

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Internship philosophy

• Co-constructed
• Developmental
• Job shadow
• Build relationships networking
• Apply skills and build confidence
• Learn and practice new skills
• Continue defining theoretical orientation
• Applying theoretical approaches
• Intentionality

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Council for Accreditation of Counseling Related
Educational Programs (CACREP, 2001)

• Eight Common Core Experiences
• Professional Identity
• Social Cultural Diversity
• Human Growth Development
• Career Development
• Helping Relationships
• Group Work
• Assessment
• Research Program Evaluation

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CE Training Sequence
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Site supervisor manual

• Role of the site supervisor
• Suggestions for activities
• Communication and evaluation
• Remediation
• Working alliance and boundaries
• Supervision agreement

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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
• Extends over time
• Enhances professional competency
• Monitors quality of professional services offered
• Serves as a gate-keeper for those who enter the
  profession
• (Bernard Goodyear, 2004, p 8)

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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
• Teaching
• Modeling
• Challenging
• Evaluating

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Four Stage Model

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

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Discrimination Model

• Three separate foci for supervision, as well as
  three supervisor roles
• Intervention
• Conceptualization
• Personalization

Discrimination Model matrix Supervisor role
matrix
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Supervisor/Supervisee Relationship

• Empowering
• Build the supervisor relationship
• Focus on positives and strengths
• Encourage, affirm, and advocate
• DRIVE Dignity, Respect, Integrity, Value,
  Equality

Concept originally conceived at Oregon State
University
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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

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Modeling

• Professional behavior
• Counseling skills techniques
• A commitment to the profession professional
  integrity
• Sincere caring and concern for the clients
• Ethics

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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 supervisees capabilities
• Challenging them to take risks

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Evaluation

• GSUs evaluation criteria Areas of competency
• Academic Achievement
• Practical application of counseling skills
• Fit to the profession
• Professional comportment
• Intern Performance Evaluation

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Parallel Process

• In supervision relationship
• 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

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Dual Relationships

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

Dual relationships.pdf
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Triangulation
Site supervisor

• 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.

University supervisor
Intern
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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 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?

Multicultural competence in supervision.pdf
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Questions and Answers
lschulz_at_georgiasouthern.edu
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Workshop evaluationhttp//www.zoomerang.com/
Survey/?pWEB2285YTGDL34

• We make a living by what we get, but we make a
  life by what we give.
• Winston Churchill