Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in

PennsylvaniaPart 3

Podcast Episode 23John D. Gavazzi, PsyD ABPPDon McAleer, PsyD, ABPP

Samuel J. Knapp, EdD, ABPP

Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in

PennsylvaniaPart 3

Podcast Episode 23John D. Gavazzi, PsyD ABPPDon McAleer, PsyD, ABPP

Samuel J. Knapp, EdD, ABPP

This episode is not a stand alone continuing

education course

For CE credit, you will need to listen to all three presentations, then take the course. There is not a

separate CE for each one-hour presentation.

Overview• Informed Consent and Supervision Contract

• Defining Competence

• Essential Competencies for Supervisees

• The Use of Self-Reflection in Supervision

• Relationships, Challenges & Remediation

Learning ObjectivesAt the end of the podcasts/presentations, the participant will be able to:

1. Describe essential factors involved in ethically sound and effective supervision; and,

2. List or identify the State Board of Psychology requirements for post doctoral supervision.

3. Explain ways to improve supervisees level of competence, self-reflection, and professionalism; and,

4. Identify strategies to comply with the Pennsylvania State Board of Psychology regulations on supervision of post-doctoral trainees.

Supervision Informed Consent

APA Guidelines on Supervision

Thomas, J. T. (2007). Informed consent through contracting for supervision: Minimizing risks, enhancing benefits. Professional Psychology: Research and Practice. 38, 221-231.

Informed Consent

• Job Duties and Required Experiences

• Evaluation

• Supervisee Privacy

• Supervisor’s Credentials and Theoretical Orientation

• Conditions of Supervision

• Client Privacy

• Disclosure of Trainee Status

• Documentation of Consent

Informed Consent

• Required Self-Disclosure

• Personal Growth Activities

• Fees

• Supervision Boundaries

• Multiple Relationships

• Supervisor Exploitation

• Supervision Power Differential

Essential Components of a Supervision

Contract

APA Guidelines for Supervision

Thomas, J. T. (2007). Informed consent through contracting for supervision: Minimizing risks, enhancing benefits. Professional Psychology: Research and Practice. 38, 221-231.

Contract Components• Potential

Supplemental Requirements

• Confidentiality Policies

• Documentation of Supervision

• Financial Policies

• Supervisor’s Background

• Supervisor Responsibilities & Requirements

• Supervisee Responsibilities

Contract Components

• Professional Development Goals

• Duration and Termination of Supervision

• Risks and Benefits

• Evaluation

• Complaint Procedures and Due Process

Defining Competence

Supervisee Development as a Psychologist

Competence

Epstein and Hundert (2002) define competence as:

“the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning,

emotions, values and reflection in daily practice for the benefit of the individuals and communities

being served”

The “What”

• Clinical Reasoning

• Emotion

• Values

• Self-Reflection

• Communication

• Knowledge

• Technical Skills

• Cultural Competence

The Whom

• The patients, couples, and families

• The general community

Input Response to Input

Comment

External and Formal

Regulatory body, such as licensing board

fear, guilt, resentment

Rare: sometimes egregious misconduct, although sometimes psychologists are victim of unusually hostile or vindictive patients

External or Internal and Informal

• Feedback from patients, colleagues, employers

• Readings • CE courses• Other sources

• Reflect, filter, assimilate, ignore, reject, seek, & accept

• the usefulness of these sources depends on the openness of the psychologist

• Subjected to personal biases

• Requires self-awareness, self-observation, self-reflection, and self-regulation

Movement Toward Excellence

Potential Areas of Supervisee

Development

Feel free to add to this list

Areas of Focus

• Intervention Skills

• Assessment Skills

• Professional Identity or Autonomy

• Motivation

• Competence

• Ethics

• Emotional Awareness

• Cultural Issues/Diversity

Ethics• Ethics and Psychology site

• Ethics as providing the highest quality of care

• Commonwealth rules, regulation, and case law

• APA Ethics and Code of Conduct

• APA’s Guidelines for Psychologists

Self-Reflection in Supervision

Definition

Self-reflection refers to a deliberate meta-cognitive process whereby

individuals strive to observe or monitor their thoughts, feelings, attitudes, and behaviors, with as much objectivity as

possible and with the goal of self-improvement.

Importance of Self-Reflection

• Reflective practice is an essential competency, important component of professional grown, and integral to high quality psychological care.

• Self-reflection is an important tool that needs to be practiced on a regular basis.

• Need to avoid biases in self-reflection (confirmatory biases, Actor-Observer Bias, etc.)

Ways to Promote Reflection

• Role Model Self-Reflection

• Asking open-ended, non-judgmental questions

• Structured self-reflection activities

• Encourage journaling between sessions (or activities such as ethics autobiography, the ideal professional, etc.)

Supervision Realities and Supervisee

Remediation

Supervision is a skill to develop and build.

Supervision is not always easy.

Supervision Realities

• Supervisees can be harmed in the process

• Supervisees can be disappointed in the process

• Supervision may be more complex than envisioned

• Supervisees will seek out supervision where possible

Enhancing Effective Supervision

• Mutual Agreement about Supervision Goalso Informed Consento Understanding supervisee personal issues and values influence work

• Mutual Agreement of Supervision Taskso Understanding how supervision time is used: Recordings, etc.o Supervisee induction

• Appropriate Conflict Resolution Skillso Managing emotions & expectationso Use of empathy, negotiation, & cooperation

• Emotional Bondingo Mutual Respecto Trust

Supervisee Remediation

• Identify a problem affecting the supervisee's training or professional development

• Seek the supervisee's acknowledgment of the problem

• Develop a remediation plan

• The goal is not to work through the supervisee’s personal issues (supervision is not psychotherapy)

Wrap up on third hour

Go to the link to take quiz, pay the money, and earn the credit