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CLINICAL SUPERVISION FOUNDATIONS Part Two:

Trainer Guide

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Published in 2011 by the Addiction Technology Transfer Center (ATTC) National OfficeUniversity of Missouri — Kansas CityATTC National Office5100 Rockhill Rd.Kansas City, MO 64110

This publication was prepared by the Addiction Technology Transfer Center (ATTC) Network under a cooperative agreement from the Substance Abuse and Mental Health Services Administration’s (SAMHSA) Center for Substance Abuse Treatment (CSAT). All material appearing in this publication except that taken directly from copyrighted sources is in the public domain and may be reproduced or copied without permission from SAMHSA/CSAT or the authors. Citation of the source is appreciated. Do not reproduce or distribute this publication for a fee without specific, written authorization from the ATTC National Office. For more information on obtaining copies of this publication, call 816-235-6888.

At the time of publication, Pamela Hyde, J.D., served as the SAMHSA Administrator. H. Westley Clark, MD, JD, MPH, served as CSAT Director, Anne M. Herron, MA, served as Director of CSAT’s Division of Services Improvement, and Donna Doolin, LSCSW, served as the CSAT Project Officer.

The opinions expressed herein are the views of the ATTC Network and do not reflect the official position of the Department of Health and Human Services (DHHS), SAMHSA or CSAT. No official support or endorsement of DHHS, SAMHSA or CSAT for the opinions described in this document is intended or should be inferred.

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This workshop is the second part of a three-part training course covering the foundations of clinical supervision. Although it is designed for supervisors in substance use disorder treatment and recovery settings, the basic concepts and skills taught during the course apply universally to any behavioral health agency.

Altogether the course totals 30 hours and introduces the knowledge and skills essential to the practice of supervision. The first part of the course is a 14-hour online educational program which introduces participants to the theories, definitions, roles, issues and practices germane to developing supervisory skills. Part 1 is a prerequisite to enrolling in the second part of the course. This workshop is Part 2, a 14-experience providing participants an opportunity to deepen their understanding of key issues and to actually practice supervisory skills. Part 3 is a 2-hour worksite assignment which includes a review of clinical supervision competencies, a self-evaluation, and the creation of a plan to continue developing proficiency in clinical supervision. The assignment is made at the conclusion of the Part 2 workshop.

Since this is a course focused on the foundations of clinical supervision, it is targeted to supervisors with little experience or training in supervision concepts and to persons considering becoming clinical supervisors. It meets the basic educational requirements to become a credentialed supervisor in the majority of states.

The Part 2 workshop objectives include facilitating the development of a personal model of supervision and practicing skills resulting in an effective supervisory alliance. Each of the seven modules that comprise the workshop is aimed at preparing supervisors to observe job performance, provide feedback and coaching, prioritize learning needs, develop achievable learning objectives and continue monitoring performance to assess effectiveness.

Designed for 15-25 participants, the workshop consumes two full days. Teaching materials are extensive and need to be gathered well in advance of the workshop delivery. The course includes a variety of methods, and the trainer(s) should be experienced in both training delivery and clinical supervision. Trainers must also complete the online version of the course and be familiar with its content, since questions can be anticipated from workshop participants.

A final trainer note: This course can be taught by one or two trainers. Efficiency sometime demands the use of only one trainer, but the experience is likely to be richer and less stressful if led by two facilitators. Whichever the case, trainers need to be thoroughly familiar with the content and the process of the training. This is not a course which can be effectively led with minimal preparation. With adequate trainer preparation, the course will be an enjoyable experience for all.

Best wishes as you prepare and lead this workshop.

PREFACE:___________________________________________________________________________

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TABLE OF CONTENTs:

___________________________________________________________________________

in Tro Du CTion S 8 - 15

Mo Dule 1: r oles and Definitions of Clinical Supervision 16 - 20

Mo Dule 2: a personal Model of Supervision 21 - 26

Mo Dule 3: Supervisory a lliance 27 - 40

Mo Dule 4: Supervisory Modalities and Methods 41 - 52

Mo Dule 5: assessment r esources 53 - 62

Mo Dule 6: performance evaluation 63 - 77

Mo Dule 7: Counselor Development 78 - 89

re Feren CeS 90 - 94

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INTROduCTIONs:

in STru CTor’ S o u Tline n o TeS___________________________________________________________________________

INTROduCTIONs

• Experientialintroductoryexercise• Smallgroupdiscussion• Largegroupdiscussion• Lecture

PARTICIPANT MATERIALs

• ParticipantWorkbooks

TRAINING AIds

• PowerPointslides1through6oncomputerdisk• LCDprojectororoverheadprojectorandscreen• Easelpadorwhiteboard,markers,andmaskingtape

ROOM sET-uP

• Roundorrectangletablesforaboutsixparticipantseachtoallowfor discussion and ample space for use of participant materials and exercises

60 minutes

1 - Course Title

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WELCOME

Instructorand/orhostrepresentativewelcomestheparticipants.Instructorwillprovidebriefself-introduction:

• Careerbackground• Specificexperiencerelatingtoclinicalsupervisionandtraining

Instructorwillproviderelevanthousekeepinginformation:

• Directionstorestroomsandpublictelephones• Requestparticipantstoturnoffbeepersandcellulartelephones,or

setinvibratemodesotheydonotdisturbothers• Mentioneachdaytherewillbetwo15minutebreaks,oneinthe

morningandoneintheafternoon,andtherewillbeaonehourlunchbreak

• Discussanyotherinformationrelevanttothefacilityand/orlocationofthetraining,suchaslocationsofrestaurants

MOduLE OVERVIEW

InstructorwillbrieflyreviewthemodulepurposeandlearningobjectivesofthemoduleonthePowerPointslides.

PuRPOsE

Thismoduleprovidesaforumforparticipantsandtrainerstobegingettingtoknowoneanotherandanopportunityforparticipantstoshareexpectations.Themodulealsoprovidesanorientationtothecourseincludinganoverviewofcourseassumptionsandareviewoftheagenda.

LEARNING OBJECTIVEs

Participants will be able to:

1. Gettoknowthetrainerandotherparticipants.2. Identifypersonalexpectationsforthecourse.3. Clarifycourseassumptions.4. Reviewcourseagenda.

INTROduCTIONs:

2 Hello

3LearningObjectives

ParticipantWorkbookpg4

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Instructormayfindtellingapersonalcareerrelatedstoryasahelpfulsequeintothenextexercise.Thismayincludehowheorshebecameaclinicalsupervisor,suchasanincidentinone’scareerpathorinsightwhichevolvedintoacareeractionleadingtowhereheorsheistoday.

PARTICIPANTs’ INTROduCTIONs

Conductthefollowingintroductoryexercise,oruseoneofyourfavoriteintroductoryexercises:

• Formdyadsbyaskingeachparticipanttofindsomeoneelseintheworkshoptheydonotknoworknowwell.Encouragethemtomovetoanothertableifnecessary.Ifthereisanunevennumberintheroom,theinstructorcanformadyadwithoneoftheparticipants.

• Instructeachparticipanttointroducethemselvestotheirpartner,byselectinganobjectintheirpurse,walletorbriefcasewhichsayssomethingaboutwhotheyare.Haveeachparticipantspendabouttwominutesintroducingthemselvesbysharingthisobject.

• Afterabouttwominutes,remindtheparticipantsifthesecondmemberofthedyadhasnotintroducedthemselves,itistimetoswitch.

• Whenitappearsallparticipantshavefinishedintroducingthemselvestotheirpartners,haveparticipantsreturntheirattentiontothefrontoftheroom.

• Haveparticipantsstayatthetabletheyarecurrentlysittingandmakesuretherearegenerallythesameamountofparticipantsateachtable.Tellthemthegrouptheyareinwillnowbetheirgroupfortheday.

• Askeachparticipanttointroducetheirpartnertotheotherpeopleintheirtable-groupintwominutesorless.

• Alternative option: Have each participant introduce their partner to thegroup(worksbestingroupsof20orlessparticipants).

INTROduCTIONs:


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COuRsE CONTEXT

Brieflysetthecourseincontext.PartOne,theself-paced,onlineClinical Supervision Foundations introduced participants to information essentialtoclinicalsupervisionandfamiliarizedthemwithawidervarietyoftoolsandresources.BecauseparticipantshavealreadycompletedPartOne,theface-to-facetimeinPartTwocanfocusonapplicationofthisessentialcontenttoeverydaypracticethroughanalysis,discussion,practiceactivities,andgivingandreceivingfeedback.

• Facilitateadiscussionabouttheexperienceparticipantshadwiththeonlineportionofthecourse.

• Askparticipantswhatinformationsurprisedthem?Whatinformationwasespeciallyhelpful?Whathavetheybeenabletoputtouseintheirpractice?Howhavetheyusedanyofthetools,handouts,orresourcesintheirsupervisorypractice?

• Jotdownkeypointsbroughtupinthediscussiononaneaselpad

PARTICIPANT EXPECTATIONs

Facilitateaninteractivediscussionwithparticipantsabouttheirexpectationsofthiscourse.Useaneaselpadandmarkerstolistexpectationssharedbyparticipantsduringthediscussion.Tellparticipantsthelistwillremainpostedasa“ParkingLot”sotheycanaddtothelistontheirownthroughouttheworkshop.Thetrainerwillpointoutandexplainanyitemsthatfalloutsideoftherealmofthecoursematerial,butwillresearchwaysmostoftheitemscanbecovered.Thelistwillbereviewedattheendofeachdaytocheckwhathasbeencoveredandwhatnewitemsofinteresthavecomeupduringtheday.

COuRsE AssuMPTIONs

Refertothe“CourseAssumptions”sectionoftheParticipantWorkbookstartingonpageeightandpointoutthattheprimarygoalofthiscourseistogiveprofessionalsafirmfoundationuponwhichtheycanlearnfromthisbreadthofknowledgeandbuildaneffectiveclinicalsupervisorypractice.Thisfoundationincludessomebasicassumptionsaboutclinicalsupervisionconsideredessentialinone’spracticeasaclinicalsupervisor.Thefollowingisalistanddescriptionoftheseassumptions:

INTROduCTIONs:

4Aboutthiscourse-part one

5 Course assumptions


Easelpadandmarkers

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INTROduCTIONs:


1. r elational issues–Therelationshipbetweencounselorandsupervisorisavitalcomponentofacounselor’sclinicalworkandhisorhercontributiontoclientoutcome.

2. Directobservation–Supervisorswhoobservetheworkofcounselorshaveafarbettergraspofcounselors’strengthsandareasforpotentialgrowthasopposedtothosewhodonotprovidedirectobservation.

3. Counselor self-efficacy–Counselorswhodevelopapositivesupervisoryrelationshiptendtohavehigherlevelsofself-efficacy.Astudybyoneoftheauthorsshowedthatdirectobservationoftenleads to an increased level of comfort in the supervisory relationship andhencehigherself-efficacy(Durham,2003).

4. Solution-basedandstrength-basedsupervision – another contributortoself-efficacyinsupervisionisasolutionorstrength-basedapproachwherebythesupervisorhelpsthecounselorbuildonhisorhersuccessesand/orstrengthssuchthatahigherlevelofmotivationisfosteredthusfurtherestablishingapositivesupervisoryrelationship.

5. Needs-basedapproach–Counselorsdifferinrelationtoculture,experiences,expertise,interests,education,andfamiliaritywithresearchandbestpractices.Asaresult,clinicalsupervisionshouldbetailoredtoindividualcounselor’sneedsandshouldbetheresultofanongoingassessment.

6. o utcome-oriented supervision–Supervisorsmustofferablendissuessuchasevidence-basedpractices,skillsenhancement,andeducationalopportunitiesfocusingongoalsforprofessionalgrowthforthecounselorwhilepursuingoutcome-orientedtreatmentfortheclient.

7. Evidence-basedpractices – Supervision is the ideal venue for promotinganddevelopingclinicalskillsnecessarytoprovidepracticesthathavebeenshown,throughresearch,toinfluencepositiveclientoutcome.

8. individualized supervisory model–Duetodifferencesinphilosophy,culture,trainingandotheridiosyncrasies,itisimportanteachsupervisordevelophisorherownuniquemodelofclinicalsupervision.

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COuRsE AGENdA

ProvideanoverviewofthecoursebyreviewingtheagendaintheParticipantWorkbook.Brieflyrevieweachmoduleandchecktoseeiftheagendameetstheexpectationsofthegroup.Remindthemthatthelistdevelopedatthebeginningofthemodulewillremainpostedasa“ParkingLot,”sotheycanaddtothelistontheirownthroughouttheworkshop.

MOduLE CLOsuRE

Bridgetothenextmodulebyinformingparticipantstheywillnowlookatrolesanddefinitionsofclinicalsupervision.

INTROduCTIONs:

4AboutthisCourseparttwo


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MOduLE 1: r oles and Definitions of Clinical Supervision


INsTRuCTIONAL METHOds

• Lecture• Smallgroupexercise• Casestudy• Largegroupdiscussion



TRAINING AIds

• PowerPointslides1-1through1-7oncomputerdisk• LCDprojectororoverheadprojectorandscreen• Easelpadorwhiteboard,markers,andmaskingtape

ROOM sET-uP


60 minutes

1-1 Module Title

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INTROduCTION>(5minutes)

Introducethemodulebyreviewingthepurposeandlearningobjectivesontheslides.

PuRPOsE

Thismoduleprovidesparticipantstheopportunitytoexaminetheircurrent(oranticipated)supervisorypracticeandpreferencesintermsofthedefinitions,responsibilities,androlesofclinicalsupervisioncoveredintheonlinecourse.

LEARNING OBJECTIVEs


1. Definetheprimarygoalsoftheirownclinicalsupervisionpractice.2. Identifydiscrepanciesbetweentheircurrent(expected)supervisory

practice and their ideal and some of the causes for these discrepancies.

3. Analyzetheirownsupervisorypracticeusingthedefinitions,responsibilitiesandrolesoftheclinicalsupervisorcoveredintheonlinecourse.

4. Identifybarrierswhentryingtobalancetheserolesandresponsibilities.

dEsCRIBE YOuR CLINICAL suPERVIsION – sMALL GROuPs >(15minutes)

Askparticipantstoindividuallyanswerthequestionsintheirworkbookandthendiscusstheirresponseswiththeirgroup.

1. Whatareyoutryingtoaccomplishinyourworkasaclinicalsupervisor?

2. Whattaskstakeup(orwilltakeup)mostofyoursupervisiontime?3. Ifyoucouldchoosehowtospendyoursupervisiontime,whatare

thetasksyouwouldspendyourtimeon?4. Whatdiscrepancyexistsbetweenyouranswerto#2and#3?

Afterabout10 minutes,askarepresentativefromeachgrouptoreportontheirgroup’sdiscussion.


1-2LearningObjectives


Easelpadandmarkers

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COMPARE TO PuBLIsHEd dEFINITION>(15minutes) IntheonlinecourseyoureviewedCSAT’sdefinitionofclinicalsupervisionpublishedinTAP21A(2007).

Ask Ask participants to read the definition printed in their workbook.

• “ClinicalSupervisionisasocialinfluenceprocessthatoccursovertime,inwhichthesupervisorparticipateswithsuperviseestoensurequalitycare.Effectivesupervisorsobserve,mentor,coach,evaluate,inspire,andcreateanatmospherethatpromotesself-motivation,learning,andprofessionaldevelopment.Theybuildteams,createcohesion,resolveconflict,andshapeagencyculture,whileattendingtoethicalanddiversityissuesinallaspectsoftheprocess.Suchsupervisioniskeytobothqualityimprovementandthesuccessfulimplementationofconsensus-andevidence-basedpractices.”

1. How do your previous responses to how you spend your time and how you wish you could spend your time as a clinical supervisor compare to the definition above?

2. What would you need to do to reduce the discrepancy between your answers and this definition?

Facilitategroupdiscussionwithlargegroup.

sAYThe point of this course is to help you move your clinical supervision closer to the type of clinical supervision described in our definition.

REVIEW thefourprimarygoalsofclinicalsupervision:

1. Promotingprofessionalgrowthanddevelopmentthroughteaching2. Protectingthewelfareofclientsthroughobservationandmentoring3. Monitoringcounselors’performanceasa“gatekeeper”through

observationandevaluation4. Empoweringcounselorstoengageincontinuousprofessional

development.

Toachievethesegoalswillrequirebalancingthevariousresponsibilitiesandrolesofaclinicalsupervisor.


1-3Clinical Supervision Defined

1-4Clinical Supervision Discussion

1-5primary Goals of Clinical Supervision

1-3Clinical Supervision Defined

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LECTuRETTE ANd GROuP dIsCussION:CLINICAL, AdMINIsTRATIVE, & EVALuATIVE REsPONsIBILITIEs>(20minutes)

Intheonlinecourseyoureviewedthevariousresponsibilitiesofclinicalsupervisors.

The CLINICALfocusinsupervisionisonimprovingtheskillsandeffectivenessofthesuperviseeasacounselor.Tosatisfyclinicalresponsibilitiesyou:

• Identifyneeds• Instruct• Model• Givefeedback• Consultwiththecounselor

The AdMINIsTRATIVE element of clinical supervision focuses on following,andhelpingthecounselorfollow,theadministrativeandproceduralaspectsoftheagency’swork.Administrativesupervisiontasksinclude:

• Selecting,hiringandfiringpersonnel• Structuringstaffwork• Formallyevaluatingpersonnelforpayandpromotions• Planning,organizing,coordinating,anddelegatingwork

EVALuATION

Evaluationiscentraltobothclinicalandadministrativeresponsibilities:


1-6Responsibilities

EVALuATIONCLINICAL

Continuously evaluate the counselor’sperformance,knowledgeandskills,strengthsanddeficiencies,needs,attitudes,anddevelopment.

EVALuATIONAdMINIsTRATIVE

ensure compliance withcorrectformatsfordocumentation,agencyleavepolicies,schedulingandcoverage,performancereviews,andcontractualexpectations.

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Leadadiscussionofthesequestionswhichalsoappearintheworkbook:• Thinkingofthesee-sawgraphic,inwhichdirectiondoesyour

balancetip?(Clinical,Administrative)• Whatdoyoulikedoingmost?• Howdoeswhatyoudocomparetothe“push”inyouragency?

MuLTIPLE ROLEs OF THE CLINICAL suPERVIsOR>(5minutes)

REVIEW the five roles on the slide previously presented in the online portionofthecourse(teacher,coach,consultant,mentor,evaluator).ThesearepresentedintheParticipantWorkbookonpage15.

Ask:1. Which roles do you imagine yourself emphasizing in your

supervision? 2. What are the barriers you face when trying to balance these roles?

Facilitatealargegroupdiscussionofthesequestions.

MOduLE CLOsuRE

Bridgetothenextmodulebyinformingparticipantsthatwewillnextbediscussingtheoriesandmodelsofsupervision.



1-7 r oles of the Clinical Supervisor


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MOduLE 2: a personal Model of Supervision



• Smallgroupexercise• Largegroupdiscussion• Individualexercise



TRAINING AIds


ROOM sET-uP


60 minutes

2-1 Module Title

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RECAP & INTROduCTION>(3minutes)

Setthecontextforthismodulebyreviewingthetopicscoveredthusfar:• Module1:RolesandDefinitions

Thenintroducethemodulebysharingthepurposeandlearningobjectives.

PuRPOsE

Inthismoduleparticipantswillreviewanumberofmodelsforclinicalsupervisionandbegintoarticulatetheirownmodel.

LEARNING OBJECTIVEs


1. Articulatecharacteristicsofvariousmodelsthatcanbeappliedtoclinicalsupervision.

2. Describethetheoreticalconceptsuponwhichtheirownpersonalapproachtoclinicalsupervisionisbased.

3. Begintodefinetheirownmodelofsupervision.



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dIsCussION IN dYAds ANd LARGE GROuP>(10minutes)

FollowinganintroductiontotheobjectivesforthissectionoftheworkshoppresentPowellandBrodsky’sdefinition(2004)ofamodelandarelatedquote(anonymous)forthegroup’sconsideration.Afteramoment,askparticipantspairoffanddiscussthesequestions:

1. Whataretheadvantagesofbeingabletoexplainordefendwhatyoudoasaclinicalsupervisor?

2. Whatisthevalueofhavingatheoreticalbasethatsupportswhatyoudo?

3. Whoisaccountableforclinicalservices?4. Howdoeshavingasupervisorymodelorstandardprotectthe

supervisorandtheagency?(P.S.Thetextinanyofthesenotesdoesnotneedtobeinred.Ijustdon’tknowhowtochangetocolorwhenI’mcopyingitfromonethingtoanother!)

Afterabout3minutes,facilitatealargegroupdiscussion.Duringthediscussionmakesurethefollowingarementioned:

• Advantages:makessupervisionunderstandableandpredictableforsupervisees;clarifiessupervisorsrole;assuresagencymanagementthatadequatesupervisionisbeingprovided

• value:providescredibilityforthesupervisionprogram;addsclaritytotheprogramforsupervisees;helpsbuildconsistencyandaccurateexpectationsforhowsupervisionwillbedelivered

• Accountability:agency,supervisoranddirectservicestaffareallaccountablefortheservicesdelivered;supervisorisresponsibleforassuringqualitycare

• protection:assuressupervisionconsistentwithagencypolicyandproceduresisbeingprovided;assuresthatsupervisorshaveknowledgeofhowservicesarebeingdelivered;establishesworkforcedevelopmentplansfordirectserviceworkers.

NOTE:Alltheseissueswillbeaddressedinthismoduleandthroughouttheremainderoftheworkshop.

2-3through2-5importance of a Model

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sMALL GROuPs: THEORETICAL FOuNdATIONs>(10minutes)

AskAsk participants to individually write their answers to the Theoretical Foundations questions in the Participant Workbook on page 16. When finished, ask them to compare and contrast their answers with others at their table.

1. How does counseling help people change?2. What are the necessary ingredients for change?3. What model of change are you most attracted to? (Participant

Workbook pg 16)

Afterabout5 minutes,conductalargegroupdiscussionaboutthesimilaritiesanddifferencestheyhavediscovered.Pointoutitisnotuncommonforparticipantsinthistrainingtothinkabouttheirtheoreticalmodelofcounselingforthefirsttime(orinalongtime).

1. What did you discover as you answered the questions and then discussed them?

2. What are the necessary ingredients for change?3. How do your ideas about change influence how you do clinical

supervision?

During the discussion point out that there is a great variety of models for both counseling and how people change. Our ideas about how people change are very likely to influence how we practice clinical supervision. The treatment model utilized within the agency will also influence the supervision model embraced by the agency. The online course reviewed a variety of supervision models. We will next refresh our memories of those models


2-6 and 2-7 Theoretical Foundations and Discussion


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REVIEW TYPEs OF suPERVIsION MOdELs>(10minutes)

TRAINER NOTE:Modelstendtobebasedonaspecifictheoreticalframework.Oneofthemanyparallelsbetweencounselingandsupervisionfollowstheconceptthatwhatisusefulinpromotingchangewithclientswilllikelyfosterchangewithsupervisees.Intheonlinecourse,participantsreviewedseveraltypesofmodels.Withineachtypetheworkbookdescribesmultiplemodelswhichcanbeusedtoguidethepracticeofclinicalsupervision.Amongthemparticipantsarelikelytofindoneormorefittingtheirindividualstyleofsupervision.

Inpreparingtoleadthiscoursethetrainershouldreviewthemodeltypesandtheexamplesdescribedintheworkbook.Whilethereisnottime to present more than a one sentence description of the specific examplesdescribedintheworkbook,thetrainershouldreadthroughthosedescriptionsinpreparationtoanswerquestionsthatmightberaisedbyparticipants. Startthissectionofthecoursebybrieflyreviewingthemodeltypespresentedintheonlinecourse.Refrainfromprovidingmorethanasinglesentencedescribingtheexamplemodelsdescribedintheworkbook.Theslidesprovideonlythetitlesofexamplemodels.Encourageparticipantstoreviewthemontheirownwhentimepermits.

Herearethebasictypesofsupervisorymodels:1. Co Mpe Ten CY-BaSeD Mo Del S -Focusonskills,learningneeds

andcurrentknowledgeofthesupervisee.

2. Trea TMen T-BaSeD Mo Del S - Focus on the application of counselingmodelstothepracticeofsupervision.

3. Develop Men Tal Mo Del -Focusesonapplyingagrowthstagesconcept of counselor development to the development of clinical supervisionskills.NotethattheStoltenbergmodelwaspresentedintheonlinecourse.

4. in TeGra TeD Mo Del S-Focusonintegratingtwoormoremodelsintoasinglecoherentframeworkforsupervision.ThePowellandBrodskymodelwasreviewedintheonlinecourse.

Thetitlesofthespecificmodelsdescribedintheworkbookarelistedoneachslide.Whiletimewillnotpermitthepresentationofthosemodels,briefdescriptionsandreferencesforfurtherreadingareincludedintheworkbook.

2-8 Supervisory

2-9 Competency-Based

2-10 Treatment-Based

2-11 Developmental

2-12Integrated

2-13 Blended Models

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dIsCussION IN dYAds>(20minutes)

AskAsk participants to answer the questions in the “Building My Model of Clinical Supervision” page 24 of the workbook.

The questions include:

1. What model type am I most attracted to?2. What about the model is attractive?3. What are my foundation beliefs about: a. The purpose of supervision b. Key role of the supervisor c. Primary tasks of the supervisee d. Methods I prefer to use in supervision

When the questions have been answered, ask participants to pair off and share what they have written with their partner. Ask each other questions, and compare and contrast their answers.

LARGE GROuP dIsCussION>(10minutes)

Encourageseveralparticipantstosharetheirfoundationbeliefsandencourageadiscussionoftheindividualdifferencesthatexistamonggroupmembers.Notethatwewillbeaddingelementstothesebeginningfoundationsaswemovethroughtheworkshop.

MOduLE CLOsuRE

Closethemodulebytakingfinalquestionsandinformingparticipantsthatthenextmodulewillcovertheimportanceofdevelopingastrongsupervisoryalliance.


2-14BuildingYourClinicalSupervision Model

2-15 Closure - IntegratedModels


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MOduLE 3: Supervisory a lliance



• Lecture• Inventory• Smallgroupexercise• Largegroupdiscussion



TRAINING AIds


ROOM sET-uP


90 minutes

3-1 Model Title

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Setthecontextforthecurrentmodulebyreviewingthetopicscoveredto date: • Module1:RolesandDefinitions• Module2:TheoriesandModels

Thenintroducethemodulebyreviewingthepurposeandlearningobjectivesontheslides.

PuRPOsE

This module introduces participants to the importance of an effective supervisoryalliance,factorsinfluencingthealliance,andmethodstoaddressweaknessesandfailuresinthesupervisoryrelationship.

LEARNING OBJECTIVEs


1. Understandthevalueofapositivesupervisoryalliance.2. Describetheconceptofparallelprocessinrelationtothe

supervisoryalliance.3. Identifykeyfactorswhichstrengthenorcompromisethesupervisory

alliance.4. Recognizeconflictinsupervision,andidentifymethodstominimize

orresolveconflict.



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sELF-AssEssMENT INVENTORY>(15minutes)

Referparticipantstotheinventoryintheirworkbookandaskthemtochoosetheresponsebestdescribingtheircurrentthoughtsregardingeachstatementusingthefive-pointscale(3minutes):

1=Stronglyagree2=Agree3 = u ndecided4=Disagree5=Stronglydisagree

Afterparticipantscompletetheinventory,askthemtodiscusstheirresponsetothesurveyintheirsmallgroups.Afterabout5minutes,pulltheclassbacktogetherandelicitresponsestotheinventory.(5minutes).

Brainstormwiththegroupbyaskingthefollowingquestions(7minutes):

Ask1. Which items did you talk about? 2. Which of these items have you not thought about before?3. Which items surprised you on this list?4. Which made you feel uncomfortable?5. How do your responses fit with your description of your model in

MOD 2?


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CHARACTERIsTICs OF AN EFFECTIVE suPERVIsORY ALLIANCE LECTuRETTE>(3minutes)

AskHow do you know you have a positive supervisory alliance?

HallmarksofaPositiveSupervisoryAlliance:

• Ahighleveloftrust: Trustplaysaroleinmaintainingapositivesupervisoryalliance: - Trust leads to increased self-confidence - Trust leads to respect - Trustleadstoatacitapprovalforthesuperviseetotakerisks

withoutfearofjudgment

• Increasedself-efficacy: Pointout:Severalresearchstudieshaveshownthestrengthofthe

supervisoryallianceisasourceofincreasedself-efficacybythesupervisee(Ladany,Lehrman-Waterman,Molinaro,&Wolgast,1999;Chen&Bernstein,2000;andCashwell&Dooley,2001).Thesestudieshaveallalsoconcludedthatastrongworkingalliancein supervision leads to:

- Increasedcomfortbythesupervisee, - Self-motivationforcontinuedgrowth, - Greatersatisfactionwithroleasacounselor,and - Positiveimpactoncounselingperformance. AskSo now we have looked at the value of a positive supervisory alliance. How do you develop and build a positive alliance?


3-3 effective Supervisory a lliance

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BuILdING AN EFFECTIVE WORkING ALLIANCE EXERCIsE ANd dIsCussION >(5minutes)

Brainstormimportantstepswhenbuildingapositivesupervisoryalliance.Putresponsesontheflipchart.Ifnotmentioned,includethefollowingJaneCampbell’stipsforbuildingaworkingalliance:

• Establishmutualityandcollaborationtoaccomplishtasks• Useself-disclosuretofosteropenness,honesty,andwillingnessto

admitmistakes• Talkopenlyaboutthehierarchyofpowerandthemeansavailableto

resolveproblems• Includesuperviseeinsettinggoals,planningandtheevaluation

process(Campbell,2006,p.164).

CHALLENGEs TO THE suPERVIsORY ALLIANCE LECTuRETTE >(10minutes)

TRAINER NOTE:Lettheattendeesknowtherestofthismodulewilladdresschallengestothesupervisoryrelationship,whichwasalsocoveredintheonlinecourse.Informthemthatyouwillbeprovidingaquickreviewofthetopicsandthentheywillexploretheminmoredepthintheexerciseandsubsequentclassdiscussion.Materialforthissectionisonpages27-29intheParticipantWorkbook.Thetrainerlecturesnotesfollowonpages32-33here.

3-4TipsforBuildingaWorkingAlliance

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CHALLENGEs TO THE suPERVIsORY ALLIANCE

Boundary issues / Dual r elationships

• Dualrelationshipsextendtheboundarybeyondsupervisionandpotentiallycomplicatestherelationship.

Allofyouarefamiliarwithexamplesofdualrelationshipbetweenacounselorandaclient,orbetweenafamilymemberanddoingbusinesswithaclient.

Boundariesregardingdualrelationshipsinsupervisioncanbelessclear.Anexampleisallowingsupervisiontoslipintopsychotherapy.Agoodclinicalsupervisorisatherapistdoingsupervisionnotasupervisordoingtherapy.

AskIs it possible to avoid all boundary issues?

PowerAndAuthority

AskWhat is the difference between power and authority?

ANSWERPoweristheabilitytoinfluenceorcontrolothers,whileauthorityistherighttodoso(Kadushin,1992).Asasupervisor,youwillhavebothpowerandauthorityinyourrelationship.

• Abuilt-inpowerdifferentialexistsinthesupervisoryrelationship.

AskWhat is it?

ANSWERSupervisorscontinuallyevaluatetheworkoftheircounselors.


3-5ChallengesforSupervisors

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The Supervisory r elationship as an interpersonal processes

• Transferencecanoccurinthesupervisoryrelationshipwhenacounselorunconsciouslyshiftsfeelingstothesupervisorwhicharedisplacementsfromreactionstoothers.

• Counter-transferencecanoccurwhenacounselorloosesobjectivitywithaclientduetounresolvedpersonalissuestriggeredbyclients.

• parallel processisacommonphenomenonwherethedynamicsinsupervisionreplicatethoseoccurredorareoccurringinthesupervisee’relationshipwithaclient.

ConflictsBetweenSupervisor&Supervisee

Conflictisanaturalpartofallrelationships.Sincethesupervisorhasmorepower,conflictscaneasilyoccurinsupervision.Somedifferencesthat can lead to conflict:

• Culturalconflict• Political• Religious• Treatmentmodel/orientation/school• Differenceinintellectualorientation

AskWhat’smoreimportant-AvoidingorResolvingConflict?

Supervisingthe“Resistant”Counselor

Therearemanycontributingfactorstocounselorresistance.Thefollowingfactorsmightprecipitatecounselorhesitancytoparticipateinsupervision:

• Uncertaintyaboutthepurposeofsupervision• Lackoftrustinthesupervisor• Absenceofstructureinsupervisorymeetings• Fearofcriticism• Hesitancytotakerisks

AskWhat are some of the factors which create resistance?


34



CHALLENGEs TO THE suPERVIsORY ALLIANCE EXERCIsE ANd dIsCussION>(50minutes)

TRAINER NOTE:Thisnextsectionwillexploreeachofthesetopicsbyhavingtheattendeesworkthroughscenarios.Encourageparticipantstorefertotheirworkbook,whichprovidesadditionalinformation,anddetailstohelpthemhoneinontheissueintheirscenario.Letthemknowthisisanopportunityforthemtoaddressanddevelopstrategiestoaddresstheseissues.

ExerciseInstructions:

• Breaktheclassintofivegroups.• Assigneachtableoneofthepotentialchallengingscenariosbelow

(providedintheirworkbookonpages30-32).• Givethegroups10 minutestodiscussandanswerthequestions

providedwitheachscenario.Letthemknowtheywillbepresentingtheiranswerstothelargegroup.

• Reconvenethelargegroupandhaveeachgrouppresentthemainpointsoftheiranswers(3minuteseachgroup).Youcanusetheslidestopresentthescenariosandquestionstothelargegroup.

• Astheyarepresenting,youmaywanttoguidethemtoincludethediscussionpointprovidedinyourmanual.Validateandencouragetheirresponse.

• Aftertheyhavefinishedtheirpresentationtothelargegroup,presenttheslidewiththediscussionpointsasasupplementtotheiranswersvs.herearethe“rightanswers.”(3minuteseachtopic)

3-6 Scenarios


35



sCENARIO 1 - BOuNdARY IssuEs

Aswementionedearlierdualrelationshipinsupervisionmaybelessclearandunavoidable.

Scenario:

How many of you will be supervising a former peer? How many of you will be supervising someone you consider a friend? Let’s talk about that. You are now supervising someone you were close to as a peer.

Questions:

1. Whataretheadvantagesanddisadvantages?2. Whatarepotentialproblems?3. Howwouldyoumanageit?

Discussion points:

• Therearesomesituationsinagencieswheredualrelationshipscannotbeavoided.

• Thesupervisorneedstoraisetheissuethatthedualrelationshipexistsandmayimpactourabilitytoworkassupervisorandsupervisee.

• Boththesupervisorandsuperviseeneedtodiscussthepotentialimpacts(i.e.maybelesswillingtoexposetheirareasofweaknesstosomeoneholdingtheminhighregard,maynotrespondappropriately).

• Thesupervisorneedstoestablishagreementsabouthowtoproceed,theimportanceoftalkingaboutsensitiveissues,adhowthingsmaychangeintherelationship(i.e.immediacyofaccess,notdiscussingpersonalissues).

• Thesupervisorneedstoidentifyamentortodiscussissuesandhelpnavigatetherelationship.

3-7 Boundary issue Scenario

3-8 Boundary issue Tips

36



sCENARIO 2 - POWER ANd AuTHORITY

Scenario:

During the past year, because of staff turnover, the capacity to do periodic reviews has been mitigated. You going to be doing an annual review with a supervisee who is:

• Consistently late from hour lunch break• Late in their charting• 60% of their clients have dropped out in first 30 days of care

Questions:

1. Whatwouldbesomeexamplesofasupervisoroverusing/abusingtheirpowerandauthority?

2. Whatmightcausethesupervisortounderutilizetheirpowerandauthority?

3. Howwillthefactthatthepersons’compensationpackagefortheyearwillbeinfluenced?

4. Whatarehealthyguidelinesformanagingpowerandauthority?

Discussion points:

Powerandauthoritymustbeaddressedbybothsupervisorandsupervisee:

• Supervisormustclearlyinformsuperviseeoftheevaluativestructureof the relationship

• Criteriaforevaluationmustdefined• Goalsforsupervisionmustbeclearlydiscussed• Assistsuperviseetodevelopmorepowertoincreasetheirdecision-

makingabilities–thusbecomingempowered.Inotherwords,leadershipistheabilitytouseauthoritytomakeotherspowerful(Zander,R.S.&Zander,B.,2000).

3-9PowerandAuthority

3-10PowerandAuthorityDiscussion

3-10PowerandAuthorityTips

37



sCENARIO 3 - INTERPERsONAL RELATIONsHIP

Scenario:

Imagine yourself as a 45-50 year old supervisor with a 28-30 year old supervisee of the opposite sex.

Questions:

1. Whatpotentiallyimpactsthesupervisoryalliance?2. Howmightasupervisorabusehis/herpowerandauthoritybecause

ofemotionalreactiontosupervisee?3. Whatwouldyourresponsesbeifsupervisorandsuperviseewere: a. Sameageandsamegender b. Sameageanddifferentgender c. Sameage,samegender,differentsexualorientation

Discussion points:

• Supervisorsmustbeawareofwhentheirfeelingsmaycompromisethesupervisoryrelationship.

• Tounderstandthesereactionsmeansrecognizingclues(suchasdislikeofasuperviseeorromanticattraction),doingcarefulself-examination,personalcounseling,andreceivingsupervisionofyoursupervision.

• Insomecases,itmaybenecessaryforyoutorequestatransferofsupervisees,ifthiscountertransferencehindersthecounselor’sprofessionaldevelopment.

• Counselorswillbemoreopentoaddressingdifficultieswithcounter-transferenceifyoucommunicateunderstandingandawarenessthattheseexperiencesareanormalpartofbeingacounselor.

• Counselorsshouldberewardedinperformanceevaluationsforraisingtheseissuesinsupervisionanddemonstratingawillingnesstoworkonthemaspartoftheirprofessionaldevelopment.

3-12 interpersonal r elationship Scenario and Questions

3-13 interpersonal r elationship Scenario and Questions

3-14 interpersonal r elationship Tips

38



sCENARIO 4 - CONFLICT

Scenario:

Imagine yourself in supervisory relationship where:

• Supervisor believes in empowering clients to take responsibility for their own recovery

• Supervisee believes in providing guidance to help the client avoid making mistakes which will interfere with his/her recovery

Questions:

1. Howmightthesedifferencesimpactthesupervisoryrelationship?2. Whatarespecialconsiderationssupervisorwillhavetogiveto

establishasuccessfulsupervisoryalliance?3. Whatguidelineswouldyousuggestformanagingtheseideological

differences?

Discussion points:

• Resolutionisreachedwithlistening,understandingandworkingtoclarifythegroundrulesoftherelationship.

• Conflictsareresolvedwhen: - Thereisawillingnessbythesupervisortoengageinopenand

frankdiscussionsaboutconcernsofthesupervisee - Thesupervisoraskswhattherelationshipwould“looklike”ifit

wereworkingsatisfactorily(andbothanswer) - Stepsareidentifiedthatwouldleadtherelationshiptothepoint

envisioned - Anopendiscussionoccursinvolvingthesharingofgoalsfor

supervisiontogaugesimilaritiesordifferences - Thesupervisoracknowledgesthemanychallengesfacedbythe

supervisee - Thesupervisorrecognizes,appreciates,andunderstandsthe

phenomenologicalworldofthesupervisee

3-15 Conflict Scenario

3-16 Questions

3-17 Conflict ManagementTips

39



sCENARIO 5 - REsIsTANCE

Scenario:

A supervisee’s former supervisor was highly critical, directive, and constantly disappointed in the supervisee’s performance. Now in new supervisory relationship, the supervisee is hesitant, afraid of criticism, taking risks, and being observed. Even though the supervisee is achievement oriented, there seems to be a strong fear of failure. The supervisor notices the resistance to supervision and is trying to communicate that making mistakes and taking risks are a natural part of the learning process (refer to Tip 52).

Questions:

1. Whatdoesthesupervisorhavetoattendtointhissituationtoenhancethealliance?

2. Howcanthesupervisorreassurethesupervisee?3. Howwouldtheneedsofthistypeofsuperviseeimpactthe

supervisor’sexpectationsandhowtherelationshipwilldevelop?4. Whataresomeguidelinesformanagingresistantcounselors?

AskHave you ever had a supervisor who argued with you over something in supervision? If so, how did you feel and what was your reaction?

Discussion points:

• Avoidlabeling:Asintheclient/counselorrelationship,labelingevokesresistanceandhindersprogress;Thinkofthe“resistant”counselorasbeingambivalent.

• Avoidpowerstrugglesandarguments–theyarecounterproductive.• Reframeinformation:Atechniquethatoffersvaliditytothe

counselor’sobservationswhileofferinganewmeaningorinterpretationtohim/her.

• Emphasizepersonalchoice:Puttheresponsibilityforgoalsettingsquarelyontheshouldersofthecounselor;Whenindividualsthinktheirfreedomofchoiceisbeingthreatened,theytendtoasserttheirliberty:“I’llshowyou-nobodytellsmewhattodo!”Thisonlyfeedsresistance.

3-18 r esistance Scenario

3-19 Questions

3-20 Tips on r esistance

40



• Recognizelevelofself-confidence:Support,validate,andencourageprogressandprofessionalgrowth.

• Elicitself-motivatingstatements:Thisbecomesaguidingstrategytohelpresolveambivalence;Examples:

- Problemrecognition:“Inwhatwayshasthisbeenaproblemfor you?”

- Concern:“Inwhatwaysdoesthisconcernyou?” - Intentiontochange:“Whatwouldbetheadvantagesof(making

achange)?” - Optimism:“Whatmakesyouthinkthatifyoudecideto(makethe

change)youcoulddoit?”

MOduLE CLOsuRE AskWhat are walkaways you are taking away from this section on building the alliance?

TRAINER TIP:Summarizethepointsastheyarementioned.

BridgetothenextmodulebypointingouttotheparticipantsthatthenextmodulewillcovertheTechniquesandModalitiesofsupervision.

41

MOduLE 4: Supervisory Modalities and Methods



• Presentation• Casestudy• Demonstration• Practiceexercise• Discussion



TRAINING AIds


ROOM sET-uP


150 minutes

4-1 Module Title

42



Setthecontextforthecurrentmodulebyreviewingthetopicscoveredto date: • Module1:RolesandDefinitions• Module2:TheoriesandModels• Module3:SupervisoryAlliance

Thenintroducethemodulebyreviewingthepurposeandlearningobjectives.

PuRPOsE

Identifyhowtoselectfromseveralmodalitiesforconductingclinicalsupervision,usemethodsthatincorporatethegatheringoffirsthandinformation,andwaysforbuildingsupportfordirectobservationasaprimarysourceofperformancefeedback.

LEARNING OBJECTIVEs


1. Definewhentouseeachofthreedifferentmodalitiestoestablishaproductivelearningenvironment.

2. Describeatleastthreedifferentmethodsofgatheringfirst-handsuperviseejobperformanceinformation.

3. Listseveralmethodsforindividualandgroupsupervision.4. Buildenthusiasmforobservation-basedsupervision.



43



BAsIC MOdALITIEs FOR CLINICAL suPERVIsION>(15minutes)

Trainerbrieflyreviewsthefourtypesofsupervisionmodelshighlightedearlier in the course and then presents three different modalities for deliveringsupervision–individual,groupandpeer.ThepresentationshouldsupplementthematerialintheParticipantWorkbook.

MOdELs

Remindparticipantsaboutthetypesofsupervisorymodels:Competency-based,Treatment-based,DevelopmentalandIntegrated.

MOdALITIEs

Notethatthemodelscanbeutilizedinseveraldifferentmodalities:Individual,Group,orPeer.Modalitiesareselectedbasedonindividualcounselorneeds.Theycanbemixed,meaningthatsupervisorsneednotpickjustonemodality.Aquestionnairetohelpmakeadecision,theSupervisionModalityDecisionQuestionnaire,waspresentedintheonlinecourseandisreprintedintheParticipantWorkbookonpage34.

Reviewthequestionnairebriefly,notingthatthequestionsallrelatetotheneedsofthecounselor,thecounselor’sexperienceandtherelationshipofthoseissueswiththeneedsandexperienceofothersupervisees.Theanswerstothosequestionsmayhelpthesupervisordecideonthemodalityormodalitiesmostappropriatetothecounselor.

4-4 Modalities of Supervision

4-5 Supervision Modality Decision Questionaire

4-3 Models of Supervision


44



MOdALITIEs CONT.

Nextpresentthethreebasicmodalities,highlightingtheinformationprintedintheworkbookandusingthefollowingoutlinewhichalsoappears on the slides:

1. individual Supervision a. Objectives b. Frequency c. Structuringsupervisoryinterviews d. Advantagesanddisadvantages

2. Group Supervision a. Objectives b. Frequency c. Structure d. Advantagesanddisadvantages

3. peer Supervision a. Objectives b. Frequency c. Structure d. Advantagesanddisadvantages

4-6 individual Supervision

4-7 Group Supervision

4-8 peer Supervision

45


CAsE sTudIEs>(25minutes)

NextrefertothefourbriefcasestudyvignettesintheParticipantWorkbook.AskparticipantstoreferbacktotheSupervisionModalityDecisionQuestionnaireandthennoteintheirworkbookwhichsupervisionmodalityorcombinationofmodalitiesseemsmostappropriateforeachcasestudy.Thenaskparticipantstotake10 minutestodiscussthereasonsfortheirdecisionswiththesmallgroupsittingattheirtable.Issuesraisedinthesmallgroupsarethensharedinthelargergroup.

Inpreparingtoteachthismodule,thetrainershouldreviewandanswerthequestionsforeachofthefourcasestudies.Giventhesmallamountofinformationprovidedineachvignette,thereislatitudeandroomforavarietyofanswersfromparticipants.Thegoalhereisnottodeterminethe“correct”answersbuttoconsidertheissuesinvolvedindecidingwhichsupervisionmodalitymaybestfitasituation.Thetrainershouldbepreparedtofacilitateadiscussionifparticipantscometodifferentconclusionsaboutagivencase.


4-9 Case Study

ParticipantWorkbookpg36-37

46



METHOds IN suPERVIsION>(30minutes)

sAYA variety of methods are available to the supervisor no matter which modality is used. The online course differentiated indirect (verbal, written, case consultation) and direct (live and recorded observation). The methods a supervisor chooses depend on personal preference, the needs of supervisees, and the policies of the agency. First, review the following points about direct observation.

A. Directobservation

Thisisthecornerstoneofclinicalsupervision.Itisarguablythebestsourceoffirst-handinformationavailablebywhichtomonitorjobperformance.Thereareseveralwaystogatherfirsthandinformation;somearehighlightedintheParticipantWorkbookandothersarenotedonpp.20-24inTIP52.

Beforedescribingthemethodsforgatheringfirst-handinformationthetrainershouldnotethattheremaybecurrentagencybarriersorpoliciesthatmakeobservationdifficultifnotimpossible.

Ask Ask participants to set those issues aside and consider openly the

variouswaysofgatheringfirst-handdata.Notebothethicalandlegal issues related to our role as supervisors will be dealt with later in the workshop. Ask the group to accept for the time being that gatheringfirst-handdataisessentialtoprotectingtheclient,thecounselor, the agency and themselves as supervisors.

TRAINER NOTEs: The trainer presentation should then touch on these points:

1. Liveobservationduringaclinicalsessioncanbe: a. Invivowherethesupervisorsitsinonthesession

(individual,grouporfamily).Notetheguidelinesforthistypeofobservationmustbeestablishedinadvancewithbothcounselorandthesupervisee.Thesupervisormayparticipateminimallytomakeher/hispresenceasnaturalaspossible,butthepurposeistowitnessthecounselor’swork.

4-10 introduction to Methods in Supervision

4-11 Direct Supervision

47



b. Co-therapyinwhichthecounselorandsupervisorworktogetherinfacilitatingthesession.Iftheco-therapyisnotongoing,butinsteadisaperiodicorinfrequentevent,thentheguidelinesneedtobesharedwiththeclient(s)priortothesessioninwhichtheco-therapyoccurs.

2. Observationthroughaone-waymirrorcanbeusedto: a. Providepeerorsupervisorfeedback,discussthe

observationsandperhapsengageinroleplaypracticeordevelopaplanforfurtherlearningduringadebriefingimmediatelyfollowingthesession,or

b. Makeobservationsandsuggestionsthroughanelectronicbug-in-the-earduringthesessionwhichisalsothendebriefedimmediatelyfollowingthesessiontoreviewwhattookplace,providefeedback,discuss,andpossiblyengageinadditionalskillpractice.

3. Audio-Videorecordingcanbeusedtofacilitate: a. Self-observationwhenthecounselorviewsorlistenstothe

recordingfollowingasessiontoheightenawarenessoftheissuespresentinthesession,toreflectonthedecisionsthecounselormadeandtheinterventionsdone,andtogaugetheimpactofthesessionontheclient(s).

b. Peerorsupervisorfeedbackwhentheyreviewtherecording,eithertogetheroratseparatetimes,highlightingimportantissues,successesorconcernsnoticedontherecording.

c. Practiceofspecificskills,basedonwhatwasnoticedontherecording.

Next,facilitateabrieflargegroupdiscussionofparticipantexperiencewithbothindirectanddirectobservationmethods.Questionstoaskparticipantsappearintheworkbookonpage39:

• Whichindirectanddirectmethod(s)doyouprefer?• Whatarethedrawbackstotheuseofanyofthosemethods?• Whathesitanciesdoyouhaveaboutdirectobservation?

Makesurethepointismadethatdirectobservationistheonlyobjectivemeansofassessingacounselor’sjobperformance.

Finally,reviewsomeadditionalmethodsfittingwithinindividualandgroupsupervision.


Tip 52 Consent form -pg126

48



B. individual Methods

1. Roleplay–providesskillpracticeandanopportunitytoexperimentwithdifferentwaystohandlespecificissuesorsituations

2. Interpersonalprocessrecall–amethoddevelopedbyNorman

Kagantofostergreaterawarenessandunderstandingofthecounselingorgroupprocessandthethoughtsandfeelingsthecounselorhadduringthesession.Thisrequirestheuseofavideorecording.Asegmentoftherecordingisselectedforreviewbyboththesupervisorandthecounselor.Thesupervisorfacilitates the counselor’s recall of the events occurred and the internalthoughts,feelingsandmotivationsaccompaniedthebehaviorobservedontherecording.

3. Motivationalinterviewing–usedbythesupervisortofacilitatecounseloridentificationofdevelopmentalgoalsandplansforimprovement,oftenfollowingadiscussionofsupervisorobservationsandfeedback,orthereviewofarecordingorsomeothersourceofinformation.

C. Group Methods

1. Caseconsultation–formalpresentationsbycounselorstoreviewclientprogress,identifypotentialchangesinthetreatmentplan,orassessstrategiesbeingusedtoprovidecare.Typicallythegroupthenprovidesfeedbackandideasforconsiderationbythepresentingcounselor.

2. Teamorpeerfeedback–basedonroleplay,reviewofa

recordingorsomeotherobservationofjobperformance.

3. Skillpractice–cantaketheformofroleplayfollowinginstructiondeliveredbysupervisororpeer.Oftenmosteffectivewhenmostorallthegroupisatasimilarskilllevel.

Followingthepresentation,takeanyavailableremainingtimetofacilitatealargegroupdiscussionofparticipantexperienceswithindividualandgroupmethods.Discussquestionsparticipantsmayhaveaboutfactorsfacilitatingorhinderingtheuseofthesemethods.

4-12 individual Methods

4-13 Group Methods

4-14 Discussion

49



METHOds FOR BuILdING suPPORT ANd ENTHusIAsM >(15minutes)

Nextnotetherewasanearlierdiscussionwhysuperviseesmightbehesitanttoparticipateinclinicalsupervision.Itwillbeimportantforyouasasupervisortobuildsupportforyourmodelofsupervision.TIP52(pp.35-44)providesideasforbuildingsupportforobservationonpage41intheworkbook.Let’sreviewthosefiveideasbrieflybeforeintroducingtheactivity.

TrainerusesthematerialpresentedintheworkbookandTIP52tobrieflyreviewthefollowingideas:

1. Presenttherationaleforclinicalsupervision2. Helpcounselorsgetcomfortablewithliveobservation3. Clarifyhowobservationswillbedealtwithinsupervisorysessions4. Volunteertoberecordedorobservedfirst5. Acknowledgethatsupervisionisarequiredconditionofemployment

dIsCussION >(10minutes)

Inthelargegroupbrainstormresponsestothesequestionsintheworkbookpage42:

1. Whatmightconcernsuperviseesmostaboutbeingobservedandbeinggivenfeedbackontheircounselingskills?

Somepossibleconcernsinclude: - Discomfortfromanintrusionintothecounselingprocess - Disruption in continuity - Fearofbeingcriticized - Performanceanxiety - Concernthesupervisor’spresencewillresultinunnaturalor

stiltedperformancebythecounselorresultinginaninaccurate perceptionofcounselorskill

2. Whatassuranceorclarificationwouldbemosteffectiveinrelievingsuperviseeanxietyorresistancetobeingobserveddirectlyorviaarecording?

Somepotentialcontributionsinclude: - Explaininghowsupervisorobservationswillbeused - Clarifyingthegoaloftheobservation - Assuringthecounselorthepurposeistoprovidopportunitiesto

recognizegoodworkandtoidentifywaystoimproveclientservices - Describingwhathappenstorecordingsfollowingtheiruse

4-15WaystoBuildSupport

4-16 Discussion


50



PRACTICE>(50minutes)

Usingthemethodspresentedintheworkbookonpage41,participantswillpracticeintroducingasuperviseetotheirpreferredmodelofclinicalsupervisionandgeneratingacceptanceandinterestintheideaofobservedjobperformancefollowedbyfeedbackandcoachingtoimproveskills.

1. Thepracticebeginswiththetrainerdemonstratinghowasupervisormightutilizethesuggestedmethodstoclarifyandrelieveanxietyaboutobservedjobperformance.Thetrainertakes5-7 minutes toplaytheroleofasupervisorconductinganinterviewwithasupervisee to introduce and secure support for clinical supervision incorporatingfirsthandobservationofjobperformance.Trainerasksforavolunteertoplaythesuperviseeinabriefsupervisoryinterview.

Inpreparingforthedemonstration,thetrainershouldplantoutilize

someofthemethodshighlightedintheworkbookanddescribedmorefullyinTIP52.Planastrategyforconductingtheinterview,incorporatingthosemethods.Followingthedemonstration,takeafewminutesforquestionsandcommentsfromthegroup.Allowatotal of 10 minutesforthedemonstrationanddiscussion.

2. Aftertheshortdiscussionofobservationsfromtheparticipants,theyaredividedintogroupsofthree:asupervisor,supervisee,andobserver.Intriads,participantsconductaseriesofthreebrief5-7 minuteinterviewswiththerolesshiftingwitheachroleplay.Theobjectiveistofacilitatebothacceptanceandaninterestinclinicalsupervisiononthepartofthesupervisee.Theobserverprovidesfeedbackregardinguseofthemethodsandthesuperviseegivesfeedbacktothesupervisorontheimpactoftheinterviewonhis/herwillingnesstoengageinclinicalsupervision.Allow25minutesforthispractice.

4-17 practice instructions


51



Attheconclusionoftheactivity,take10 minutestoinquireaboutanyconcernsparticipantsstillmighthaveaboutobservingsuperviseejobperformance.

QuestionsthetrainermightAsk:

1. What uncertainties, fears or concerns do you have about observing counselor job performance?

2. What questions do you have about getting started?3. What are the pros and cons of observing counselor job

performance?

Recordtheconcernsexpressedbyparticipantsonaneaselpad.Posttheeaselpadasaparkinglotofissuestoaddressastheworkshopproceeds.

NOTEduringthediscussion:Gatheringfirsthanddataisanimportantactivityinfosteringcounselordevelopmentandperformanceevaluation,thetwotopicscoverednextintheworkshop.

4-18ContinuingConcerns

Easelpadandmarkers

53

MOduLE 5: assessment r esources



• Individualexercise• Lecture• Largegroupdiscussion• Smallgroupdiscussion


• ParticipantWorkbooks• CopyofthePerformanceAssessmentRubrics• CopyofTAP21:Addiction Counseling Competencies

TRAINING AIds


ROOM sET-uP


60 minutes

5-1 Module Title

54



SetthecontextforthecurrentmodulebyreviewingthetopicscoveredduringDay1:

Module1:Definition,RolesandResponsibilitiesModule 2: personal Model of SupervisionModule 3: Supervisory a llianceModule 4: Modalities and Methods

ReviewtheagendaforDay2:

Module 5: assessment r esourcesModule 6: performance evaluationModule 7: Counselor Development


PuRPOsE

Thismoduleexaminestoolssupervisorscanusetohelptraineesimproveperformanceastheydevelopprofessionally.

LEARNING OBJECTIVEs


1. Understandthevalueofadevelopmentalperspective2. LinkTAP 21: Addiction Counseling Competencies to the companion

PerformanceAssessmentRubricsfortheAddictionCounselingCompetencies.

3. AssesscounselorperformanceanddeveloplearninggoalsusingtheTAP 21: Addiction Counseling Competencies and the Performance AssessmentRubrics

4. Explorewaysinwhichsupervisioncanpromoteaneffectivelearningenvironment.

TRAINER NOTEs:

AskAsk if participants would be willing to be in different groups.


5-2 r ecap


5-3Day2Agenda

55

MOduLE 5: Counselor Development


THE INdIVIduAL dEVELOPMENTAL MOdEL (IdM) OF CLINICAL suPERVIsION >(5minutes)

REVIEWStoltenberg’sthreelevelsofcounselorgrowth(aspresentedintheonlineportionofthecourse).

Adevelopmentalperspectivemakesiteasiertoconceptualizehowasuperviseechangesovertimeandhowsupervisionmustalsochangeasthecounselorchanges.TheIntegratedDevelopmentalModel(IDM),whichwasbrieflyreviewedintheonlinecourse,isoneofthebestknowndevelopmentalmodelsofsupervision.

BrieflynotetheIDMconceptualizesthreelevelsofdevelopment(Level1,Level2,Level3).CounselordevelopmentisassessedacrosseightdomainsofclinicalpracticedefinedbyStoltenbergandcolleagues.Eachoftheeightdomainsisassessedacrosseachofthreeoverridingstructuresforprofessionalgrowth:

• Self-andotherawareness• Motivation• Autonomy (Stoltenberg&McNeill,2009).

WhattheIDMmodelmakesclearisacounselordevelopsatadifferentpaceineachofmultipleprofessionalareas.Twocounselorsmaybeconsidereda“Level1”counselor,butonewillbemorecompetentincertainareaswhiletheotherswillbeaheadinotherareas.Performanceissuesforeachwillalsodiffer.Supervision,therefore,can’tbethesameforboth.Itmustbeindividualizedandfocusontheneedsofeachcounselor.

• ButhowcanthedevelopmentalconceptsillustratedintheIDMbeappliedintheareaofsubstanceabuse?

• Howdoyouknowwhatyoursuperviseeneeds?• Howdoyoupresentyourobservations?• Howdoyoutranslatethemintolearningstrategies?• Isthereatemplateofcounselorcompetenciesrecognized

andendorsedbyprofessionalsandscholarsintheBehavioralHealthcarefield?

Thematerialcoveredinthisnextsegmentwillhelpyouanswerthesequestions.

5-5 iDM: individual Developmental Model

56


TRAINER NOTEs: Thetrainerwillneedtobefamiliarwiththetwodocumentsintroducedin this module: Addiction Counseling Competencies: The Knowledge, Skills and Attitudes of Professional Practice and Performance AssessmentRubricsfortheAddictionCounselingCompetencies. Thesedocumentsappearcomplexatfirstandcanbeachallengeforworkshopparticipantsiftheydonothavepriorexperiencewiththem.Thetrainershouldhaveathoroughgraspontheorganizationandcontentofbothdocuments.

PERFORMANCE AssEssMENT RuBRICs ANd TAP 21 COMPETENCIEs>(20minutes)Do not rush presentation.

IntroduceTAP21totheparticipants.NotethatSAMHSAfirstpublishedtheAddiction Counseling Competencies in1998anditwassubsequentlyupdatedin2006.DevelopedbytheAddictionTechnologyTransferCenterNetwork,thedocumenthasbecomeastandardforcurriculumdevelopment,aresourceforprofessionalcredentialing,andaguideforcounselordevelopment.

DescribethecontentsofthedocumentbyusingtheslideandnotingthedocumentincludesfourTransdisciplinaryFoundationsandeightPracticeDimensions.Pointouthowthetwosectionsofthedocumentaredifferent,noting:

The Transdisciplinary Foundations include four sets of competencies thatunderlietheworkofallhealthandsocialserviceprofessionalswhocarefororworkwithpeoplewhohavesubstanceusedisorders.BecausetheyarethoughttobeprerequisitetothedevelopmentofdisciplinespecificskillsthefocusintheFoundationsisontheknowledgeandattitudesthatformthebasisofunderstandingonwhichdiscipline-specificproficienciesarebuilt.

The practice Dimensionsarecomprisedofeightdifferentareasofresponsibilitythatconstitutetheessentialworkofanaddictionscounselingprofessional.NotethePracticeDimensionsarecomprisedofskillsinadditiontoknowledgeandattitudesessentialtodevelopingproficiencyineachofthecompetencies.


5-6 Tap cover and contents

5-7TAP21KSAs

57


InviteparticipantstoreviewCompetencies1and2,foundonpagenineintheTransdisciplinaryFoundationsI–UnderstandingAddiction–sectionofTAP21.Pointoutthatthecompetencyisintheshadedareaandtheknowledgeandattitudesessentialtoproficiency.Thenturntopage39andexamineCompetency24,thefirstinthePracticeDimensionI–ClinicalEvaluation–section,notingtheknowledge,skillsandattitudesthatcontributetoproficiencyinthecompetency.

WewilllookmorecloselyattheAddiction Counseling Competencies laterinthissection(holdupthisdocument).Fornow,let’sfocusonthePerformanceAssessmentRubrics.

AskAsk articipants to turn to their copy of the Performance Assessment Rubrics.ClarifythattheorganizationoftheRubricsissimilartoTAP21.DevelopedbytheNorthwestFrontierATTC,theRubricsprovidesa resource for assessing proficiency in the Addiction Counseling Competencies.LikeTAP21,theRubricsdocumentisdividedintoTransdisciplinary Foundations and Practice Dimensions and includes all the competencies comprising TAP 21.


5-8TAP21Rubricscovers

58



THE RuBRICs

Rubrics,suchasthoseshownontheslide,arebehavioraldescriptionswhichcanhelpsupervisorsassessprogressinachievingspecificperformancegoals.Thesewerebrieflyintroducedintheonlinecourse.

Example1 (Use a pointer to refer to the graphic as you present)ThecompetenciesinSlide5-9(highlightedinblue)relatetoUnderstandingofAddiction,inthefirstsectionintheTransdisciplinaryFoundations.

Let’slookatthefirst,“Understandsavarietyofmodelsandtheoriesofaddictionandotherproblemsrelatedtosubstanceuse.”

Forthiscompetency,whichisreprinteddirectlyfromtheAddiction Counseling Competenciesdocument,theRubricsprovides:• AcontinuumoffourlevelsofdevelopmentfromAwarenessto

Mastery,and• adescriptionofwhatbehaviorlookslikeateachlevel.

AtoneendofthecontinuumisAwareness.Totherightisadescriptionofbehaviorappropriateforapre-serviceorstudentcounselor.AttheotherendofthedevelopmentalcontinuumisMastery.Totherightisadescriptionofwhatexemplary counselor performance related to this competencylookslike.Masteryiswhatweallaimfor,andittakestime,experience,andstudy.Theperformanceofmostpracticingcounselorswouldfallintooneofthetwootherlevels,UnderstandingorAppliedKnowledge.

For#2 Competencyreads,“Recognizesthesocial,political,economic,andculturalcontextwithinwhichaddictionandsubstanceabuseexists,includingriskandresiliencefactorscharacterizingindividualsandgroupsandtheirlivingenvironments.”Belowitaretherubricsorwhatbehaviorwouldlooklikeateachofthefourcounselorlevelsofperformance.

5-9RubricforCompetency 1

59


SampleRatingForm(Useapointertorefertothegraphicasyoupresent)ShowSlide5-10.Tomakedocumentationeasier,theRubrics document also includes a RatingForm that simply lists all of the competencies related to either a Transdisciplinary Foundation or a practice Dimension andaplacetoentertheratedlevelofproficiencyforeachcompetency.

Wejusttalkedaboutwhatperformanceatthefourcounselorlevelswouldlooklikeforthefirsttwocompetencieslistedhere.

Let’slookatanotherexample.HereistheratingscaleforthecompetenciesneededforScreening,whichisoneelementinClinicalEvaluation,thefirstPracticeDimension.Thinkofasuperviseeoracounseloryouknow.

Ask1. How would you rate this supervisee’s performance on Competency

27 – rate the supervisee’s ability to: “Assists the client in identifying the impact of substance use on his or her current life problems and the effects of continued harmful use or abuse?”

2. Isthissuperviseeat1-Awarenesslevel,2-InitialApplication,3-CompetentPractice,orat4-Masterylevelforthiscompetency?

ItmightbeusefultoreviewtheRubricsforCompetency27.Again,thefourlevelsofdevelopmentarelistedandtherubricstotherightillustratewhatbehaviorateachlevellookslike.

Ask: What is the value of using the rubrics and the rating scale? Point outboththecompetenciesandrubricsallowthesupervisorto

assess a counselor’s performance related to a particular aspect of counselingmorethoroughlyandmoreobjectively.


5-10SampleRubricRatingForm

5-11RubricsExample

60



usING THE RuBRICs EXERCIsE >(20minutes)

Thenextexercisewillgiveyousomepracticeusingtheseresources.Point outthatintheirworkbooktheywillfind:

• RatingscalefortheScreeningCompetencies(Rubrics: practice DimensionI-Element1,pg.120)

• RubricforCompetency24(Rubrics:Element1:Screening,pg.33)• Knowledge,SkillsandAttitudeswhichcomprisethefoundationfor

Competency 24

AskAsk participants to think of a specific supervisee (or counselor) for whom Competency 24 has been a challenge:

1. UsetherubricforCompetency24toassessandratethecounselor’sproficiency.

2. UsetheKSAbreakdownfromTAP21toidentifyissuesforimprovementrelatedtoknowledge,skillandattitude.

3. Chooseapartnerfromyoursmallgroup.Havehim/herpretendtobeyoursuperviseeandexplainyourassessmentofthecounselor’sproficiencyinCompetecy24.

4. Proposeoneortwolearninggoalswithyour“supervisee”toconsiderbasedontheKSAs.

5. Exchangerolesandrepeattheexercise.

after 5 minutesaskdyadstoswitchroles.After10 minutesaskdyadstoreportontheirexperience.

Ifnoonementions,pointoutthattheCompetenciesandRubrics.

• Enableyoutodistinguishonecounselor’sstrengthscomparedtoanother.

• IdentifytheparticularKSAsneedingimprovement.• Increasecommonunderstandingofwhatisexpected.• Increasereliabilityandobjectivityofyourassessmentofcounselor

performance.

ParticipantWorkbookpg46-47

5-12RubricsExercise

61



CREATING AN EFFECTIVE LEARNING ENVIRONMENT:LARGE GROuP dIsCussION>(10minutes)

AwarenessofLearningStyleTheonlineportionofthistrainingincludedseverallinkstoonlineassessmentswhichhelpyoudetermineyourlearningstyle.

Ask How many of you are primarily visual learners? How many of you

are auditory? Kinesthetic? Why is it important for you to know what your preference is? ANsWERBecausewetendtoteachinthewayweprefertolearn.Butthatmaynotworkforallofyoursupervisees.Tobeeffective,youneedtomakeaconsciousefforttouseavarietyofmethodswhenworkingwithsupervisees.

Ask What are the most effective teaching techniques for the different

types of learners? Inyourworkbookisatablelistingsomeofthesetechniques.There

isalsoagreatdealofinformationonthistopiconline.

Facilitateabriefdiscussionbasedonthefivebulletsonthenextslide

Ask What are some of the ways you help counselors develop a goal

attainment plan that is outcome oriented? What are the expected outcomes for your counselors regarding professional growth and development?

• Supervisorytrainingopportunitiesforcounselors

MOduLE CLOsuRE

Bridgetothenextmodulebypointingouttotheparticipantsthatwewillnextbefocusingontherolethesupervisorplaysinperformanceevaluation.

5-13LearningStyles

5-14TailoringSupervision

63

MOduLE 6: performance evaluation



• Presentation• Casestudy• Practiceexercises• Discussion


• ParticipantWorkbooks• PerformanceAssessmentRubricsfortheAddictionCounseling

Competencies(GallonandPorter,2011)• Addiction Counseling Competencies: The Knowledge, Skills and

Attitudes of Professional Practice(CSAT,2006)

TRAINING AIds


INsTRuCTIONAL REsOuRCEs

• Competencies for Substance Abuse Treatment Clinical Supervisors (CSAT,TAP21-A,2007)

• Clinical Supervision and Professional Development of the Substance Abuse Counselor(CSAT,TIP52,2009)

ROOM sET-uP


240 minutes

6-1 Module Title

64



Setthecontextforthecurrentmodulebyreviewingthetopicscoveredto date: • Module1:Definition,RolesandResponsibilities• Module2:PersonalModelofSupervision• Module3:SupervisoryAlliance• Module4:ModalitiesandMethods• Module5:CounselorDevelopment


PuRPOsE

r einforce performance evaluation as an essential component of clinical supervision.Reviewissuesthatpotentiallyaffectevaluationandthenpresentandpracticemethodsforassessingcounselorproficiency,providingfeedbackandstructuringsupervisoryinterviews.

LEARNING OBJECTIVEs


1. Identifyimportanceofon-going,timely,andobjectiveperformanceevaluationtoboththesuperviseeandtheagency.

2. Listanumberofmethodsformonitoringcounselorjobperformance.3. Provideperformance-basedfeedbacktothesupervisee.4. Structuresupervisoryinterviewstobeofmostbenefittothe

superviseeandtheagency.


6-2 r ecap


65



ROLE OF PERFORMANCE EVALuATION>(5minutes)

Abriefpresentationofthepurposeofevaluationasanessentialsupervisoryresponsibility.Emphasizethatperformanceevaluationserves these functions:

1. Providesaprocessbywhichjobperformanceandprofessionaldevelopmentcanbeassessedwithinthecontextofasupportivealliancebetweensupervisorandsupervisee,

2. Linkscounselorperformancewithcriteriaandmethodsofevaluation.

3. Engagessuperviseesinaprocessofcontinuouslearninganddevelopment,and

4. Assuresstaffconformitytoagencymission,deliveryofqualityservices,andprotectionofclientsafety.

AdditionaltalkingpointsabouteachofthesethreefunctionsarepresentedintheParticipantWorkbookonpage49.

CAsE sTudY ACTIVITY>(15minutes)

Askparticipantstoreadabriefsummaryofaclinicalsituationintheworkbookonpage50.Afterreading,posethefollowingquestionsinalargegroupdiscussionformat.Notetheresponsesonaeaselpad.

Ask What are some issues of concern within the scenario?

TRAINER NOTE:Notethedifferencesinwhatparticipantsidentifyandtheassumptionsmadebasedontheminimalinformationinthecasestudy.Althoughmostparticipantswillidentifysomecommonareasofinterest;otherswillpointoutconcernsthattheywillbemorepassionateaboutcorrecting.

TRAINER NOTE:Somepossibleissuesinclude:• Doingadepressionorsuicidescreening• Needingtoestablishimmediateplansfortheinterimpriortothenext

appointment• AssuringsafetyofLauraandthechildren• Seekingimmediateconsultationwithasupervisor

6-4 r ole of performance evaluation

6-5 Case Study

Easelpadandmarkers

ParticipantWorkbookpp 49-50

66


Ask What positive feedback could you provide the counselor?Providing

positivefeedbackencouragescounselorsandcreatesamorepositiveattitudetowardclinicalsupervision.Notehowdifficultitwouldbetoprovideaccuratefeedbackwithoutfirsthandobjectivedata.

TRAINER NOTE:Somepossiblepositivefeedback:• MeganestablishedrapportquicklywithTony• ThecounselorlistenedwellandfacilitatedTony’sdisclosureabout

hisdruguseanditsimpactonhishealth

Ask What feedback about your concerns would you give to the

counselor?

TRAINER NOTE:Feedbackcouldinclude:• Theneedtoassessforsuicidalthinking• Importanceofinquiringaboutandplanningwaystomeetclient’s

personalneedsduringthenextweek

Ask What strategy or tactic could the supervisor use to identify

alternatives for managing the situation during the interview? What could the supervisor do that might lead to an expansion of the counselor’s knowledge and skills?

TRAINER NOTE:Somepossiblestrategies:• InquireaboutMegan’sthoughtsandfeelingsduringtheinterview,• Reviewcrisismanagementprinciples,• Teachhowtoconductamentalstatusexam,and• Consultimmediatelywithasupervisor.


67



REVIEW METHOds FOR MONITORING PERFORMANCE>(5minutes)

BrieflyreviewthedirectmethodsintroducedinModule4andsummarizedintheParticipantWorkbookonpage52.Remindthegroupabouttheseveralformsof:• Observation–Live,throughaone-waymirror,andaudioorvideo

recording• individual methods–Roleplay,interpersonalprocessrecall,

motivationalinterviewing• Groupstrategies–Caseconsultation,teamorpeerfeedback,and

skillpractice.

NOTE: 1. direct sources of information about job performance can be

supplemented with less direct client assessments and peer evaluations,whichcanbegatheredanonymously.Eachhasthepotentialtoprovideusefulinformationtothesupervisee,dependingonthequestionsasked.

2. Another way to assess performance is through the use of fidelity scaleswhichmeasureadherencetospecificevidence-basedpractices.Oftenboththeclinicianandthesupervisorcompleteafidelityassessmentandreviewtheresultstogether,workingtoassureasmuchconformanceaspossibletothepracticeinquestion.

3. Agencies may also have specific performance measures that willalsobeimportantinassessingcounselorabilitytoperformexpectedduties.Anannualperformanceevaluationiscommonamongagencies.Ifon-goingformativecounselorassessmentsarebeingperformedonaregularbasis,theinformationwillprovidethenecessarydatafortheannualsummativeperformanceevaluation.

6-6MethodsReview

68


PERFORMANCE AssEssMENT REsOuRCEs>(10minutes)

TRAINER NOTE: Trainernextpresentstheideathatonceperformanceobservationshavebeencompleted,thesupervisorneedstoassessthedegreetowhichthecounselorisproficientindeliveringtheservicesandworkassignedbytheagency.Twohelpfulresourcesavailabletothesupervisorarethe: • PerformanceAssessmentRubricsintroducedinthelastmodule,and• Fidelitysurveysforspecificevidence-basedpractices.

Theconceptoffidelitymeasuresforspecificevidence-basedtreatmentprogramsmaybenew.Usingslides9and10highlightthatfidelityscalesaretypicallypublishedbytheauthorsofapracticeasawaytoassesswhetherthepracticeisbeingutilizedasintendedandresearched.Suchscalescanbelengthyandsomeagenciesmodifythemtomakethemmoreusefulinapracticesetting.Inaddition,agencieswhichhavedevelopedtheirownclinicalprocedureswillsometimesdevelopafidelitytooltoassessthedegreetowhichtheirstandardsarebeingmet.

Thefocusoffidelityassessmentcanbeononeormoreofthefollowing:

• Program:Addresseswhetherthestructure,procedures,androutinesare in place

• practitioner:Addresseswhetherpractitionerisdeliveringservicesconsistentwiththeprogram

• Client:Addresseswhetherclientisreceivingserviceswithintheframeworkofthepractice

Both the Rubrics and specific fidelity measures help the supervisor not onlyevaluatethecounselor’sworkbutalsoraiseissuestoconsiderindevelopingaperformanceimprovementplan.


6-7 r esources

6-8 performance indicators

6-9 performance indicators

69


INTEGRATIVE ACTIVITY>(30minutes)

Ask Ask participants to reconsider the limited information in Megan’s

initial assessment of Tony we reviewed earlier in this section. Based on the information available and the assumptions participants made about the counselor’s performance, ask each person to answer the questions posed in the Participant Workbook on page 50:

1. Imaginegivingthecounselorfeedbackontheassessmentinterview.Whatissuesseemmostimportantfordiscussion?

2. UsingtheRubricsdocument,readthroughtherubricsforDimensionI,ScreeningandAssessment(pp.33-41),andDimensionII,TreatmentPlanning(pp.42-49).Identifyonetothreecompetencieswhichmightbetargetedforimprovement.Noteinyourworkbookboththenumberandtheessenceofeachcompetencyyouselect.

Afterallowingsufficienttimefordiscussion,askthesmallgroupstorecordtheiranswersoneaselpadpaperandpostthemintheroom.Whenposted,askthegroupstogetoutoftheirseatsandgotoeachposteroneatatimewhilearepresentativefromeachgrouppresentstheinformationontheirposter.Discussthevarietyofissuesaddressedbyparticipantsandthedifferentcompetenciestargetedforattentionbythesmallgroups.Notethedecisionaboutwhattakesprioritymightbemadebythesupervisorordecidedincollaborationbetweenthesupervisorandcounselor.

Inconclusion,notethatidentifyingstrengthsandneedsforimprovementcompriseonesetofskills.Deliveringconstructivefeedbackisessentialinsupervisionandisatotallydifferentskillset.Thoseskillswillbeconsiderednext.

BREAk>(10minutes)


6-10IntegrativeActivity

Easelpadandmarkers

70



GIVING PERFORMANCE BAsEd FEEdBACk>(80minutes)

part 1:Introducetheideathatfeedbackonjobperformanceisanessentialpartoftheevaluationprocess.ReviewthebasicconceptsandthedefinitionoffeedbackincludedintheParticipantWorkbookonpage54.ThenpresentanddemonstratethebasicstepsintheORALmodelbygivingapositivefeedbackmessagetoaco-traineror,withpermission,toatrainee.Itisimportantforthetrainertobeskillfulinusingthismodel.Youshouldpracticegivingclearandconcisefeedbackmessagespriortoteachinganddemonstratingthismaterial.(10minutes)

Hereisasampledemonstratingtheimportanceandvalueofbrevityingivingfeedback:O: You hear a colleague describe her/his workR:Iheardyoutalkaboutyourprogramandthekidsofservicesyou

provide.A: I assumed you all have really worked at putting together a great

program.L: I was really impressed and want to learn more about what you are

doing.

ParticipantsthenpartnerwithaneighborandeachoneusestheORALmodelingivingtheneighborfeedbackconcerninganobservedpositivebehaviorortrait.Afteroneminute,thepartnersswitchrolesandpracticeforanotherminute.

AskInlargegroup,brieflyprocesstheparticipant’sexperience.Ask,“Whatproblemsdidyouencounterinusingthemodel?”“Howsureareyouthatthepersonreceivingthefeedbackheardthemessageaccurately?”(5minutes)

6-11 performance Feedback

6-14Feedback

6-12Feedback

6-13Feedback

6-15Feedback

71



part 2:AskavolunteerdyadfromthepreviouspracticetodemonstratetheORALmodelinfrontofthelargegroupbyreplayingoneofthemessagestheyjustsharedwithoneanother.Thetrainermayneedtocoachtheplayersinusingthemodelcorrectly.Oncethesenderhasdeliveredthemessage,askthegroupifthereceiverhearditaccurately.Illustratethatthereceiverofamessagemayormaynotunderstand,hearaccurately,orremembertheimportantelementsofthemessage.

sAY Sincewedonotknowwhatthereceiverheardorhowthemessageisbeinginterpreted,weneedtoaddthreemorestepstothemodel.

Share the additional steps in the model as illustrated in the participant Workbook.Thenaskthesamevolunteerpairtodemonstratetheimportanceofthereceiversummarizingorparaphrasingthemessageinordertobecertainthemessagewasheardaccurately.

Addthosestepstothemodelasillustratedintheworkbookonpage55.Emphasizetheimportanceofaskingtherecipienttosummarizethefeedbacks/heheard.Supervisorlistenscarefullytoallelementsofthemessage,andonlyconfirmsaccuracywhentherecipienthassummarizedallpartsofthemessage.(10minutes)


6-16Addingthreemoresteps

6-17TheWholeORALprocess

72


part 3:Nowbreaktheparticipantsintogroupsofthree.Eachparticipantplaysoneofthefollowingthreerolestostarttheactivity:

1. Asupervisor,2. Asupervisee,and3. Anobserverwhoprovidesfeedbackontheuseoftheskills

Inthisexercisetheactivitywillberepeatedthreetimesforeachparticipanttoexperienceeachrole.

Thefirstpairineachtriadrole-playsahypotheticalinteractioninwhichthesupervisoristogiveasuperviseepositivefeedbackonaskill.

• First,thesupervisoraskspermissiontoprovidefeedback.• Then,thefeedbackisshared.Thesupervisordescribeswhatwas

seenorheard,assumptionsmadeaboutbehavior,anditsimpactonothersandclient(ifappropriate).

• Thesuperviseethensummarizesthemessageandiscorrecteduntilallimportantaspectsofthemessagearesummarizedaccurately.

• Finally,thesupervisorassuresthereisamutualunderstandingwiththesupervisee.

Theobservernotestheskillsusedandwhetherthemessagewasheardaccuratelyandmutuallyunderstood.ObserverscanusetheFeedbackObservationChecklistintheworkbookonpage56tostructuretheirobservations.

Whentheinteractionisfinished,thetriaddebriefs,withtheobserverandthesuperviseeeachsharingfeedbackwiththepersonwhoplayedthesupervisor.

Followingthedebriefing,rolesarechangedwithinthetriadandthenextsupervisor-superviseepairdoestheexercisewiththeobservernotingbehaviorsandprovidingfeedbacktothesupervisor.

Attheconclusionoftheexercisethetrainerfacilitatesabriefdiscussioninresponsetothesequestions:(15minutes)

• Whatisthevalueofthismodel?• Howimportantistheplayback?• Howmightthismodelimpacttherelationshipbetweensupervisor

andsupervisee?



6-18 practice

6-19 Discussion

73



part 4:sAY Nextwearegoingtopracticegivingaconstructivemessageinasituationwherethesupervisorperceivesaneedforimprovedjobperformance.

TRAINER NOTE: Usingtheworkdoneonthecasestudythusfar,participants,intheroleofsupervisor,craftafeedbackmessagetosharewithMegan.AskthemtousethePreparingFeedbackformintheworkbookonpage57.Insharingfeedback,encourageparticipantstorefertoorusetheRubricstoidentifyanddescribethecounselor’scurrentskilllevel.

ORALmodelisonpage55oftheworkbook.Asbefore,thetrainerfirstdemonstrates.AvolunteerisselectedtoplaytheroleofMegan.Thetrainer,intheroleofsupervisor,usesthefullORALmodeltoshareafeedbackmessage.Thedemonstrationendswhenthereceiversummarizesthefeedbackaccurately.Again,itisimportantforthetrainertopreparethisdemonstrationaheadoftime,basedontheinformationinthecasestudy.(15minutes)

Afterabriefdiscussionofwhatparticipantsobservedinthedemonstration,thegroupisdividedintodyads,withnewpartners.Eachpersonwillhaveachancetopracticegivingaconstructive,change-orientedmessagetotheirpartnerwhowillbeintheroleofMegan,thecounselor.EncourageparticipantstousethefullORALmodel.

Astheroleplaysareoccurring,thetrainermonitorshowparticipantsaredoingusingthemodel.

after no more than 8-10 minutes(sufficientforbothmembersofthepairtopracticegivingasinglesupervisoryfeedback)pullthegroupbacktogetherforafinaldiscussionoftheORALmodelanditsvalueinsupervision.(15minutes)

BREAk>(10minutes)


6-20IntegrativePractice

74


sTRuCTuRING suPERVIsORY INTERVIEWs>(70minutes)

Feedbackistypicallyprovidedinthecontextofasupervisoryinterviewinwhichthesupervisorandsuperviseecollaborateanddetermineacourseofaction,ifoneneedstobetaken.Trainernotesthatsuchinterviewscanbestructuredtoassuremaximumusefulness.

PresentamodeldefiningthepurposeandstructureofthesupervisoryinterviewasnotedintheParticipantWorkbookonpage58.Discussthefourstepsoftheinterviewstructure,includingthepurposeandmethodssupervisorscanuse.(10minutes)

Next,thetrainerdemonstratesa5-10 minutesupervisoryinterviewfollowingthestructurejustpresented.(Note:Thiscouldberecordedbeforethetrainingtakesplace.)Avolunteershouldberecruitedtoplaytheroleofthecounselor,eitheraco-traineroraparticipant.Priortotheroleplaycometoagreementontheperformanceissuesandexamplesofthecounselor’sabilitiesanddeficiencies.

DuringthedemonstrationparticipantsmakenotesontheSupervisoryInterviewObservationssheetintheworkbookonpage59.Participantsthenanalyzeandcritiquethedemonstrationbypointingouthowtheinstructorfollowedthesuggestedstructure.Usethefollowingquestionstoguidethediscussion:

Ask1. What was the impact of using the structure?2. How did the supervisee respond to feedback?3. Was an adequate understanding achieved?4. What helped bring it about?5. What happened when the issue of improved performance was

raised?

(10minutes)



6-21SupervisorInterview

6-23 Discussion

6-22SupervisorInterview

75



Invitethegrouptopracticeusingthesupervisoryinterviewstructure.Startbygivingparticipantstimetodecideonaperformanceissueandtonoteonthepreparationsheetonpage60intheworkbookoneortwoexamplestociteinprovidingfeedbackduringtheinterview.

AskNext,askparticipantstodivideintopairs.Theywilleachconductasupervisoryinterviewwiththeother.Allow5-10 minutes for the first persontopractice,anduptofiveminutestohavepartnerofferanddiscussfeedback.Thenrepeatthepracticewiththeparticipantsswitchingroles.(30minutes)

Inlargegroup,processthisexercise.Helptheparticipantspickthemodelapart.Discusswhatwentwellandidentifyanydifficultiesencountered.QuestionsappearingintheParticipantWorkbookonpage61includethefollowing.Thetrainermightwanttofollow-upwithanyofthese,dependingontheavailabletime:(10minutes)

1. Howdidthesupervisordofollowingthestructure?2. Whatwastheimpactoftheagendasettingportionoftheinterview?3. Whatwastheimpactofprovidingbehavioralfeedback?4. WhatarethestrengthsandweaknessesoftheORALmodel?5. Whatwastheimpactofverifyingthatthecounselorunderstoodthe

feedbackasintended?6. Howdifficultwasittoachieveanunderstandingbetweenthe

supervisorandcounselor?7. Ifthesupervisorgotdiverted,whathappened?8. Whathappenedwhenyouraisedtheissueofimproving

performance?


6-24PreparingtoConductanInterview

6-25 practice

76


MOduLE CLOsuRE

Endthismodulewithabriefsummaryoftheessentialsofperformanceevaluation:

1. Monitoringandassessingjobperformance2. Providingperformance-basedfeedback3. Assuringthatfeedbackisunderstoodanddiscussed4. Usinganinterviewstructurewhichhelpslessenanxietyandassures

thegoalsoftheinterviewaremet


6-26 performance evaluation

78




• Presentations• Practiceexercises• Discussion


• ParticipantWorkbooks• PerformanceAssessmentRubrics for the Addiction Counseling

Competencies(GallonandPorter,2011)• Addiction Counseling Competencies: The Knowledge, Skills and

Attitudes of Professional Practice(CSAT,2006)• Handouts • ProfessionalDevelopmentPlan • SupervisorProfessionalDevelopmentPlan

TRAINING AIds


INsTRuCTIONAL REsOuRCEs

• Competencies for Substance Abuse Treatment Clinical Supervisors (CSAT,TAP21-A,2007)

• Clinical Supervision and Professional Development of the Substance Abuse Counselor(CSAT,TIP52,2009)

ROOM sET-uP

• Roundorrectangletablesfor4-6participantseachtoallowfordiscussion and ample space for use of participant materials and exercises.

120 minutes

7-1 Module Title

79



Setthecontextforthecurrentmodulebyreviewingthetopicscoveredto date: • Module1:RolesandDefinitions• Module2:APersonalModelofSupervision• Module3:SupervisoryAlliance• Module4:Modalities,Methods• Module5:AssessmentResources• Module6:PerformanceEvaluation


PuRPOsE

Introduceacollaborativemethodforfacilitatingcounselorprofessionaldevelopmentbasedonsupervisorassessmentofjobperformanceandnegotiationofameasurableproficiencyimprovementplan.

LEARNING OBJECTIVEs


1. Verbalizeaprocessforfacilitatingprofessionalgrowthofsupervisees.

2. Appreciatetheculturalandcontextualfactorsthatimpactthesupervisoryrelationship.

3. UtilizeaProfessionalDevelopmentPlantonegotiateanddocumentanagreementtoimprovecounselorjobperformance.

4. Plantoimplementselectedstrategiesfromthisworkshopintheworkplace.

TRAINER NOTE:Remindthegroupthereisatake-homeassignmenttobecompletedinordertoreceiveacertificateforthe16continuingeducationhoursawardedfollowingsuccessfulcompletionoftheworkshop.Thisassignmentwillbedescribedattheconclusionofthismodule.


7-2 r ecap


80



kEY sTEPs IN THE PROCEss OF PROMOTING GROWTH>(5minutes)

Brieflyreviewthefollowingmodelforhowtoassuretheongoingdevelopmentofcounselorskills.Notethatseveralofthesestepshavebeencoveredandthosethathavenotwillbeintroducedinthisportionoftheworkshop.

1. Boththesupervisorandcounselorunderstandonepurposeofsupervisionistoassistthesuperviseeinbuildingtheknowledge,skillsandattitudesessentialtoeffectivepractice.

2. Thecontextforprofessionalcounselordevelopmentisacollaborativealliancewiththesupervisortakingintoaccounttheuniqueindividualcharacteristicsandperspectivesofthesupervisee.

3. Firsthandobservationisessentialtodevelopinganunderstandingofthecounselor’sknowledge,skillsandattitudes.

4. Anassessmentofjobperformancehelpsidentifybothstrengthsandprioritiesforprofessionalimprovement.

5. Feedbackandcoachinghelpimprovethecounselor’sself-awarenessandunderstandingofagencyexpectationsrelatedtojobperformance.

6. Aprofessionaldevelopmentplannegotiatedbetweensupervisorandsuperviseecanguideaprocessofknowledgeandskillacquisition.

7. Establishinghowprogressorachievementwillbemeasuredhelpsdeterminethesuccessoftheprocessandmakeclearthecriteriabywhichperformancewillbejudged.

7-4Keystepsinthegrowthprocess

81


RELATIONsHIP, CuLTuRE ANd CONTEXTuAL FACTORs IN FACILITATING COuNsELOR dEVELOPMENT >(15minutes)

Notethatthesetopicswereaddressedintheonlinecourse.Brieflyreviewthefollowingpoints:

• Whenwespeakofcontext,wearereferringtoeachperson’suniqueframeofreferencethatinfluencesthewaysinwhichwethink,perceive,interpret,andact.

• Whenwerefertoculturalcompetence,wearetalkingaboutaperson’sabilitytoacknowledgeculturaldifferences,torecognizepersonalbiasesandassumptions,andawillingnesstoincreasepersonalknowledgeandunderstandingofculturaldifferences.

• Inrelationshipslikeclinicalsupervision,contextualfactorsoftencomeintoplay.Contextincludesabroadrangeoffactorssuchasethnicity,culture,age,gender,socio-economicbackground,jobposition,education,experience,andtreatmentapproach.

GuIdELINEs FOR BuILdING ANd dEMONsTRATING CuLTuRAL sENsITIVITY

Sharethefollowingasareviewofwhatwaspresentedintheonlineportion of the course:• Becomeself-aware–ofyouridentityaswellasbiases• Engageasupervisee-centeredrelationship–knowsupervisees’

individualized needs • Beculturallyresponsive–Learnandusethesupervisee’scultural

knowledge,experience,andlearningstylestotailoryoursupervision

sAYEachpersonbringsauniquesetofpersonalcharacteristicstotheclinicalsetting.Assupervisorsandsuperviseesinteractwithoneanother,theirrelationshipisstronglyaffectedbyeachother’scharacteristics.

r elationship issues can arise from any of these personal characteristics:

• Ethnicityandrace • Education• Age • Religion• Gender • Culture• Recovery • Sexualorientation


7-5 Guidelines for GainingCulturalSensitivity

7-6 r elationship issues

82


sTRATEGIEs FOR BuILdING A RELATIONsHIP

Note:Supervisorsplayacriticalroleinincreasingtheunderstandingofhowdiversitycanstrengthentheworkandclinicalenvironmentinanagency.Andtheyhaveanobligationtoseekwaystodiminishproblemscausedbyinattentiontocontextualfactors.

Invitethegrouptoconsiderhowsupervisorscanimprovetheeffectivenessoftheirsupervisoryrelationships.AsktheparticipantstosilentlyreviewthepotentialstrategiesonSlide7-7whichasupervisormightemploy:• Recognizeownbiasesandassumptions• Exploreanddiscussdifferencesopenly• Increasepersonalsensitivity• Valuedifferences• Promotecontextualunderstanding• Usecontexttostrengthenrelationships• Createcollaboration• Promotelearningandgrowth• Provideproactivestafftraining• Createanopenenvironmentformulticulturalcommunication

Refertopage64intheParticipantWorkbook.

AskAsk the group which strategies are most important to them. Allow the discussion to proceed for several minutes. Provide closure with a description of some simple steps to enhance the supervisory relationship and build a working alliance. The following are included on a slide:• Avoidgeneralizations• Remembermanyfactorsaffecthowpeoplethink,perceive,andact.• Askquestionsratherthanassume.• Donotimaginethatyouknowallthereistoknow.Thereismoreto

learnabouteveryculture-includingyourown.


7-7Relationshipbuildingstrategies

7-8 Simple Steps

83


MOVING FROM PERFORMANCE EVALuATION TO IMPROVEMENT>(50minutes)

Notethatearlierwereviewedthestepswemightwanttofollowtofosterimprovementinoursupervisees.Thusfarwehaveaddressedthefirstfivesteps.Wehavetwomoretoconsider:• Negotiatingaplantoguidetheprocess,and• Determininghowwewillmeasuresuperviseeprogress

Thosearethetopicswewilladdressnext.Stressthatdevelopingaplanforprofessionaldevelopmentisbestdoneinthecontextofaneffectiveworkingalliancewiththesupervisee,oneembracingtheissuesjustpresentedonunderstandinganddiversity.

sTEP 1Begina15 minutepresentationbyproposingthatatoolwouldhelpplan,keeptheallianceoncourse,andclarifyhowthesupervisee’sprogresswillbemeasured.Elementsofthetoolcouldinclude:1. Identificationofatargetcompetency2. Counselorstrengthsuponwhichtocontinuedevelopment3. Descriptionofspecificconcernstobeaddressedintheplan4. Identificationofknowledge,skillsand/orattitudestargetedfor

improvement5. Activitiesselectedtohelpthesuperviseeachieveofthegoal,and6. Howprogresswillbemeasuredtoassessprogress

Continuethepresentationbyreviewingthefirstpageofaproposedtwo-pageformcalledtheProfessionalDevelopmentPlan.Showhowtheinformationreviewedthusfarcontributestofillingouttheform.Theslideisanimatedandallowsthetrainertoclickthrougheachelementoftheform,clarifyingthepreferredcontent.Includethefollowingpointsinthe presentation:

1. Foundation/PracticeDimensionandCompetencyformthetargetsoftheplanandareoftennegotiatedwiththesupervisee.Itisimportantforthecounselortobeinvestedandseethevalueofdevelopinggreaterproficiencyinthetopicselected.

2. StrengthsandChallenges/Concernsshouldbelinked.Thestrengthsprovidethefoundationuponwhichimprovementwillbebased.Thechallenge/concerndescribestheneedtoimproveandprovidestherationaleforencouragingthechange.


7-9Keystepsrevisited

7-10Planningtoolelements

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3. Presentlevelofproficiencycanresultfromthesupervisor’sassessmentorbetheresultofcollaborationbetweenthesupervisorandcounselor.Itrepresentsthestartingpointforthetargetedimprovement.

4. Theissuetobeaddressedprovidesspecificdescriptionsoftheknowledge,skillsand/orattitudestargetedforchangeorimprovement.Theyrepresenttheprerequisitestoenhancedproficiencyorjobperformance.

5. Thegoalisabehavioralormeasurablestatementofwhatistobeaccomplished.Itcouldbeconsideredtheoutcomeoftheimprovementprocessorastatementofhowjobperformancewillbeimproved.

6. Theactivitiesincludebothwhatthecounselorandthesupervisorwilldothatwillleadtoachievingthegoal.Itisimportantfortheactivitieslisttobeasspecificaspossible,includingthewhat,where,whenandhowoftheassignment.

7. Metricsreferstohowprogresswillbemeasured.Examplesincludethecounselorproducingaproductlikemakingapresentationordemonstratingthetargetedbehaviororskillinaroleplayoractualclinicalsession.Thisisanimportantpartoftheplaninthatitindicateswhatthecriteriawillbefordeterminingtheextenttowhichtheplan’sgoalisachieved.

8. TargetCompletionDateestablishesatimeframewithinwhichthespecificactivitieswillbeaccomplished.Theremaybeseveraltaskstobecompleted,sothisisnotthedatebywhichtheultimategoalwillbeachieved.Insteaditrepresentsthetargetsforcompletingtheseveralobjectivesthatmaybenecessarytoattaintheultimategoal.


7-11 pDp

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sTEP 2PracticeformulatingaProfessionalDevelopmentPlan(PDP).FollowingthepresentationinvitesmallgroupsofthreetodevelopaPDPforMegan,thecounselorinthecasestudyreviewedpreviously.Inanearlierexerciseparticipantsidentified1-3competenciesthatmightbeappropriatetargetsforMegan’sprofessionaldevelopment.Giveeachtriad20minutestofillintheform.Youcanhandoutaseparateformforthegrouptouseoraskthemtousetheformintheirworkbook.Suggesttheyfollowthisprocedure:

1. CollaborateontargetingaFoundation/PracticeDimensionandasingleCompetency,basedonyourpreviousreviewofthecasestudy.

2. DescribeMegan’sstrengthsandtheconcernsyouhaverelatedtothecompetencythatwasselectedasthetargetfortheplan.

3. DeterminetheproficiencylevelthatbestdescribesMegan’scurrentability,basedontheRubricsforthecompetencyyouselected.

4. IndicatewhichKnowledge,Skillsand/orAttitudesneedtobeaddressedfromthelistinTAP21.Chooseonetothreetofocusonasastartingpoint.

5. Definethegoalasclearlyaspossible.Whatistheanticipatedoutcomeorbehaviorwhichwillindicatesuccessfulachievementofthegoal?

6. SpecifywhatMeganandthesupervisorwilldotohelpheraccomplishthegoal.Itistypicalfortheassignmenttoincludeseveralactivitiesthatserveasstepstothegoal.

7. Clarifyhowprogresswillbemeasured.WhatwillMegandotodemonstrateherprogressorcompletionofaspecificactivityorobjective?

8. Identifythedeadlineforcompletingeachassignedactivity.


7-12 activity instructions

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sTEP 3NextaskeachgrouptoexchangetheirPDPwithanothertriad.Giveeachgroupabout5 minutestoreviewtheothergroup’sworkandpreparesomefeedbackregardingtheclarityoftheplanandwhatmightbeimproved.Thenprovideabout10 minutesforthetriadstogiveeachotherfeedbackanddiscusshowtheplanscouldbeenhanced.


7-13ReviewandFeedbackInstructions

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PRACTICE NEGOTIATING A PROFEssIONAL dEVELOPMENT PLAN >(30minutes)

Inthisfinalpracticeactivity,thetriadsthatdevelopedtheMeganPDPwillnowpracticenegotiatingthePDPinaroleplay.Askeachtriedtodothefollowing:

1. Assignaroleforeachperson:asupervisor,acounselortoplayMegan(thesupervisee)andanobserver.

2. MakefinaladjustmentstotheirPDP,basedonthefeedbacktheyreceivedinthepreviousactivity.

3. Conducta10-15minutesupervisoryinterviewbetweenthesupervisorandthecounselor.Theobservertakesnotesregardinguse of:

a. ORALfeedbackmodel b. Interviewstructure c. Skillsinnegotiatingaclearunderstanding/agreementwiththe

supervisee

4. Followingtheroleplaytheobserverandthecounselorsharefeedbackwiththesupervisor,emphasizingstrengthsinusingtheskillsandnotingalsosuggestionsforpotentialimprovement.Unfortunately,duetotimeconstraints,therewilllikelynotbeanopportunityforothermembersofthetriadtoroleplaythesupervisor.

Duringtheroleplaypractice,thetrainershouldmonitortheinterviewsandserveasaconsultantifanyofthesmallgroupsrequestassistance.

Nextconducta10-15 minutediscussionwiththelargegroup.Askforcommentsaboutsuccessesorchallengesthesupervisorsexperiencedinusingtheskillsandnegotiatingwiththesupervisee.Inclosingthediscussion,complimentthegroupontheprogressyouhaveseenandtransitiontothenextactivitywhichistheassignmentthatwillconcludetheworkshop.


7-14Interviewpractice

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FINAL AssIGNMENT >(10minutes)

Tocompletetheworkshopeachparticipantwillbegivenanassignmenttocompleteuponreturntotheworksite.Theinstructionsappearintheworkbook.Theyinclude:

TheassignmentistoassessyoursupervisoryknowledgeandskillsusingtheinformationinCompetencies for Substance Abuse Treatment ClinicalSupervisors:TAP21-A.Specifically,hereistheassignment:

1. ReadSectionI:IntroductionandSectionII:ImplementationGuidelines in TAP21-A.

2. ReviewSectionIII:FoundationAreasandSectionIV:PerformanceDomains in TAP21-A.

3. SelectoneFoundationAreaoronePerformanceDomainanddoaself-assessment of your proficiency on each of the competencies in theFoundationorPerformanceDomainyouselect.Suggestionsinclude:

a. FA3:SupervisoryAlliance b. PD1:CounselorDevelopment c. PD4:PerformanceEvaluation

4. SelectonecompetencyfromtheFoundationorPerformanceDomainyouselectedthatyouwouldliketoimprove.

5. CompleteaSupervisorProfessionalDevelopmentPlan,usingtheformthatappearsinyourParticipantWorkbook,forthecompetencyyouselected.BespecificwithregardtowhatKnowledge,SkillorAttitudeyouwanttodevelop,whatactivitiesyouwillundertaketoaccomplishyourgoal,andhowyouwillmeasureyourprogress/success.

6. MailthecompletedSupervisorPDPtoyourtrainersfortheirreview.

7. UponsatisfactorycompletionoftheassignmentyouwillreceiveaContinuingEducationCertificatebyreturnmail.


7-15Worksiteassignment


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CLOsuRE >(5minutes)

Inclosingtheworkshopmakesureyouincludethefollowing:

TheassignmentistoassessyoursupervisoryknowledgeandskillsusingtheinformationinCompetencies for Substance Abuse Treatment ClinicalSupervisors:TAP21-A.Specifically,hereistheassignment:

1. Inviteparticipantstoshareanyfinalmessagetheymighthaveforthegroup.

2. Askeachtocompletetheworkshopevaluationform.3. Confirmthatyouhaveeachparticipantsmailingande-mailaddress.4. Besuretosharethemailingand/ore-mailaddresstowhichtheir

finalassignmentshouldbesent.5. Thankeveryoneforattendingandwishthemsafetravelhome.


7-16Thankyou

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