Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in Pennsylvania Part 3
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Transcript of Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in Pennsylvania Part 3
![Page 1: Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in Pennsylvania Part 3](https://reader030.fdocuments.us/reader030/viewer/2022032506/55c9be80bb61ebce5a8b4730/html5/thumbnails/1.jpg)
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in
PennsylvaniaPart 3
Podcast Episode 23John D. Gavazzi, PsyD ABPPDon McAleer, PsyD, ABPP
Samuel J. Knapp, EdD, ABPP
![Page 2: Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in Pennsylvania Part 3](https://reader030.fdocuments.us/reader030/viewer/2022032506/55c9be80bb61ebce5a8b4730/html5/thumbnails/2.jpg)
Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in
PennsylvaniaPart 3
Podcast Episode 23John D. Gavazzi, PsyD ABPPDon McAleer, PsyD, ABPP
Samuel J. Knapp, EdD, ABPP
![Page 3: Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in Pennsylvania Part 3](https://reader030.fdocuments.us/reader030/viewer/2022032506/55c9be80bb61ebce5a8b4730/html5/thumbnails/3.jpg)
This episode is not a stand alone continuing
education course
For CE credit, you will need to listen to all three presentations, then take the course. There is not a
separate CE for each one-hour presentation.
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Overview• Informed Consent and Supervision Contract
• Defining Competence
• Essential Competencies for Supervisees
• The Use of Self-Reflection in Supervision
• Relationships, Challenges & Remediation
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Learning ObjectivesAt the end of the podcasts/presentations, the participant will be able to:
1. Describe essential factors involved in ethically sound and effective supervision; and,
2. List or identify the State Board of Psychology requirements for post doctoral supervision.
3. Explain ways to improve supervisees level of competence, self-reflection, and professionalism; and,
4. Identify strategies to comply with the Pennsylvania State Board of Psychology regulations on supervision of post-doctoral trainees.
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Supervision Informed Consent
APA Guidelines on Supervision
Thomas, J. T. (2007). Informed consent through contracting for supervision: Minimizing risks, enhancing benefits. Professional Psychology: Research and Practice. 38, 221-231.
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Informed Consent
• Job Duties and Required Experiences
• Evaluation
• Supervisee Privacy
• Supervisor’s Credentials and Theoretical Orientation
• Conditions of Supervision
• Client Privacy
• Disclosure of Trainee Status
• Documentation of Consent
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Informed Consent
• Required Self-Disclosure
• Personal Growth Activities
• Fees
• Supervision Boundaries
• Multiple Relationships
• Supervisor Exploitation
• Supervision Power Differential
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Essential Components of a Supervision
Contract
APA Guidelines for Supervision
Thomas, J. T. (2007). Informed consent through contracting for supervision: Minimizing risks, enhancing benefits. Professional Psychology: Research and Practice. 38, 221-231.
![Page 10: Ethics and Skills for Psychologist as Supervisor: Post-Doctoral Supervision in Pennsylvania Part 3](https://reader030.fdocuments.us/reader030/viewer/2022032506/55c9be80bb61ebce5a8b4730/html5/thumbnails/10.jpg)
Contract Components• Potential
Supplemental Requirements
• Confidentiality Policies
• Documentation of Supervision
• Financial Policies
• Supervisor’s Background
• Supervisor Responsibilities & Requirements
• Supervisee Responsibilities
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Contract Components
• Professional Development Goals
• Duration and Termination of Supervision
• Risks and Benefits
• Evaluation
• Complaint Procedures and Due Process
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Defining Competence
Supervisee Development as a Psychologist
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Competence
Epstein and Hundert (2002) define competence as:
“the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning,
emotions, values and reflection in daily practice for the benefit of the individuals and communities
being served”
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The “What”
• Clinical Reasoning
• Emotion
• Values
• Self-Reflection
• Communication
• Knowledge
• Technical Skills
• Cultural Competence
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The Whom
• The patients, couples, and families
• The general community
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Input Response to Input
Comment
External and Formal
Regulatory body, such as licensing board
fear, guilt, resentment
Rare: sometimes egregious misconduct, although sometimes psychologists are victim of unusually hostile or vindictive patients
External or Internal and Informal
• Feedback from patients, colleagues, employers
• Readings • CE courses• Other sources
• Reflect, filter, assimilate, ignore, reject, seek, & accept
• the usefulness of these sources depends on the openness of the psychologist
• Subjected to personal biases
• Requires self-awareness, self-observation, self-reflection, and self-regulation
Movement Toward Excellence
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Potential Areas of Supervisee
Development
Feel free to add to this list
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Areas of Focus
• Intervention Skills
• Assessment Skills
• Professional Identity or Autonomy
• Motivation
• Competence
• Ethics
• Emotional Awareness
• Cultural Issues/Diversity
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Ethics• Ethics and Psychology site
• Ethics as providing the highest quality of care
• Commonwealth rules, regulation, and case law
• APA Ethics and Code of Conduct
• APA’s Guidelines for Psychologists
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Self-Reflection in Supervision
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Definition
Self-reflection refers to a deliberate meta-cognitive process whereby
individuals strive to observe or monitor their thoughts, feelings, attitudes, and behaviors, with as much objectivity as
possible and with the goal of self-improvement.
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Importance of Self-Reflection
• Reflective practice is an essential competency, important component of professional grown, and integral to high quality psychological care.
• Self-reflection is an important tool that needs to be practiced on a regular basis.
• Need to avoid biases in self-reflection (confirmatory biases, Actor-Observer Bias, etc.)
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Ways to Promote Reflection
• Role Model Self-Reflection
• Asking open-ended, non-judgmental questions
• Structured self-reflection activities
• Encourage journaling between sessions (or activities such as ethics autobiography, the ideal professional, etc.)
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Supervision Realities and Supervisee
Remediation
Supervision is a skill to develop and build.
Supervision is not always easy.
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Supervision Realities
• Supervisees can be harmed in the process
• Supervisees can be disappointed in the process
• Supervision may be more complex than envisioned
• Supervisees will seek out supervision where possible
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Enhancing Effective Supervision
• Mutual Agreement about Supervision Goalso Informed Consento Understanding supervisee personal issues and values influence work
• Mutual Agreement of Supervision Taskso Understanding how supervision time is used: Recordings, etc.o Supervisee induction
• Appropriate Conflict Resolution Skillso Managing emotions & expectationso Use of empathy, negotiation, & cooperation
• Emotional Bondingo Mutual Respecto Trust
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Supervisee Remediation
• Identify a problem affecting the supervisee's training or professional development
• Seek the supervisee's acknowledgment of the problem
• Develop a remediation plan
• The goal is not to work through the supervisee’s personal issues (supervision is not psychotherapy)
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Wrap up on third hour
Go to the link to take quiz, pay the money, and earn the credit