TWELFTH INTERNATIONAL INTERDISCIPLINARY CONFERENCE … · marina ajdukovic, ph.d., university of...

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TWELFTH INTERNATIONAL INTERDISCIPLINARYCONFERENCE ON CLINICAL SUPERVISION

JUNE 15–JUNE 17, 2016

Office of Continuing Education and Professional Development

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TWELFTH INTERNATIONAL INTERDISCIPLINARY CONFERENCE ON CLINICAL SUPERVISION

Adelphi UniversityJune 15–June 17, 2016

Dear Friends:

The Conference Executive Committee is pleased to welcome you to the Twelfth International Interdisciplinary Conference on Clinical Supervision—dedicated to advancing clinical supervision practice and research throughout the helping professions.

For the past 12 years, this conference has assembled educators, practitioners and researchers from throughout the United States and around the world. It has become a valued opportunity to move beyond disciplinary and professional perspectives and engage in meaningful dialogue with academics and practitioners within and across our varied clinical professions.

In keeping with our tradition, this year we have put together a new host of topics that will continue to explore the state-of-the-art of clinical supervision through preconference workshops, paper presentations, posters, plenary sessions, invitational presentations and roundtable hot-topic discussions. Our doctoral student initiative has continued to expand to include well-attended and innovative sessions for students and a mentoring session with leaders in the field.

As always, the conference will be delivered in an atmosphere that is both engaging and thought-provoking. During your stay in Garden City, we hope you will enjoy the beautiful campus of Adelphi University and the greater New York City and Long Island areas. We look forward with you as you renew friendships, strengthen professional ties, exchange ideas and consider new opportunities for research and practice partnerships.

We hope you have a wonderful conference.

Sincerely,

Andrew Safyer, Ph.D., and Peter Chernack, D.S.W.Co-Convenors

Andrew Safyer , Ph.D. Peter Chernack, D.S.W.

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CONFERENCE EXECUTIVE COMMITTEE

Thanks to the Conference Executive Committee for sharing their expertise and time in helping to plan and promote the conference and review abstracts JEFFREY E. BARNETT, PSY.D., ABPPProfessorDepartment of Psychology, Loyola University Maryland

JANINE M. BERNARD, PH.D., NCCProfessor and ChairCounseling and Human Services, Syracuse University

MARION BOGO, PH.D.ProfessorFaculty of Social Work, University of Toronto

L. DIANNE BORDERS, PH.D.Professor and ChairDepartment of Counseling and Educational DevelopmentUniversity of North Carolina at Greensboro

PETER CHERNACK, D.S.W., LCSWCo-ConvenerDean and ProfessorSchool of Social Work, Adelphi University

MICHAEL V. ELLIS, PH.D.Professor and DirectorDivision of Counseling Psychology, University at Albany

ALEX GITTERMAN, ED.D.Zachs Professor and Director of Ph.D. ProgramSchool of Social Work, University of Connecticut

HEIDI HUTMAN, M.A.Doctoral Student in Counseling PsychologyUniversity at Albany

GULSAH KEMER, PH.D.Assistant ProfessorCounseling and Counseling Psychology Old Dominion University

SCOTT MIGDOLE, LCSW, ACSWChief Operating Officer, Yale Program on SupervisionAssistant Clinical Professor, Yale University

ANDREW SAFYER, PH.D.Co-ConvenerDean and ProfessorSchool of Social WorkAdelphi University

LAURA WELFARE, PH.D.Associate ProfessorCounselor Education Virginia Tech

EDWARD WHITE, PH.D.Director, Osman Counselling, Sydney, AustraliaProfessor, School of Psychiatry University of New South Wales

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PRECONFERENCE WORKSHOPS, CONFERENCE PLENARY SESSIONS, PAPER PRESENTATIONS AND ROUNDTABLES at the Twelfth International Interdisciplinary Conference on Clinical Supervision have been approved for continuing education credits in social work, psychology, counseling, rehabilitation counseling and alcohol and substance abuse counseling.

The conference is also eligible for continuing education units in nursing through the Adelphi University College of Nursing and Public Health, an approved provider of continuing education by the New York State Nurses Association, an accredited approver of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

CONTINUING EDUCATION CERTIFICATESPreconference and plenary workshops: At the conclusion of each workshop, participants are asked to go to the registration table to hand in their evaluations and receive a certificate of attendance.

PAPER PRESENTATIONS: Certificates of attendance will be offered for paper presentations that have been preapproved by the National Association of Social Workers (NASW), the New York State Office of Alcohol and Substance Abuse Services (OASAS) for Certified Alcohol and Substance Abuse Counselor (CASAC) credentialing, the Commission on Rehabilitation Counselor Certification (CRCC), the National Board for Certified Counselors (NBCC) and the American Psychological Association (APA). Other disciplines should submit the certificates to their profession’s credentialing body for individual approvals.

The conference has been approved for continuing education units (CEUs) as follows:

SOCIAL WORK (NASW): 20.5 social work CEUs SOCIAL WORK (LICENSE RENEWAL): Adelphi University School of Social Work is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers #0032. Programs are individually approved. Up to 19 clock hours can be earned for the total program.OASAS CASAC TRAINING HOURS (FOR RENEWAL): 19 creditsPSYCHOLOGY (APA): The Adelphi University School of Social Work is approved by the American Psychological Association to sponsor continuing education credits for psychologists attending this conference. The School maintains responsibility for this program and its content.REHABILITATION COUNSELING (CRCC): 16.25 clock hours NBCC CREDITS/HOURS: 19 CE clock hours. The Adelphi University Institute for Parenting is an approved National Board for Certified Counselors Approved Continuing Education Provider (NBCC-ACEP).

CONTINUING EDUCATION

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UPCOMING POSTGRADUATE PROGRAMS OFFERED AT

ADELPHI UNIVERSITY SCHOOL OF SOCIAL WORK

POSTGRADUATE CERTIFICATE IN THE FUNDAMENTALS OF CBT Garden City campus

July 2016

POSTGRADUATE CERTIFICATE IN ADDICTIONS Garden City campus

October 2016–January 2017 Manhattan Center

January 2017–April 2017

ADVANCED TRAUMA STUDIES AND TREATMENT Garden City campus

October 2016–May 2017

POSTGRADUATE CERTIFICATE IN CREATIVE ARTS THERAPY FOR MENTAL HEALTH PRACTITIONERSHudson Valley

October 2016–September 2017

SPECIAL SKILLS TRAINING IN DBTGarden City campus

January 2017 Hauppauge Education and Conference Center

April 2017

SCHOOL OF SOCIAL WORK

SCHOOL OF SOCIAL WORK

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PRECONFERENCE WORKSHOPS

WEDNESDAY, JUNE 15, 2016

“CHALLENGES IN SUPERVISION: THE ART OF DELIVERING CONSTRUCTIVE FEEDBACK AND FOSTERING SELF-REFLECTION AND EMOTIONAL REGULATION”9:00 A.M.–4:00 P.M. | RUTH S. HARLEY UNIVERSITY CENTER THOMAS DIXON LOVELY BALLROOM PRESENTERS: ANDREA LITVACK, M.S.W., AND ELLEN KATZ, PH.D.

WORKSHOP SUMMARYComplex educational concepts and empirical findings will provide opportunities for supervisors to explore difficult areas in clinical supervision. Simulated vignettes will be utilized to foster discussion of the following three topics: providing constructive feedback in highly sensitive situations; fostering reflection and emotional regulation; and linking theory, research and practice. Components of competence, and specific skills related to each topic, will be clearly identified. All of the above will be looked at within the relational model of the supervisory experience.

Andrea Litvack, M.S.W., is an associate professor, Teaching Stream, at the Factor-Inwen-tash Faculty of Social Work (FIFSW), University of Toronto. In addition to teaching and coordi-nating clinical courses, she has held a variety of management positions at the FIFSW, including acting associate dean (academic), M.S.W. director and associate director, field education. She recently completed a digital resource for training clinical supervisors and is also the author of a best practice guide for professionals working with families experiencing high-conflict separation and divorce.

Ellen Katz, Ph.D., is an assistant professor, Teaching Stream, and the director of continuing education at the Factor-Inwentash Faculty of Social Work (FIFSW), University of Toronto, and an academic clinical educator at the Hincks-Dellcrest Centre, a children’s mental health center. She has worked in clinical practice and has provided training and supervision in a variety of therapy modalities to students in psychiatry, psychology and social work. Her interests focus on mindfulness, family therapy, simulation and the development of competence in both students and clinicians.

WEDNESDAY EVENING OPENING REGISTRATION5:00 P.M.–7:00 P.M.

If you are arriving Wednesday afternoon on campus, registration will be available until 7:00 p.m. in Room 201 of the Ruth S. Harley University Center.

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THURSDAY, JUNE 16, 2016

REGISTRATION AND CONTINENTAL BREAKFAST

8:00 A.M.–9:00 A.M. | RUTH S. HARLEY UNIVERSITY CENTER THOMAS DIXON LOVELY BALLROOM

POSTER PRESENTATIONS 8:30 A.M.–9:00 A.M. AND 1:30 P.M.–2:00 P.M. | RUTH S. HARLEY UNIVERSITY CENTER ATRIUM

“A EUROPEAN COMPETENCE FRAMEWORK OF SUPERVISION AND COACHING” MARINA AJDUKOVIC, PH.D., UNIVERSITY OF ZAGREB

“ADAPTING AND INTEGRATING RELATIONAL-CULTURAL THEORY IN A DEPARTMENT OF SOCIAL WORK: TOWARDS A UNIFIED THEORETICAL PERSPECTIVE” LISA M. EIBLE, D.S.W., UNIVERSITY OF PENNSYLVANIA

“IN THEIR OWN VOICES: IMPLICATIONS FOR SUPERVISION BASED ON SUPERVISEES’ EXPERIENCES OF VICARIOUS TRAUMATIZATION AND POSTTRAUMATIC GROWTH” TAMARINE FOREMAN, PH.D., OHIO UNIVERSITY

“EFFECTS OF SUPERVISION ON GRADUATE TRAINEES IN REGULATION-FOCUSED PSYCHOTHERAPY FOR CHILDREN” EMMA GAINES, M.A., M.S., YESHIVA UNIVERSITY

“IF YOU BUILD IT, THEY WILL COME; THE CASE FOR OPEN ENROLLMENT AND ENGAGING NONCLINICAL STAFF IN CLINICAL TRAINING” KAREN LANDOVITZ, M.S.W., GAY MEN’S HEALTH CRISIS

“CONSIDERING 50 COMMONALITIES IN CLINICAL SUPERVISION: A COMMON FACTORS, COMMON PROCESSES, COMMON PRACTICES PERSPECTIVE” C. EDWARD WATKINS JR., PH.D., UNIVERSITY OF NORTH TEXAS

“EFFECTIVE CONSTRUCTIVE AND CONFRONTIVE FEEDBACK: LESSONS FROM A STUDY OF NOVICE SUPERVISORS” LAURA WELFARE, PH.D., VIRGINIA TECH, AND L. DIANNE BORDERS, PH.D., UNIVERSITY OF NORTH CAROLINA AT GREENSBORO

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John Carpenter, D.Sc., RSW, C.Psychol., has been Professor of Social Work and Applied Social Science at the University of Bristol, United Kingdom, since 2005. He was previously Professor of Social Work at Durham University from 1997 to 2005. A registered social worker, chartered psychologist and family therapist, his clinical practice has been in multidisciplinary adult and child mental health services. His research over the last 20 years has focused on evaluating the organi-zation, outcomes and costs of community-based services. He is currently completing a large-scale evaluation, incorporating an RCT and qualitative process study of a therapeutic intervention for children who have been sexually abused. His interest in supervision encompasses both practice and research.

OPENING PLENARY “WHAT DO WE KNOW ABOUT THE EFFECTIVENESS OF SUPERVISION?” 9:00 A.M.–10:30 A.M. | RUTH S. HARLEY UNIVERSITY CENTER THOMAS DIXON LOVELY BALLROOM PRESENTER: JOHN CARPENTER, D.SC., RSW, C.PSYCHOL.

The answer to this question is, “Probably much less than we think.” Supervision has been described as the “cornerstone” of good practice and its effectiveness taken for granted by practitioners and educators alike. But how much do we really know? This presentation will begin with a summary of findings from a systematic review of the empirical literature on outcomes of supervision, for workers, for organizations and for clients/service users. I shall identify what we do know—and what we don’t—and offer some suggestions about how we can research the effectiveness of supervision. I shall then present findings from the evaluation of a national program providing reflective supervision for newly qualified social workers in England. Finally, an ongoing participatory action learning project which aims to develop and test various approaches to reflective supervision in child welfare agencies will be described.

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MORNING CONCURRENT SESSION A 10:45 A.M.–11:30 A.M. | RUTH S. HARLEY UNIVERSITY CENTER

“EXPERT CLINICAL SUPERVISORS’ DESCRIPTIONS OF EASY AND CHALLENGING SUPERVISEES” ROOM 210 Expert supervisors provided descriptions of what made two of their recent supervisees easy or challenging. We will present the results of content analysis along with the most frequently reported categories and comparisons of the categories for the easy and challenging supervisees. We will also discuss limitations and implications for future research and practice. GULSAH KEMER, PH.D., OLD DOMINION UNIVERSITY L. DIANNE BORDERS, PH.D., UNIVERSITY OF NORTH CAROLINA AT GREENSBORO JEFFRY MOE, PH.D., OLD DOMINION UNIVERSITY

“MULTICULTURAL GROUP SUPERVISION: REFLECTIONS OF SELF IN THE EXPERIENCE” ROOM 211 Multicultural supervision lends supports and guides therapist development with respect to self-reflection. The purpose of this presentation is to examine multicultural group supervision in relation to transference, countertransference and family of origin themes experienced in the process. We will explore how these themes emerge and play out in supervision and their impact on client work. VIVIAN L. TAMKIN, PH.D., UNIVERSITY OF CALIFORNIA, IRVINE LAURA WALLERSTEIN, M.A., UNIVERSITY OF CALIFORNIA, IRVINE

“DEAL MAKERS AND DEAL BREAKERS FOR FIELD INSTRUCTORS”ROOM 212 In today’s environment, social work values may be having less of an influence on organizational behavior than the effects from external market forces. Come explore research designed to explore and analyze the impact of limited resources and increased demands for fiscal accountability upon social work supervision. ANNE E. FORTUNE, PH.D., UNIVERSITY AT ALBANY LARA BOWEN, M.S.W., UNIVERSITY AT ALBANY

“SUPERVISION THAT FACILITATES HEALING AND RECOVERY WITH ‘RACIALIZED’ COUNSELORS”ROOM 213During this workshop, participants will learn new tools and strategies to transform supervisory relationships with “racialized” counselors into “brave spaces” where healing, recovery and learning optimally take place. The complex challenges of “racialized” counselors will be explored. Finally, instruction around how to devise effective plans for supervising counselors who experience racial discrimination will be provided. TENNIEL ROCK, M.S.W., THE CENTRE FOR ANTI-OPPRESSIVE COMMUNICATION

“ADVANCING THE CLINICAL WORKFORCE IN SOCIAL SERVICES TO OLDER ADULTS THROUGH SUPERVISOR TRAINING AND PROFESSIONAL DEVELOPMENT”ROOM 214This presentation reports the outcomes of a tested model of supervisor continuing education and professional development. Piloted in New York City from 2009 to 2014, the program provides advanced training that enhances gerontological knowledge and teaching and leadership skills, and addresses the problem of unmet needs among older adults for gerontologically competent social work services. DANIEL KAPLAN, PH.D., ADELPHI UNIVERSITY

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“USING RELATIONAL-CULTURAL THEORY IN SOCIAL WORK SUPERVISION: A CONTEMPORARY MODEL OF SUPERVISION”ROOM 215 Relational-Cultural Theory, an evidence-based approach in which the importance of connected relationships is primary and which fully considers the impact of race and culture, is well suited to social work practice in agencies which serve diverse, complex populations. The proposed presentation will describe the application of Relational-Cultural Theory to the supervisory social work relationship. LISA M. EIBLE, D.S.W., UNIVERSITY OF PENNSYLVANIA

“SOME EFFECTIVE STRATEGIES FOR THE PSYCHODYNAMIC SUPERVISION OF TECHNIQUE AND ALLIANCEROOM 216Supervision in relation to the research literature on cognitive and information-processing factors affecting expertise, as well as attachment theory and self-efficacy will be presented in terms of their effect upon the alliance between graduate trainees and their supervisors. Didactic methods utilized in this supervision process will be provided and the practical implications of structured clinical training in graduate education will be reviewed. MARK J. HILSENROTH, PH.D., ADELPHI UNIVERSITY

MORNING CONCURRENT SESSION B 11:45 A.M.–12:30 P.M. | RUTH S. HARLEY UNIVERSITY CENTER

“INTEGRATING MINDFULNESS INTO COUNSELOR EDUCATION COURSES”ROOM 210Within the past decade there has been an explosion of research supporting the use of mindfulness in a variety of contexts, including education, counseling and healthcare. In this interactive presentation, participants will learn ways in which mindfulness principles can be integrated into counselor training courses. The results of the qualitative study that examined the experience of master’s-level students who participated in a mindfulness-based Counseling Theory and Practice course will be addressed. JASON DUFFY, PH.D., SYRACUSE UNIVERSITY

“DEFINING PROFESSIONAL USE OF SELF: A RELATIONAL MODEL OF CLINICAL SUPERVISION TRAINING”ROOM 211The term “professional use of self” can be difficult to define. This presentation will discuss the development of a clinical supervision training based in Relational-Cultural Theory and will address ways that professional use of self is defined and actualized via this training model. TAMERA LINSEISEN, M.S.S.W., UNIVERSITY OF TEXAS AT AUSTIN

“THE IMPACT OF STRUCTURED PEER FEEDBACK IN GROUP SUPERVISION ON COUNSELOR COGNITIVE COMPLEXITY DEVELOPMENT”ROOM 212This presentation highlights findings from a mixed-methods study examining the influence of structured peer feedback in group supervision on counselor cognitive complexity development. Learn practical implications for structuring peer feedback in group supervision for counselors. W. BRADLEY MCKIBBEN, PH.D., THE UNIVERSITY OF ALABAMA L. DIANNE BORDERS, PH.D., UNIVERSITY OF NORTH CAROLINA AT GREENSBORO

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“INTENTIONAL NONDISCLOSURE IN SUPERVISION: WHAT IS NOT BEING SAID BY THERAPISTS”ROOM 214This presentation will review findings from a recent study that examined factors of supervision as predictors of therapist intentional nondisclosure. These factors include social perceptions of a supervisor, the supervisory working alliance and supervisee attachment styles. In addition to these findings, the implications for supervisors and therapists will be reviewed. RYAN COOK, M.A., VIRGINIA TECH

“CREATIVE APPROACHES TO ADDRESS SECONDARY TRAUMA IN CLINICAL SUPERVISION”ROOM 215This presentation will focus on ways to assist clinicians in implementing a trauma-informed approach in their work while also addressing their own secondary trauma through experiential supervision activities.JOHN SHERRY, PH.D., UNIVERSITY OF NORTHERN BRITISH COLUMBIA RYAN JAMES, M.ED., UNIVERSITY OF NORTHERN BRITISH COLUMBIA

“CONTENT ANALYSIS OF SUPERVISEES’ REPORTS OF HELPFUL EVENTS IN GROUP SUPERVISION”ROOM 216Based on a content analysis of three years’ worth of supervision evaluations, attendees will learn what supervisees recall about supervision and what they find helpful in supervision. Supervisors are intentional about planning effective supervision but may not always know how it is perceived and received from supervisees. Presenters will discuss practice implications for supervisors, particularly those doing group supervision with master’s degree-level trainees. LEAH CLARKE, PH.D., MESSIAH COLLEGE HEATHER BARTO, PH.D., MESSIAH COLLEGE

LUNCH (ON YOUR OWN)

12:30 P.M.–1:30 P.M. Participants can purchase lunch in the Ruth S. Harley University Center Café (main floor). The Underground Café (basement) is open until 1:00 p.m. and serves Starbucks coffee and snacks.


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SPEED-MENTORING WITH LEADERS IN THE CLINICAL SUPERVISION PROFESSION12:30 P.M.–1:30 P.M. | RUTH S. HARLEY UNIVERSITY CENTER ROOM 213

STUDENTS WILL HAVE AN OPPORTUNITY TO BUILD THEIR PEER AND PROFESSIONAL NETWORKS WHILE DINING WITH CLINICAL SUPERVISION STARS.

Heidi Hutman, M.A., is a fifth-year doctoral candidate in the Division of Counseling Psychology at the University at Albany. Born and raised in Montreal, Quebec, Canada, she received her B.A. in psychology and her M.A. in counseling psychology from McGill University. Her research interests include clinical supervision and training, and she is particularly fascinated by the ways in which trainees’ multiple identities and social locations influence their supervisory and training experiences. Hutman has had the opportunity to present and publish on the topic of clinical supervision. Upon completion of her doctoral studies, she hopes to pursue a career that allows her to train and mentor future generations of helping professionals.

Alex Gitterman, Ed.D., Zachs Professor of Social Work and director of the doctoral program at the University of Connecticut School of Social Work, has published numerous cutting-edge books and articles on social work practice, group work, resilience, field instruction, supervision, organizational behavior and teaching. He serves as the editor of a series for Columbia University Press on the subject of Helping Empower the Powerless.

Janine M. Bernard, Ph.D., is professor and doctoral program coordinator of counseling and counselor education at Syracuse University. Her Discrimination Model (Bernard, 1979) was one of the first models developed for the practice of clinical supervision and is based on the cognitive discrimination required of supervisors. Dr. Bernard has published more than 50 books, book chapters and professional journal articles, primarily in the area of clinical supervision. She has conducted workshops and delivered plenary addresses in clinical supervision on four continents.

L. DiAnne Borders, Ph.D., is Burlington Industries Excellence Professor in the Department of Counseling and Educational Development at The University of North Carolina at Greensboro, where she teaches clinical supervision to doctoral students and supervises their supervision internships, and supervises master’s degree and doctoral clinical interns. She is co-author of The New Handbook of Counseling Supervision and over 100 other publications, having done extensive research on developmental models of supervision and supervisor training issues. She has given keynotes and workshops on supervision issues at international conferences. She is a licensed professional counselor and an approved clinical supervisor.

Michael V. Ellis, Ph.D., is a professor and director of the Division of Counseling Psychology at the University at Albany. His teaching and research interests include clinical supervision, supervisor training, clinical judgment and research methodology, psychometrics and statistics. He is a licensed psychologist (New York) and an approved clinical supervisor with over 25 years of experience as a practitioner, clinical supervisor and supervisor trainer. He also maintains a private practice.

Melissa Luke, Ph.D., is an associate professor and coordinator of the school counseling program in the Counseling and Human Services Department within the School of Education at Syracuse University. Dr. Luke’s expertise includes teaching, school counseling program implementation, school-family-community partnership efforts within urban schools, and school counselor education and supervision, with a particular focus on group pedagogies. Her scholarship reflects her commitment to the preparation of future school counselors in their work with underrepresented student groups, including first families to attend college, LGBTIQ students, English-language learning students and students with disabilities. Dr. Luke has just begun two collaborative projects related to the professional identity and practice of teacher-counselors in Kenya, East Africa.


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AFTERNOON CONCURRENT SESSION A 1:30 P.M.–2:15 P.M. | RUTH S. HARLEY UNIVERSITY CENTER

“CULTURALLY AFFIRMING CLINICAL SUPERVISION FOR CLINICIANS OF COLOR” ROOM 210 This presentation will raise critical consciousness, accountability and empowerment in the supervisory relationship. There is a growing need for clinical supervisors to develop cultural competence in their supervision approach and style. Clinicians of color need to be affirmed, empowered and aware of the intra/intercultural dynamics inherent in the supervision process. ALLEN LIPSCOMB, PH.D., CALIFORNIA STATE UNIVERSITY NORTHRIDGE WENDY ASHLEY, PSY.D., CALIFORNIA STATE UNIVERSITY NORTHRIDGE

“CLINICAL SUPERVISION TRAINING OF M.S.W. STUDENTS: AN EXPERIENTIAL APPROACH” ROOM 211 Upon graduating, M.S.W.s are often asked to serve as agency field instructors; but they do so with limited knowledge about how to provide effective supervision. This presentation outlines clinical supervision training for M.S.W. students and discusses an experiential approach to teaching supervision at the master’s degree level. CHRIS SIMMONS, PH.D., UNIVERSITY OF SOUTH FLORIDA

“PROVIDING CONSTRUCTIVE FEEDBACK IN SENSITIVE SITUATIONS: A CHALLENGE FOR SUPERVISORS” ROOM 212 Providing constructive feedback in challenging situations can be difficult within the relational context of supervisor/supervisee. This presentation will introduce an online resource that will focus on the competencies and skills necessary to provide effective feedback and promote learning. ANDREA LITVACK, M.S.W., UNIVERSITY OF TORONTO ELLEN KATZ, PH.D., UNIVERSITY OF TORONTO

“SETTING EXPECTATIONS: PROVIDING SITE SUPERVISORS WITH TOOLS FOR SUCCESS” ROOM 213 Given that many site counseling supervisors do not have specific supervision training nor the time or resources to take a course in supervision, the responsibility tends to fall on the university faculty supervisor or the counseling department to provide appropriate training to the site supervisors. This presentation will share one counselor education department’s attempt to bridge the gap via an alternative framework for providing the missing supervisory training while respecting site supervisors’ busy schedules. CHERYL NEALE-MCFALL, PH.D., WEST CHESTER UNIVERSITY OF PENNSYLVANIA VICKIE ANN MCCOY, PH.D., WEST CHESTER UNIVERSITY OF PENNSYLVANIA

“CLINICAL SUPERVISION IN CORRECTIONAL ENVIRONMENTS: NAVIGATING THE MULTIPLE ROLES AND OBLIGATIONS OF SUPERVISORS“ROOM 214This presentation will utilize the presenter’s experiences and a recent qualitative investigation to highlight the challenges faced in providing clinical supervision within a correctional environment. Specific issues that will be addressed are working with security staff, navigating institutional rules and the responsibility supervisors have for the safety of their supervisees. PAUL CARROLA, PH.D., UNIVERSITY OF TEXAS AT EL PASO ENOBONG INYANG, PH.D., TEXAS A&M UNIVERSITY TEXARKANA


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“THE DEVELOPMENT OF A SNAP MODEL OF CLINICAL SUPERVISION”ROOM 215An integrated model of clinical supervision will be presented for an evidence-based practice (EBP) for children with severe disruptive behavioral difficulties. The presentation will review theoretical perspectives and practice models of clinical supervision as well as contributing to the development of an evidence-informed model of supervision. KAREN SEWELL, M.S.W., UNIVERSITY OF TORONTO

“INNOVATIONS IN THE ASSESSMENT OF PRACTICUM COMPETENCIES: THE USE OF STANDARDIZED VIGNETTES” ROOM 216The results of a study of eight clusters of competencies will be discussed. These competencies include: assessment, intervention, cross-cultural competence, boundaries, professional demand, counseling and interpersonal skills, ethical awareness, professionalism, communication, reflective competence and psychological testing. Implications for training and supervision, both within psychology and across disciplines, will be outlined. CRAIG GONSALVEZ, PH.D., WESTERN SYDNEY UNIVERSITY

AFTERNOON CONCURRENT SESSION B2:30 P.M.–3:15 P.M. | RUTH S. HARLEY UNIVERSITY CENTER

“DEVELOPING INTERPROFESSIONAL PEER GROUP CLINICAL SUPERVISION—ACTION RESEARCH IN HEALTHCARE” ROOM 210 Explore the implementation of an interprofessional peer clinical supervision group (IPPCSG) in United Kingdom community healthcare. Insights into the development of supervisory relationships in group format supervision are shared, including how trust was developed and how the processes employed equalized power. Study conclusions suggest that embedded structure played a key role in this IPPCSG and that taking explicit notice of work-related emotion was critical in generating learning and personal development. CLAIRE JOHNSON, M.SC., THE UNIVERSITY OF HUDDERSFIELD, UNITED KINGDOM

“ILLUMINATING THE HIDDEN PERSPECTIVE OF PERSONAL TRAUMA HISTORY IN SUPERVISION” ROOM 211 The presentation will provide valuable information to supervisors of all levels, especially those who conduct supervisor clinical work with clients who have a history of trauma. The presentation is organized around how having a personal trauma history might impact the supervisory relationship and how supervisors can effectively assist supervisees. TAMARINE FOREMAN, PH.D., OHIO UNIVERSITY ISABELLE ONG, PH.D., UNIVERSITY OF NORTH CAROLINA AT GREENSBORO

“PARALLEL PROCESS AS A FASCINATING SUPERVISION FICTION: ON SPOOKY, UNCANNY AND OTHERWORLDLY ACTION RECONSIDERED” ROOM 213 Reconsidered: Our primary “evidence” for parallel process remains the clinical case report, case example or anecdote. But much of that “evidence” can be easily explained away via rival hypotheses and alternate explanations. Based on a selective review of case examples and anecdotes across the last six decades, parallel process was seen as a supervision phenomenon that requires greater clarity as a construct and how it manifests within the supervisory case material. C. EDWARD WATKINS JR., PH.D., UNIVERSITY OF NORTH TEXAS


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ROUNDTABLE DISCUSSIONS 3:30 P.M.–5:30 P.M. | RUTH S. HARLEY UNIVERSITY CENTER THOMAS DIXON LOVELY BALLROOM Please join us for lively conversation and refreshments. CO-CHAIRS: MICHAEL V. ELLIS, PH.D., AND ENGLANN J. TAYLOR, B.A., UNIVERSITY AT ALBANY

SESSION A3:30 P.M.–4:30 P.M.

1. “WHAT’S HOT? WHAT’S NOT? LESSONS TO BE LEARNED FROM 10 YEARS OF SUPERVISION LITERATURE IN COUNSELING” FACILITATORS: JANINE M. BERNARD, PH.D., SYRACUSE UNIVERSITY, AND MELISSA M. LUKE, PH.D., SYRACUSE UNIVERSITY

2. “CLINICAL SUPERVISION: WHAT ARE WE DOING, AND HOW ARE WE DOING IT?” FACILITATOR: EMIL RODOLFA, PH.D., CALIFORNIA SCHOOL OF PROFESSIONAL PSYCHOLOGY, ALLIANT INTERNATIONAL UNIVERSITY

“GROUP SUPERVISION IN PROFESSIONAL COUNSELING: THE IMPACT OF TWO METHODS ON TRAINEE SELF-EFFICACY” ROOM 214 This presentation will discuss a recent study completed by the presenter that explored the lived experiences of counselors in training who experienced mindfulness-based activities in a counseling theory and practice course. TIM VANDERGAST, PH.D., WILLIAM PATERSON UNIVERSITY

“CLINICAL SUPERVISION IN TURKEY: CURRENT ISSUES AND CHALLENGES” ROOM 215 The aim of this presentation is to understand current issues and identify challenges in the development of clinical supervision in Turkey. Clinical supervision in Turkey and the United States will be compared and potential cultural differences contributing to challenges in clinical supervision in Turkey will be examined. Supervision models will be reviewed and appropriate ones for the Turkish culture and the Turkish education system will be discussed. SULEYMAN AKCIL, M.ED., KENT STATE UNIVERSITY DURSUN DIDEM KEPIR-SAVOLY, M.A., HACETTEPE UNIVERSITY

“EFFECTS OF AN INTEGRATIVE FIELD SEMINAR FOR M.S.W. STUDENTS”ROOM 216This study suggests that for M.S.W. students, participation in an integrative field seminar fosters higher critical thinking, identification with the social work profession and satisfaction with their field education. ANNE E. FORTUNE, PH.D., UNIVERSITY AT ALBANY

AFTERNOON BREAK 3:15 P.M.–3:30 P.M. | RUTH S. HARLEY UNIVERSITY CENTER SECOND-FLOOR ATRIUM

Coffee, tea and light refreshments will be available.


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3. “COMMON FACTORS, COMMON PROCESSES AND COMMON PRACTICES IN CLINICAL SUPERVISION” FACILITATOR: C. EDWARD WATKINS JR., PH.D., UNIVERSITY OF NORTH TEXAS 4. “SO YOU WANT TO BE AN EXECUTIVE DIRECTOR? PRACTICAL STRATEGIES FOR BEING SUCCESSFUL” FACILITATOR: SCOTT MIGDOLE, M.S.W., YALE UNIVERSITY

5. “RESEARCHING CLINICAL SUPERVISION: YOU’VE GOT QUESTIONS, WE’VE GOT ANSWERS” FACILITATOR: MICHAEL V. ELLIS, PH.D., UNIVERSITY AT ALBANY

6. “ALL SUPERVISION IS MULTICULTURAL SUPERVISION: ADDRESSING PRIVILEGE AND OPPRESSION IN CLINICAL SUPERVISION”FACILITATORS: HEIDI B. HUTMAN, M.A., UNIVERSITY AT ALBANY, AND ENGLANN J. TAYLOR, B.A., UNIVERSITY AT ALBANY

7. “DEALING WITH OBSTACLES BETWEEN WORKERS AND SUPERVISORS”FACILITATORS: GULSAH KEMER, PH.D., OLD DOMINION UNIVERSITY, AND JEFFRY MOE, PH.D., OLD DOMINION UNIVERSITY

8. “WHAT DO EXPERT CLINICAL SUPERVISORS ‘THINK’ AND ‘DO’?” FACILITATOR: RODNEY K. GOODYEAR, PH.D., UNIVERSITY OF REDLANDS

9. “DEVELOPING A QUALITY SUPERVISORY RELATIONSHIP: A LOOK BEYOND THE WORKING ALLIANCE”FACILITATORS: RYAN COOK, M.A., VIRGINIA TECH, AND LAURA E. WELFARE, PH.D., VIRGINIA TECH 10. “STAFF SUPERVISION OF EVIDENCE-SUPPORTED INTERVENTION PROGRAMS IN COMMUNITY AGENCIES: CHALLENGES AND EFFECTIVE PRACTICES” FACILITATORS: KAREN SEWELL, M.S.W., UNIVERSITY OF TORONTO, AND MARION BOGO, O.C., M.S.W., RSW, UNIVERSITY OF TORONTO

11. “GOOD COP VS. BAD COP: BALANCING MULTIPLE SUPERVISORY ROLES WITH ADVANCED SUPERVISEES”FACILITATORS: MELINDA Z. HAGGERTY, PH.D., UNIVERSITY OF BUFFALO COUNSELING SERVICES, AND AMANDA TYSON-RYBA, PH.D., UNIVERSITY OF BUFFALO COUNSELING SERVICES

12. “CONSIDERATIONS FOR OPTIMIZING COUNSELOR DEVELOPMENT IN TRIADIC SUPERVISION” FACILITATORS: W. BRADLEY MCKIBBEN, PH.D., THE UNIVERSITY OF ALABAMA, AND SANDRA LOGAN, M.A., UNIVERSITY OF FLORIDA

SESSION B4:30 P.M.–5:30 P.M.

1. “LEGAL AND ETHICAL CHALLENGES IN CONTEMPORARY PRACTICE: IMPLICATIONS FOR THE CLINICAL SUPERVISOR” FACILITATORS: TONY D. CRESPI, ED.D., ABPP, UNIVERSITY OF HARTFORD AND MACKENZIE MCNAMARA, M.S., UNIVERSITY OF HARTFORD

2. “USING DELIBERATE PRACTICE FOR CLINICAL SUPERVISION: WHAT IT IS AND HOW TO DO IT” FACILITATOR: TONY ROUSMANIERE, PSY.D., SEATTLE, WASHINGTON

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3. “SUPERVISING IN TIMES OF TRAUMA” FACILITATOR: MARY BYRNE, PH.D., SALEM STATE UNIVERSITY 4. “IS THE TYPE OF SUPERVISION IMPORTANT IN FIELD EDUCATION?” FACILITATORS: DIANNA COOPER-BOLINSKEY, M.S.W., INDIANA STATE UNIVERSITY, AND MELISSA KETNER, M.S.W., INDIANA STATE UNIVERSITY

5. “YOU CAN’T LIGHT A CANDLE WITHOUT A FLAME: SELF-CARE FOR THE SUPERVISOR” FACILITATORS: MEREDITH DREW, PH.D., WILLIAM PATERSON UNIVERSITY, AND MICHELLE GIMENEZ HINKLE, PH.D., WILLIAM PATERSON UNIVERSITY

6. “PSYCHIATRIC EMERGENCY MANAGEMENT IN A COLLEGE SETTING: SUPERVISION, COUNTERTRANSFERENCE, SAFETY AND THE PERCEPTION OF DANGER FOR INTERNS” FACILITATORS: LES GALLO-SILVER, M.S.W., LAGUARDIA COMMUNITY COLLEGE, FRANK LATERRA-BELLINO, M.S.ED., LAGUARDIA COMMUNITY COLLEGE, AND REGINA VARIN-MIGNANO, PH.D., LAGUARDIA COMMUNITY COLLEGE

7. “THE ART AND SCIENCE OF DOCUMENTING CLINICAL SUPERVISION” FACILITATOR: STEPHEN KIURI GITONGA, PH.D., LOCK HAVEN UNIVERSITY OF PENNSYLVANIA

8. “CONSIDERATIONS FOR SCHOOL COUNSELOR DEVELOPMENT IN CLINICAL SUPERVISION”FACILITATORS: SANDRA LOGAN, M.A., UNIVERSITY OF FLORIDA, W. BRADLEY MCKIBBEN, PH.D., THE UNIVERSITY OF ALABAMA, AND KENYA BLEDSOE, PH.D., THE UNIVERSITY OF ALABAMA

9. “TRANSCULTURAL COLLABORATIVE CLINICAL SUPERVISION: A NORWEGIAN PERSPECTIVE” FACILITATOR: DAVID MARTINSON, PH.D., IMMACULATA UNIVERSITY

10. “MUDDY WATERS: CASE STUDIES THAT TEACH ETHICAL DECISION MAKING IN SUPERVISION”FACILITATOR: DORINDA NOBLE, PH.D., TEXAS STATE UNIVERSITY

11. “A WINNICOTTIAN APPROACH: THE IMPACT OF RELATIONAL THEORY ON THE SUPERVISORY RELATIONSHIP”FACILITATOR: STEPHANIE STOLZENBACH, M.S.W., PATHWAYS TO LEADERSHIP

12. “SUPERVISION STRUCTURE FOR M.S.W. STUDENTS IN INTEGRATED BEHAVIORAL HEALTH SETTINGS: CHALLENGES AND REMEDIES”FACILITATORS: PAMELA WEEKS, J.D., M.S.W., UNIVERSITY OF KENTUCKY, AND LYNN JOYCE HUNTER, M.S.W., UNIVERSITY OF KENTUCKY

NETWORKING COCKTAIL RECEPTION 5:30 P.M.–7:30 P.M. | RUTH S. HARLEY UNIVERSITY CENTER Following the Networking Cocktail Reception, conference attendees are on their own for dinner. Please consult the handout for dining options. Information about transportation, including taxi transportation and train schedules for the Long Island Rail Road to Manhattan, are included in your conference packet. Enjoy the evening!

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CONTINENTAL BREAKFAST 8:00 A.M.–8:30 A.M. | RUTH S. HARLEY UNIVERSITY CENTER THOMAS DIXON LOVELY BALLROOM

CONCURRENT SESSION A 8:30 A.M.–9:15 A.M. | RUTH S. HARLEY UNIVERSITY CENTER

“SACRED TIME: PUTTING SUPERVISION BACK ON THE AGENDA” ROOM 210 This presentation provides the results of a mixed-methods study conducted in Northern Ireland, United Kingdom, in 2015. This unique international study explores the beliefs and attitudes regarding what constitutes “effective supervision” from the perspectives of line workers, supervisors and managers employed in one child- and family-serving organization. KATHARINE DILL, PH.D., TRENT UNIVERSITY

“OMISSION OF STUDENT CLINICAL SUPERVISION IN BOTSWANA: IMPLICATIONS FOR COUNSELING PRACTICE” ROOM 211 In the absence of clinical supervision during training, some of the questions examined within this presentation are: (1) Do counselor educators have confidence that these graduates will somehow develop ethical skills and work habits? (2) Is there a likelihood of graduates becoming professionally stagnant and remaining incompetent for the rest of their career lives? (3) Is it possible that they can develop unjustified confidence in their individually designed approaches to care? SITHANDAZILE HOPE MSIMANGA, PH.D., UNIVERSITY OF BOTSWANA

“USING METAPHORIC STORIES IN COUNSELOR AND SUPERVISOR TRAINING TO FACILITATE DEVELOPMENT” ROOM 212 This workshop will overview the use of metaphor in counseling, counselor training and counselor supervision and presents innovative activities employing metaphoric stories that can be used for supervision and training purposes. Two recent qualitative studies examining the efficacy of the approach will be discussed. JASON DUFFY, PH.D., SYRACUSE UNIVERSITY

“DEFINING MENTOR FUNCTIONS IN CLINICAL SUPERVISION” ROOM 213 The results of a recent pilot study into mentorship and supervision outcomes are presented. Presenters will identify how clinical supervision in mental health training may incorporate mentor functions present across both academic and workplace settings and will synthesize the current literature to present a model for how mentor functions may be integrated with clinical supervision models. SEEMA SAIGAL, PH.D., ADLER UNIVERSITY CHICAGO CAMPUS

FRIDAY, JUNE 17, 2016

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“FOSTERING SELF-AWARENESS, REFLECTION AND EMOTION REGULATION IN SUPERVISEES” ROOM 214 The challenge for supervisors is to support staff in working through emotionally challenging situations while respecting personal boundaries. This presentation will introduce an online resource that focuses on the competencies and skills necessary to promote supervisee self-awareness, encourage reflection and assist supervisees in improving emotion regulation. ELLEN KATZ, PH.D., UNIVERSITY OF TORONTO ANDREA LITVAK, M.S.W., UNIVERSITY OF TORONTO

“ONE OF THESE IS NOT LIKE THE OTHER: SUPERVISORS OF COLOR WORKING WITH WHITE SUPERVISEES” ROOM 215 Although a supervisor may have power imbued by the very nature of being in a hierarchical relationship, supervisors of color often have challenges that undermine their effectiveness in asserting or utilizing said powers. Through the lens of Critical Race Theory, we will address the role of race and power in the supervisory relationship, using the Discrimination Model as a framework. EBONY WHITE, M.S., MONTCLAIR STATE UNIVERSITY SAILUME WALO-ROBERTS, DOCTORAL CANDIDATE, MONTCLAIR STATE UNIVERSITY

“DISCOVERING SUPPORTIVE SUPERVISION PRACTICES: CO-CONSTRUCTING RELATIONAL POWER WITHIN THE SUPERVISORY RELATIONSHIP” ROOM 216 Presenters will share how their supervisor/supervisee relationship and journeys within the doctoral program have reaffirmed their understanding of the importance of supportive supervision as opposed to power-driven supervision. They will discuss their plan to study the relationship between vicarious traumatization and supportive supervision when working with child welfare and mental health staff. NATALIE BROOKS WILSON, M.S.W., ADELPHI UNIVERSITY JOANNA BARBERII-ROSARIO, M.S.W., ADELPHI UNIVERSITY

CONCURRENT SESSION B9:30 A.M.–10:15 A.M. | RUTH S. HARLEY UNIVERSITY CENTER

“A SUPERVISION MODEL FOR EVALUATING SUPERVISION: THE CONCEPTUAL FRAMEWORK“ ROOM 210 This presentation examines how the “semi-open supervision systems model” was developed and evaluated, and examines why this “evidence informed” and “tested” model makes an important contribution to the development of the field of supervision study. SHARON LAMBLEY, M.B.A., UNIVERSITY OF ESSEX

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“UTILIZING MOTIVATIONAL INTERVIEWING IN CLINICAL SUPERVISION: A DEVELOPMENTAL PERSPECTIVE” ROOM 211 Motivational Interviewing (MI) is introduced as a method of engaging supervisees to promote involvement in supervision and professional development. The relational and technical elements of MI will be described and case studies will be discussed to illustrate how this approach is utilized with supervisees representing various developmental levels. EDWARD WAHESH, PH.D., VILLANOVA UNIVERSITY

“UNCONVENTIONAL INTERVENTIONS IN GROUP PSYCHOTHERAPY” ROOM 212 The traditional mode of intervention, the interpretation, doesn’t necessarily work with pre-oedipal group members. Unconventional interventions have been shown to be more effective with this population. ROBERT PEPPER, PH.D., LONG ISLAND INSTITUTE FOR MENTAL HEALTH

“USING A REFLECTIVE PRACTICE APPROACH WITHIN THE DISCRIMINATION MODEL IN SUPERVISION GROUPS” ROOM 214The target audiences of this presentation are group supervision supervisors. The purpose is to provide an opportunity to explore how reflective practice methods can augment the implementation of the Discrimination Model and enhance the feedback exchange both toward and between supervisees for the duration of the supervision group. MATTHEW DAY, PH.D., QUEENS COLLEGE, CUNY

“SUPERVISEE NONDISCLOSURE IN CLINICAL SUPERVISION: DEVELOPING THE CONSTRUCT AND TESTING THE PSYCHOMETRIC PROPERTIES OF THE SNDS” ROOM 215The presentation is targeted to interdisciplinary and international supervisors and supervisees interested in scale construction and supervisee nondisclosure. We (a) briefly contrast and compare two approaches to developing and testing the psychometric properties of measures: Classical Test Theory and Item Response Theory (IRT), and (b) present psychometric data for the Supervisee Nondisclosure Scale (SNDS) via IRT, including descriptive findings about and changes to the construct of supervisee nondisclosure. MICHAEL V. ELLIS, PH.D., UNIVERSITY AT ALBANY

“A QUALITATIVE STUDY OF TRIADIC SUPERVISION: CURRENT PRACTICES, RECOMMENDATIONS AND NEXT STEPS” ROOM 216 This presentation will discuss the results of a qualitative dissertation study which explored the perceptions, experiences and practices of supervisors with regard to triadic supervision. Implications for clinical supervisors and counselor educators will be reviewed, where best practices for building a healthy supervision culture, specific training needs of triadic supervisors and best practices for constructing supervision triads will be highlighted. KHAROD FRANCE, PH.D., THE GEORGE WASHINGTON UNIVERSITY CHRISTIAN CHAN, M.A., THE GEORGE WASHINGTON UNIVERSITY


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CONCURRENT SESSION C

10:30 a.m.–11:15 a.m. | Ruth S. Harley University Center “THE INTEGRATION OF SPIRITUALITY INTO CLINICAL SUPERVISION” ROOM 210 This presentation will help supervisors have a better theoretical and practical understanding of how to incorporate religious and spiritual issues into the supervision process when appropriate and agreed upon by both the supervisor and the supervisee. HEATHER BARTO, PH.D., MESSIAH COLLEGE LEAH CLARKE, PH.D., MESSIAH COLLEGE

“BECOMING A CLINICAL SUPERVISOR” ROOM 211 Supervision is key to the professional development of the supervisee. However, within the context of crisis-driven work, it can sometimes take a backseat to the “real” work and become a dry part of the supervisor’s daily tasks. Using a creative arts approach and with the purpose of engaging supervision in a productive, creative and inspiring way, this hands-on workshop will bring back the passion to supervising and the “super” to supervision. MONICA DUQUE, M.A., COALITION FOR HISPANIC FAMILY SERVICES GABRIELA ORTIZ, M.A., COALITION FOR HISPANIC FAMILY SERVICES

“ENHANCING M.S.W. STUDENT FIELDWORK EDUCATION THROUGH DIALECTICAL BEHAVIOR THERAPY (DBT) MINDFULNESS SKILLS TRAINING”ROOM 212Doctoral students will share their experiences as developing clinical supervisors, including supervising masters’ degree students, identity development (i.e., personal self, counselor self, supervisor self and educator self), challenges with supervisees as a beginning supervisor, credibility issues, developing a supervision style, parallel processes in supervision of counselors and supervision of supervision, and learning how to adapt supervision approaches to fit the supervisee’s developmental needs. VANESSA N. O’HARE, M.A., OLD DOMINION UNIVERSITY SANDY-ANN M. GRIFFITH, M.A., OLD DOMINION UNIVERSITY ANTHONY VAJDA, M.A., OLD DOMINION UNIVERSITY GULSAH KEMER, PH.D., OLD DOMINION UNIVERSITY

“PRACTICUM SUPERVISION: A TRANSFORMATIVE PROCESS?” ROOM 213 Practicum supervision is an area in the mental health profession that warrants further exploration. In my research I tackle the complexity of practicum supervision using a case study approach. Examining the conversations between a supervisor, a student and a client from a transformative learning perspective, I hope to find a relationship between beliefs, values and expectations and the learning process. VIOLETTA PRZEWORSKI, B.A., ATHABASCA UNIVERSITY

“EFFECTIVENESS OF SUPERVISION FOR SOCIAL WORKERS DEALING WITH CHILD ABUSE: THE CONTRIBUTION OF ROLE CHARACTERISTICS AND FUNCTIONS OF SUPERVISION”ROOM 214This presentation will focus on the question “What can make supervision of social workers dealing with child abuse more effective?” We will examine how the extent of exposure to child abuse, years of work experience, role stress and the three functions of supervision—administration, education, and emotional support—contribute to the effective supervision of social workers dealing with children at risk. HAYA ITZHAKY, PH.D., BAR-ILAN UNIVERSITY SHLOMIT WEISS-DAGAN, PH.D., BAR-ILAN UNIVERSITY


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CLOSING PLENARY SPEAKER

“DELIBERATE PRACTICE: BRINGING THE SCIENCE OF EXPERTISE TO CLINICAL SUPERVISION” 11:30 A.M.–1:00 P.M. | RUTH S. HARLEY UNIVERSITY CENTER THOMAS DIXON LOVELY BALLROOM PRESENTER: TONY ROUSMANIERE, PSY.D.

Over the past few decades, a growing body of research has examined the methods professionals use to attain expertise in a wide range of fields (e.g., Ericsson, 2006). Distilling the common elements of these methods, researchers have identified a specific process used across many fields to achieve expertise: (1) setting small, individualized learning objectives, (2) repetitive behavioral rehearsal, (3) review of work performance (via live observation or videotape) and (4) receiving ongoing performance feedback. Taken all together, these processes have been termed “deliberate practice” (Ericsson, 2006). Furthermore, researchers have also found that professionals in most fields need to engage in deliberate practice throughout their careers, well past achieving competency. Notably, the processes of deliberate practice are underrepresented in the most common methods for psychotherapy training: graduate training programs, clinical supervision, clinical training manuals and continuing education. Recently, researchers have been exploring how the field of psychotherapy can benefit from incorporating deliberate practice into clinical supervision, postgraduate training and continuing education (e.g., Chow, et al., 2015; Miller, Hubble, Chow and Seidel, 2013; Tracey, Wampold, Lichtenberg and Goodyear, 2014). This presentation will explore the empirical research behind deliberate practice and present a model for how supervisors can use deliberate practice to improve the effectiveness of clinical supervision.

Tony Rousmaniere, Psy.D., is a clinical faculty member at the University of Washington and a psychologist in private practice in Seattle. He provides training and supervision in Intensive Short-Term Dynamic Psychotherapy to clinicians in the United States, Europe and Australia. Dr. Rousmaniere’s research focus is clinical supervision. He is the co-editor of Using Technology to Enhance Counseling Training and Supervision: A Practical Handbook (2016, American Counseling Association Press) and the forthcoming edited volume The Cycle of Expertise: Using Deliberate Practice in Supervision, Training, and Independent Practice (Wiley Press). More about Dr. Rousmaniere can be found at www.drtonyr.com.


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