© 2007 thomson brooks/cole, a division of thomson learning consultation and supervision 1

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

Consultation and Supervision

1


Consultation Defined “[consultation is] me and you talking about him or

her with the purpose of some change” (Fall, 1995, p. 151).

“When a professional (the consultant), who has specialized expertise, meets with one or more other professionals to improve the professionals’ work with current or potential” (p. 258)

See all different kinds of consultation pp. 258-259 (bulleted)

See Figure 8.1, p. 259 Consultants intervene at the primary prevention,

secondary prevention, and tertiary levels. Consultation is developmental and systemic

2


The Beginning 1940s and 1950s:

▪ Consultant as “expert”▪ Direct-service approach: The consultee and

consultant have little contact. Consultant pretty left to his or her own devices to solve the problem.

End of 1950s, consultee included in process A little later, consultant asked to train others

and “give away” his or her expertise to staff Latter part of twentieth century: Expansion of

Models of Consultation

3


Consultant-Centered Expert consultant Prescriptive consultant (doctor-patient mode) Trainer and/or educator consultant

System-Centered Collaborative Consultation Facilitative Consultation Process-oriented consultant

4


Most theories of counseling could be applied to consultation.

When choosing a theory one should consider: The fit of the theory with your personality style Whether the theory will work with the problem at hand

Some theories that have been used include Person-centered Learning Theory (behavioral, cognitive, modeling) Gestalt Psychoanalytic Social Constructionist Chaos

5


Stage 1: Pre-entry Stage 2:Entry, Problem Exploration, and

Contracting Stage 3: Information Gathering, Problem

Confirmation, and Goal Setting

Stage 4: Solution Searching and Intervention Selection

Stage 5: Evaluation Stage 6: Termination

6


Consultation and the College Counselor See kinds of college consulting, pp. 265-266 Cooper (2003) cube model (see Figure 8.2, p. 266)

Consultation and the Agency Counselor Gerald Caplan

▪ Consulting Outward▪ Consulting Inward (See Box 8.1, p. 268)

The School Counselor as Consultant See kinds of school counseling consultation, pp.

220-221

7


Supervision Defined An intensive, extended, and evaluative

interpersonal relationship in which a senior member of a profession ▪ enhances the professional skills of a junior

person▪ ensures quality services to clients▪ provides a gate-keeping

Not therapy, but can be therapeutic A Systemic Perspective

▪ Supervisor (supervisee/counselor) client ▪ Also, client can affect family, community, world?

Parallel process (Box 8.2, p. 271)8


“. . . counselors who are trained to oversee the professional clinical work of counselors and counselors-in-training.”

Trained in characteristics identified by the Standards of Counseling Supervisors (ACES, 1990) (see p. 272)

Supervisor:▪ ensures welfare of the client▪ meets regularly with supervisee▪ oversees clinical and professional development of

supervisee▪ evaluates the supervisee▪ is empathic, flexible, genuine, open, concerned, and

supportive9


Supervisor: ensures welfare of the client meets regularly with supervisee oversees clinical and professional development

of supervisee evaluates the supervisee is empathic flexible, genuine, open, concerned,

and supportive

10


. . . a professional counselor or counselor-in-training whose counseling work or clinical skill development is being overseen in a formal supervisory relationship by a qualified trained professional. (ACA, 2005, glossary)

A person who will experience some resistance at some point in supervision. Amount and kind the result of: Attachment and trust with supervisor Supervisor style Supervisee sensitivity to feedback Amount of countertransference (see Figure 8.3, p.

273) Developmental level of supervisee Supervisor characteristics

11


Individual, Triadic, or Group Supervision? Models of:

▪ Developmental Models: Integrated Developmental Model (see Table 8.1, p. 275; Figure 8.4, p. 276)

▪ Psychotherapy-Based Models▪ Integrative Models (Meta-theory Models)

▪ Bernard’s Discrimination Model (see Table 8.2, p. 277)

▪ Interpersonal Process Recall (IPR) See questions, top of page 278

12


GRADUATE STUDENTSIn “Skills” ClassesIn Practicum, InternshipRecordingFeedback (e.g., bug-in-the-ear)

Case notesOne-way mirrorsE-mail, real-time video linkups, Skype

PROFESSIONAL COUNSELORS

Professional responsibility

Professional growth Part of job? Pay for it on your

own?

13


Multicultural Consultation Within a System Important to understand cultural differences

within a system Know own biases, know other cultures, know

kinds of intervention strategies for systems Consultant can advocate for change by

empowering those who may be oppressed in a system and helping others in the system find new ways to those who are different from them

14


1.Be up to speed on how multicultural issues affect supervision

2.Be aware of and address how issues of diversity affect the supervisory relationship

3.Model cross-cultural sensitivity

4.Be willing to ask supervisees about their cultural background

5.Be open to discussing cross-cultural differences with supervisees

6.Be aware of how power and privilege may affect the supervisory relationship

15


7.Help supervisees see how power and privilege may affect their counseling relationships

8.Assist supervisees in being able to conceptualize clients from a multicultural perspective

9.Be able to build a strong working alliance with your supervisee

10.Have and share your knowledge and skills specifi c to cross-cultural issues

11.Be a model and provide examples of social advocacy

12.Be able to use models of cross-cultural supervision (e.g., Ancis & Ladany, 2001; Ober, Grannello, & Henfi eld, 2009)

16


Ethical Issues in Consulting (Section B.8 and D.2 of ACA ethics code): Agreements Respect for Privacy Growth toward Self-Driection Disclosure of Confidential Information Multiple Relationships Informed Consent Consultant Competency Understanding the Consultee

17


Ethical Issues in the Supervisory Relationship Supervisor Preparation Client Welfare Informed Consent Multicultural Issues Relationship Boundaries Sexual Relationships Dual and Multiple Relationships Responsibility to Clients Limitations of Supervisees Evaluation and Accountability Endorsement

18


Professional Issues: Professional Association Join ACES?

▪ Journal of Counselor Education and Supervision

Legal Issue: Liability in Consultation and Supervision Tarasoff

19


Committed to Ongoing Consultation and Supervision

20

© 2007 thomson brooks/cole, a division of thomson learning consultation and supervision 1

Documents