a personal model of supervision

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MOduLE 2: a personal Model of Supervision

inSTruCTor’S ouTline noTeS___________________________________________________________________________

INsTRuCTIONAL METHOds

• Smallgroupexercise• Largegroupdiscussion• Individualexercise

PARTICIPANT MATERIALs

• ParticipantWorkbooks

TRAINING AIds

• PowerPointslides2-1through2-15oncomputerdisk• LCDprojectororoverheadprojectorandscreen• Easelpadorwhiteboard,markers,andmaskingtape

ROOM sET-uP

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

60 minutes

2-1 Module Title

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RECAP & INTROduCTION>(3minutes)

Setthecontextforthismodulebyreviewingthetopicscoveredthusfar:• Module1:RolesandDefinitions

Thenintroducethemodulebysharingthepurposeandlearningobjectives.

PuRPOsE

Inthismoduleparticipantswillreviewanumberofmodelsforclinicalsupervisionandbegintoarticulatetheirownmodel.

LEARNING OBJECTIVEs

Participants will be able to:

1. Articulatecharacteristicsofvariousmodelsthatcanbeappliedtoclinicalsupervision.

2. Describethetheoreticalconceptsuponwhichtheirownpersonalapproachtoclinicalsupervisionisbased.

3. Begintodefinetheirownmodelofsupervision.


2-2LearningObjectives

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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

ParticipantWorkbookpg16

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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. CoMpeTenCY-BaSeD MoDelS -Focusonskills,learningneeds

andcurrentknowledgeofthesupervisee.

2. TreaTMenT-BaSeD MoDelS - Focus on the application of counselingmodelstothepracticeofsupervision.

3. DevelopMenTal MoDel-Focusesonapplyingagrowthstagesconcept of counselor development to the development of clinical supervisionskills.NotethattheStoltenbergmodelwaspresentedintheonlinecourse.

4. inTeGraTeD MoDelS-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 alliance


INsTRuCTIONAL METHOds

• Lecture• Inventory• Smallgroupexercise• Largegroupdiscussion

PARTICIPANT MATERIALs

• ParticipantWorkbooks

TRAINING AIds

• PowerPointslides3-1through3-20oncomputerdisk• LCDprojectororoverheadprojectorandscreen• Easelpadorwhiteboard,markers,andmaskingtape

ROOM sET-uP

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

90 minutes

3-1 Model Title

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RECAP & INTROduCTION>(2minutes)

Setthecontextforthecurrentmodulebyreviewingthetopicscoveredto date: • Module1:RolesandDefinitions• Module2:TheoriesandModels

Thenintroducethemodulebyreviewingthepurposeandlearningobjectivesontheslides.

PuRPOsE

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

LEARNING OBJECTIVEs

Participants will be able to:

1. Understandthevalueofapositivesupervisoryalliance.2. Describetheconceptofparallelprocessinrelationtothe

supervisoryalliance.3. Identifykeyfactorswhichstrengthenorcompromisethesupervisory

alliance.4. Recognizeconflictinsupervision,andidentifymethodstominimize

orresolveconflict.


3-2LearningObjectives

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sELF-AssEssMENT INVENTORY>(15minutes)

Referparticipantstotheinventoryintheirworkbookandaskthemtochoosetheresponsebestdescribingtheircurrentthoughtsregardingeachstatementusingthefive-pointscale(3minutes):

1=Stronglyagree2=Agree3 = undecided4=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 alliance

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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 relationships

• 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 relationship 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?


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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


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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

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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

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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 relationship Scenario and Questions

3-13 interpersonal relationship Scenario and Questions

3-14 interpersonal relationship Tips

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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

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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 resistance Scenario

3-19 Questions

3-20 Tips on resistance

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• 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.

a personal model of supervision

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