Fundamentals of Clinical Supervision

by Bernard, Janine M.; Goodyear, Rodney K.

• ISBN13: 9780205388738
• ISBN10: 0205388736
• Edition: 3rd
• Format: Hardcover
• Copyright: 2004-01-01
• Publisher: Allyn & Bacon

Summary

The most widely-used and respected supervision text in the field, Fundamentals of Clinical Supervision covers all content areas required for certification as an Approved Clinical Supervisor, offering a comprehensive review (and informed appraisals) of all leading models and interventions.

Table of Contents

Preface	xiv
Introduction to Clinical Supervision	1	(18)
Context and Importance of Supervision	1	(3)
Professional Self-regulation Affects Supervision Amount and Type	2	(1)
Most Mental Health Professionals Eventually Supervise	3	(1)
Clinical Supervision in the Preparation of Mental Health Professionals	4	(3)
Supervision: Essential to Experiential Learning	4	(1)
Necessary Preparation to Supervise	5	(2)
Defining Supervision	7	(11)
Supervision Is a Distinct Intervention	8	(1)
Teaching versus Supervision	8	(1)
Counseling versus Supervision	9	(1)
Consultation versus Supervision	10	(1)
Member of Same Profession	10	(1)
Supervision Is Evaluative	11	(1)
Supervision Extends over Time	12	(1)
Purposes of Supervision	12	(1)
Enhancing Professional Functioning	13	(1)
Monitoring Client Care	13	(1)
Person-specific Understandings of Supervision	14	(1)
Family Metaphors	15	(2)
A Conceptual Model of Supervision	17	(1)
Supervision Parameters	17	(1)
Supervisee Developmental Level	17	(1)
Supervisor Tasks	18	(1)
Using the Model	18	(1)
Conclusion	18	(1)
Evaluation	19	(30)
Criteria for Evaluation	21	(2)
Favorable Conditions for Evaluation	23	(3)
The Process of Evaluation	26	(13)
The Supervision--Evaluation Contract	27	(1)
Choosing Supervision Methods for Evaluation	27	(1)
Choosing Evaluation Instruments	28	(2)
Communicating Formative Feedback	30	(3)
Encouraging Self-assessment	33	(2)
Communicating Summative Evaluations	35	(4)
Impairment and Incompetence	39	(4)
Additional Evaluation Issues	43	(5)
The Subjective Element	43	(1)
Similarity	43	(1)
Familiarity	44	(1)
Priorities	44	(1)
Rating Idiosyncracies	45	(2)
Consequences of Evaluation	47	(1)
Chronic Issues with Evaluation	47	(1)
Conclusion	48	(1)
Ethical and Legal Considerations	49	(24)
Major Ethical Issues for Clinical Supervisors	50	(17)
Due Process	50	(2)
Informed Consent	52	(1)
Informed Consent with Clients	52	(1)
Informed Consent Regarding Supervision	53	(1)
Informed Consent with Trainees	54	(1)
Dual Relationships	55	(1)
Dual Relationships between Supervisees and Clients	56	(1)
Preventing Supervisee Ethical Transgressions	57	(1)
Dual Relationships between Supervisor and Supervisee	57	(5)
Competence	62	(1)
Monitoring Supervisee Competence	63	(1)
Competence in the Practice of Supervision	63	(1)
Remaining Competent	64	(1)
Confidentiality	64	(2)
Marketplace Issues	66	(1)
Legal Ramifications for Clinical Supervisors	67	(4)
Malpractice	67	(1)
The Duty to Warn	68	(1)
Direct Liability and Vicarious Liability	69	(1)
Preventing Claims of Malpractice	70	(1)
Ethical Decision Making	71	(1)
Conclusion	72	(1)
Supervision Models	73	(28)
Theory in Clinical Supervision	73	(3)
Qualities of Therapy and Supervision Theory	73	(1)
Theories and Models in Supervision	74	(2)
Supervision Models Grounded in Psychotherapy Theory	76	(9)
Psychodynamic Supervision	76	(1)
Psychodynamic Concepts and Practices	77	(1)
Person-centered Supervision	78	(2)
Cognitive--Behavioral Supervision	80	(1)
Systemic Supervision	81	(2)
Constructivist Approaches	83	(1)
Narrative Approaches to Supervision	83	(1)
Solution-focused Supervision	84	(1)
Developmental Approaches to Supervision	85	(9)
The Integrated Developmental Model	87	(1)
The Ronnestad and Skovholt Model	87	(3)
Themes and Concluding Comments	90	(1)
The Loganbill, Hardy, and Delworth Model	90	(1)
The Three Stages	90	(2)
Eight Basic Supervisee Issues	92	(1)
Interventions	93	(1)
Conclusions about Developmental Models	93	(1)
Social Role Models	94	(6)
The Discrimination Model	95	(3)
The Hawkins and Shohet Model	98	(1)
The Holloway Systems Model	99	(1)
Conclusion	100	(1)
The Supervisory Relationship: The Influence of Individual and Developmental Differences	101	(35)
The Uniqueness of Two Persons in Relationship	101	(1)
Cognitive Style, Cognitive Complexity, Theoretical Orientation, Cognitive Development, and Level of Experience of the Supervisee	102	(11)
Cognitive or Learning Styles	102	(1)
The Myers--Briggs Type Indicator and Supervision	102	(2)
Systemic Cognitive--Developmental Supervision	104	(3)
Theoretical Orientation and Cognitive Style	107	(1)
Cognitive Complexity, Cognitive Development, and Level of Experience	108	(1)
Cognitive Complexity and Cognitive Development	108	(1)
Experience as an Indicator of Developmental Level	109	(2)
Experience Level and Moderating Variables	111	(1)
Supervision Environment	112	(1)
Developmental Constructs: Pulling It All Together	113	(3)
Cultural Differences	116	(17)
Political Nature of the Helping Professions	118	(1)
The Psychotherapy Culture	119	(1)
Racial and Ethnic Issues within Multicultural Supervision	119	(3)
Empirical Results	122	(3)
Gender Issues within Multicultural Supervision	125	(1)
Different Voices	126	(1)
Gender Role Conflict	127	(1)
Differences between Male and Female Supervisors	127	(1)
Empirical Results	128	(2)
Feminist Supervision	130	(1)
Lesbian, Gay, and Bisexual Issues within Multicultural Supervision	131	(2)
Multicultural Constructs: Pulling It All Together	133	(2)
Conclusion	135	(1)
The Supervisory Relationship: Processes and Issues of The Supervisory Triad and Dyad	136	(22)
Supervision as a Triadic System	136	(8)
Parallel Processes and Isomorphism	137	(1)
Parallel Process	138	(1)
Implication for Supervisors	139	(1)
Research Concerning Parallel Processes	140	(1)
Concluding Comments about Parallel Processes	140	(1)
Isomorphism	141	(1)
Interpersonal Triangles	142	(1)
Interpersonal Triangles in Supervision	143	(1)
The Supervisory Dyad	144	(13)
Shared Goals	145	(1)
Antecedents and Consequences of Effective Supervisory Alliances	146	(2)
Alliance Antecedents: Supervisor Behavior	148	(2)
Alliance Antecedents: Supervision Processes	150	(2)
Supervisory Alliance Outcomes	152	(2)
The Supervisory Alliance as a Dynamic Process	154	(1)
Conflicts Arising from Miscommunications or Mismatched Expectations	155	(1)
Normative Conflicts	156	(1)
Conflicts Arising from Participants' Interpersonal Dynamics	157	(1)
Conclusion	157	(1)
The Supervisory Relationship: Supervisee and Supervisor Contributing Factors	158	(22)
The Supervisee in the Relationship	158	(13)
Supervisee Resistance	158	(1)
Manifestations of Supervisee Resistance	159	(1)
Circumstances That Elicit Supervisee Resistance	160	(1)
Interventions	161	(1)
Summary Comments about Supervisee Resistance	161	(1)
Supervisee Attachment	162	(1)
The Role of Supervisee Shame in Supervision	163	(1)
Supervisor Responses	164	(1)
Supervisee Anxiety	164	(1)
Effects of Anxiety on the Supervisee	165	(3)
Supervisor Management of Supervisee Anxiety	168	(1)
Supervisees' Need to Feel and Appear Competent	169	(1)
Supervisee Transference	170	(1)
Implications for Supervisors	171	(1)
The Supervisor in the Relationship	171	(8)
Supervisor Attachment	172	(1)
Interpersonal Power	172	(1)
Social Influence Theory	173	(1)
An Interpersonal Perspective	174	(2)
Implications for Supervisors	176	(1)
Supervisor Countertransference	176	(3)
Conclusion	179	(1)
Organizing the Supervision Experience	180	(29)
Importance of Competence in Organizing Supervision	182	(2)
The Role of Institutional Culture	184	(2)
The Essential Ingredient: A Supervision Plan	186	(1)
Context for Supervision: Two Different Worlds	187	(3)
Graduate Program as Context for Supervision	187	(1)
The Field Site as Context for Supervision	188	(1)
Goals	188	(2)
Communication	190	(1)
Foundational Tasks for Organizing Supervision	190	(8)
Advising Trainees for Clinical Instruction	190	(1)
Selecting Sites	191	(1)
Initial Communication between Graduate Program and Site	192	(2)
The Interview	194	(1)
Orientation	195	(1)
Role Induction	195	(1)
The Supervision Contract	196	(2)
Professional Disclosure Statements	198	(1)
Ongoing Organizational Tasks	198	(9)
Communication, Communication, Communication	198	(2)
Communication and Evaluation	200	(1)
Supervisor as Agency Representative	200	(1)
Managing Time	201	(1)
Time Management and Burnout	202	(1)
Time Management and Choosing Supervision Methods	202	(1)
Record Keeping	202	(3)
Planning for the Exceptions	205	(2)
Evaluation and Debriefing	207	(1)
Some Final Thoughts	207	(1)
Get Support	207	(1)
Know Yourself	207	(1)
Gather Data	208	(1)
Get Feedback	208	(1)
Be Intentional	208	(1)
Conclusion	208	(1)
Supervision Interventions: Individual Supervision	209	(25)
Initial Criteria for Choosing Supervision Interventions	209	(2)
Structured versus Unstructured Interventions	211	(1)
Methods, Forms, and Techniques of Supervision	211	(20)
Self-report	211	(2)
Process Notes and Case Notes	213	(1)
Audiotape	213	(1)
Planning Supervision	214	(2)
Written Critique of Audiotapes	216	(1)
Transcripts	216	(1)
Videotape	217	(3)
Interpersonal Process Recall	220	(3)
The Reflective Process	223	(2)
Live Observation	225	(1)
Technology and Supervision	226	(2)
Timing of Supervision	228	(1)
Supervision Formats: Frequency of Use	229	(1)
Supervisor Use of Data	229	(2)
Putting It All Together	231	(2)
Conclusion	233	(1)
Supervision Interventions: Group Supervision	234	(23)
Group Supervision: Definition and Conceptualization	234	(2)
Types of Supervision Groups	235	(1)
The Utility of Group Supervision	236	(3)
Advantages of Group Supervision	236	(2)
Limitations of Group Supervision	238	(1)
Supervisor Roles, Tasks, and Strategies: General	239	(2)
Maximizing Helpful Phenomena and Minimizing Those That are Hindering	240	(1)
Supervisor Roles, Tasks, and Strategies: Specific to Group Stage	241	(8)
Stages of Group Supervision	241	(1)
Pregroup	241	(1)
Screening Group Members	241	(2)
Meeting Place(s)	243	(1)
Forming Stage	243	(1)
Frequency of Meetings	244	(1)
Attendance	244	(1)
Manner of Case Presentation	244	(1)
Storming	245	(2)
Norming	247	(1)
Performing Stage	247	(2)
Final Observations about the Performing Stage	249	(4)
Adjourning Stage	250	(1)
The Time-limited Group	250	(1)
The Ongoing Supervision Group	251	(1)
A Procedure for Supervisee Assessment and Feedback	251	(2)
Evaluation and Feedback of the Supervisor	253	(1)
Group Supervision Variants	253	(3)
Balint Groups	253	(1)
Peer Group Supervision	253	(2)
The Process of Peer Supervision Groups	255	(1)
Advantages and Disadvantages of Peer Supervision Groups	255	(1)
Conclusion	256	(1)
Supervision Interventions: Live Supervision	257	(22)
Methods of Live Supervision	258	(2)
Bug-in-the-Ear	258	(1)
Monitoring	258	(1)
In Vivo	259	(1)
The Walk-in	259	(1)
Phone-ins and Consultation Breaks	259	(1)
Using Computers and Interactive Television for Live Supervision	259	(1)
The Live Supervision Intervention	260	(3)
Bug-in-the-Ear Interventions	261	(1)
Telephone Interventions	261	(1)
Consultation Break Interventions	262	(1)
Presession Planning and Postsession Debriefing	263	(1)
Implementing Live Supervision	264	(2)
Advantages and Disadvantages	266	(2)
Advantages	266	(1)
Disadvantages	267	(1)
Team Supervision	268	(6)
The Reflecting Team	269	(1)
Other Novel Forms of Team Supervision	270	(1)
Team Dynamics	271	(1)
In-session (Midsession) Dynamics	272	(1)
Pre- and Postsession Dynamics	272	(1)
Advantages and Disadvantages of Team Supervision	273	(1)
Advantages	273	(1)
Disadvantages	274	(1)
Research Results and Questions	274	(3)
Live Supervision in Different Contexts	277	(1)
Conclusion	278	(1)
Teaching and Researching Supervision	279	(24)
Becoming Supervisors: Developmental and Teaching Processes	279	(13)
Supervisor Development Models	279	(1)
Alonso's Model	280	(1)
Hess's Model	281	(1)
Rodenhauser's Model	281	(1)
The IDM Model	281	(1)
Watkins's Model	282	(1)
Conclusions Regarding Supervisory Development Models	283	(1)
Training and Supervising Supervisors	283	(1)
Minimum Qualifications for SITs	284	(1)
SIT Assessment: The First Step in Training	285	(1)
The Didactic Component of Supervisor Training	286	(1)
Laboratory Skills Training for SITs	287	(1)
Supervision-of-Supervision	288	(3)
Research on Supervision Training Outcomes	291	(1)
Conclusions	291	(1)
Supervision Process and Outcome Research	292	(10)
Research Strategies for a Science of Supervision	293	(1)
Stage 1: Descriptive Research	293	(2)
Stages 2 and 3: Hypothesis and Theory Building	295	(4)
Criteria and Measures in Supervision Research	299	(1)
Choice of Variables and Criteria	300	(2)
Conclusion	302	(1)
THE SUPERVISOR'S TOOLBOX	303	(44)
Supervision Toolbox Contents	303	(44)
Documents for Use in Supervision	303	(2)
Sample Counseling Supervision Contract	305	(3)
Professional Disclosure Statement	308	(2)
Supervisee's Bill of Rights	310	(3)
Supervision Agreement Based on the Supervisee's Bill of Rights	313
Measures for Supervision Research and Practice	303	(13)
Supervision Questionnaire	316	(1)
Group Supervision Scale	317	(1)
Supervisee Levels Questionnaire, Revised	318	(2)
Supervisee Perceptions of Supervision	320	(2)
Evaluation Process within Supervision Inventory	322	(2)
Supervisory Working Alliance---Supervisor Form	324	(2)
Supervisory Working Alliance---Trainee Form	326	(2)
Working Alliance Inventory---Supervisor Form	328	(2)
Working Alliance Inventory---Supervisee Form	330	(2)
Supervisory Styles Inventory	332	(1)
Counselor Supervisor Self-efficacy Scale	333	(3)
Multicultural Supervision Competencies Questionnaire	336	(4)
Supervision Ethics Codes	340	(1)
The Approved Clinical Supervisor Code of Ethics	340	(2)
Ethical Guidelines for Counseling Supervisors, Association for Counselor Education and Supervision	342	(5)
References	347	(49)
Name Index	396	(10)
Subject Index	406