Goals: At the end of the course, students will
be able to:
1. Explore
models and approaches to counseling supervision.
2. Develop clinical
competencies in counselor supervision, and apply
helpful/appropriate supervisory interventions to counselors‑in‑training
in a
practicum setting.
3.
Understand legal and ethical concerns relevant to counselor supervision,
demonstrate appropriate sensitivity to these concerns.
4.
Articulate preferred theory/model of supervision, including the link
between
theory and practice.
Class policies:
1. Attendance is required. More than two absences
will result in a lowered grade in the course, as will more than two late
arrivals/early departures.
2. Assignments turned in after the due
date will be given only partial credit. Ten percent per day will be deducted
for each day assignments are late.
3. Beepers, cell phones, etc. are to be
turned off or in “silent” mode, and are to be responded to only in emergency
situations.
Requirements:
1. Supervisors will schedule at least one
hour of individual supervision weekly with each assigned supervisee and lead
weekly group supervision. If your supervisees are seeing clients in the
2. Individual supervision sessions are to
be audio-taped (please use a good quality recorder and tape) and group
supervision sessions will be audio and/or video-taped.
3. Supervision of supervisors will be in
small groups which will meet with the instructor for at least one hour every
week. Individual supervision of supervisors will also be scheduled as needed.
4. To enhance professional development,
students are asked to subscribe to CESNET-L, a listserv for counselor educators
and supervisors. Issues raised on this listserv will be discussed in class.
Evaluation: Course
grades will be based upon the following:
1. Effectiveness in working with supervisees (50% of
grade).
a. Documenting
one hour per week of supervision with each supervisee. Prior to each
supervision session you will have listened to all of your supervisees’
counseling tapes, reviewed supervisees’ comments on their tapes, and completed
a “Counselor-Trainee Feedback Form” for
each tape (a copy of which will be given to both the supervisee and to me).
b. Facilitating
group supervision once a week.
c. Receiving
at least an average of 4 as rated by the instructor based upon
"Competencies of Supervisors" (See “Handbook...” pp. 65-70).
d. Demonstrating
ethical behavior in every facet of the supervision
experience.
2. Written projects (50% of grade).
a. Narrative of self — 10% (5% for each time written)
b. Reflection
on complexity — 10%
c.
Pictorial history or Reflections on a supervision topic — 10%
d.
Model of supervision — 20%
Notes:
1. In addition to the 551 assignments, supervisors
are also expected to understand the nomenclature used in the 548A/B
text/course. You will need both Dr. Duys’ and Dr. Asner-Self’s syllabi.
2. Given the changing needs of both
supervisors and supervisees, some assignments may be rearranged and additional
assignments should be anticipated.
3. Doctoral supervisors will construct an
“informed consent / contract” for their supervisees – requirements for this
contract will be discussed in class.
Tentative Course Outline
Week of:
1/17 Martin
Luther King, Jr. Day — NO CLASS
Introduction
and course overview
Definitions of supervision
Collaborative supervision – introduction
ASSIGNMENT: Goodyear & Bernard (1998)
1/24
Supervisory informed consent/contract
ASSIGNMENT: “Welcome to the Clinical Center”
EPSY 548A/B webpages/syllabi;
Attend today’s EPSY 548a/b class at 4:30,
to meet supervisees and
schedule first supervision.
1/31 Group
supervision approaches
Collaborative supervision / Solution-oriented
supervision - presentation
ASSIGNMENT: Ellis & Douce (1994); Holloway
& Johnston (1985); Prieto
(1996); Wilbur & Roberts-Wilbur
(1991)
Supervisory informed consent/contract due
Tentative Course Outline (continued)
Week of:
2/07 Collaborative
supervision
Biever & Gardner (1995); Cook (1994);
Merl (1995)
ASSIGNMENT: Help supervisees contact clients and
schedule intake or first appointment.
Writing assignment #1 due
2/14 Collaborative
supervision / Solution-oriented supervision
ASSIGNMENT: Edwards & Chen (1999); Juhnke
(1996); Presbury et al. (1999); Selekman & Todd (1995); Thomas (1994);
Wetchler (1990)
First group supervision
2/21 The
supervisory relationship / Diversity Issues
ASSIGNMENT: Bernard (1994); Daniels et al. (1999); Granello,
et al.
(1997); Leong & Wagner (1994); Nelson
(1997); Priest (1994)
2/28 Ethical and legal issues in supervision
ASSIGNMENT: Kaiser (1992); Kurpius et al. (1991);
Stewart & Amundson (1995); ACA Code of Ethics review (see
www.counseling.org for ACA Code of Ethics)
3/07
Evaluation
ASSIGNMENT: Flemons et al. (1996)
Writing assignment #2 due.
Evaluate supervisee
3/14 Spring Break — NO CLASS
3/21 Counselors’ developmental stages
ASSIGNMENT: Ronnestad & Skovholt (1993);
Mid-term evaluation of supervisors and
supervisees due
3/28 Supervision interventions; Case
conceptualizations; Case documentation
(ACA) ASSIGNMENT: TBA
4/4 Administrative
tasks
ASSIGNMENT: Text 10; Marek et al. (1994); Rita
(1998)
Writing assignment #3 due.
Tentative Course Outline (continued)
Week of:
4/11 Comparing
models of supervision – “traditional” and narrative
ASSIGNMENT: Anderson
& Swim (1995); Bobele et al. (1995); Cantwell & Holmes (1995)
4/18 Comparing
models of supervision – “traditional” and social construction models
ASSIGNMENT:
TBA
4/25 Research
& training in clinical supervision
ASSIGNMENT: Writing assignment #4 due.
5/2 Integration
and evaluation
ASSIGNMENT: Writing assignment #1 due.
5/9 Termination
WRITTEN ASSIGNMENTS
1. NARRATIVE OF YOURSELF AS A SUPERVISOR
Personal Vision:
a. Describe
any special talents you have (such as a second language, music, art, etc.).
b. In
the course of your life, who do you see as your best teacher? Your most helpful
supervisor? Why (list qualities they possessed and how they impacted you
life/work)? Do not name these people, just describe them.
c. What
do you see as your inner resources?
Professional Vision:
a. Imagine
yourself bringing these talents and resources into your work as a supervisor.
Describe the competencies that you see.
b. How
would you describe your potential role as a supervisor?
c. What
do you see that you have to learn or do in order to become the supervisor who
you want to be?
d. What
picture comes to mind as you imagine yourself doing supervision?
e. How
do you want your supervisees to remember you as a supervisor?
f. What
do you see as your best attribute as a supervisor?
THIS ASSIGNMENT IS DUE FEBRUARY 7.
You will also be asked to respond to these questions at the end of the
semester. THE SECOND RESPONSE IS DUE
MAY 2.
4-8 pp.
Adapted from:
Lewis, R. E. (2002). The structured
narrative exercise. In G. McAuliffe & K. Eriksen (Eds.), Teaching strategies
for constructivist and developmental counselor education (pp. 55-58).
2. REFLECTION ON COMPLEXITY
Review the Reading
List. These novels represent a variety of cultures ‑‑ choose and
read a novel about a culture other than your own. Each of the novels is
contemporary and presents, in some fashion, the complexities inherent in living
one’s life. Present your reflections on complexity which arise in response to
the novel, and consider these notions in relation to the counseling and
supervision processes.
THIS ASSIGNMENT IS DUE MARCH 7.
4-8 pp.
Adapted from: Boughner/Logan,
3.
Choose one of the following two options, a or b:
a. A PICTORIAL HISTORY
Choose five or six photos of yourself
taken at various points in your life. Reflect on who you were at those points,
what has remained the same, and what has changed. What do the photos say about
you and your life, values, meanings, etc.? If you could say something useful or
meaningful to each of those persons you were, what would you say? Who else is
evident in your visage? What do you carry on for and from them? What gifts does
the person you were in each photograph provide to you now, as a person, as a
counselor, and as a beginning supervisor?
4-8 pp.
Source: Boughner/Logan,
b. REFLECTIONS ON A SUPERVISION TOPIC
Choose a minimum of five journal
articles related to a topic relevant to supervision (e.g., cross-cultural
supervision, managing dual roles in supervision, etc.). Reflect on what is
written as it relates to you, your experiences, and to your understanding of
the processes of change and supervision. Observe APA style.
4-8 pp.
Adapted from: Boughner/Logan,
THIS ASSIGNMENT IS DUE APRIL 5.
4. MODEL OF SUPERVISION
Write a paper outlining your preferred
model of supervision, describing both theory and techniques. Compare your
preferred model to one other model we have studied in class. Include relevant
literature. Observe APA style.
10-15 pp.
THIS ASSIGNMENT IS DUE APRIL 25