Essentials of Clinical Supervision (Essentials of Mental Health Practice)
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Essentials of Supervision presents, in the popular Essentials format, the key information students need to learn in a course on supervision. Utilizing pedagogical tools such as call-out boxes, Test Yourself questions, and case studies, the author provides step-by-step guidelines for effective planning, goal setting, and evaluation, along with tips for giving constructive feedback and applying coaching strategies to motivate supervisees. She also clearly explains how to manage paperwork and describes specialized techniques, such as using video in supervision. This informative text also includes a special section on ethics authored by a leading expert in the field.
Understanding Relationship Difficulties Applying Karen Horney’s (1950) model concerning how people cope with the unknown can be exceedingly helpful to supervisors as they seek to understand difficulties in supervision. She used the terms moving away, moving towards, and moving against to describe strategies that people use to cope with anxiety. Beginning supervisees who lack practical experience with clients may respond with these characteristic patterns of behavior as they attempt to manage
to ensure feedback and suggestions would be given and received with tolerance and openness. In situations where there is great disparity in experience level among group members, a plan might be to pair supervisees into teams with the more experienced supervisee taking on the role of mentor. When the novice presents a case in the group, input would come first from the supervisor along with the identified mentor. Then before others join in, the supervisor could check to see if the supervisee can
probationary term, the assumption is made that employees now have the necessary competencies to do the job. Once or twice a year, in what is titled a performance appraisal, employees are evaluated against a base line of these competencies and receive suggestions for improvement, warnings, or recognition for job excellence such as a promotion or a raise. Another important area of potential confusion for clinical and administrative supervisors is differences between laws and ethical codes. As is
making note of how often they occur, and not the supervisor’s subjective interpretations of such behaviors. DON’T FORGET Keep records to help you do a better job as a clinical supervisor, not to meet some legal requirement. Remember, legal standards do not ask supervisors to be perfect or clairvoyant or even to be able to prevent all mistakes, just that they made their best attempts to handle situations ethically and used some thought (Gottlieb, 2004). CAUTION When tracking the supervisory
• Orient supervisees to supervision—the tasks, goals, and expectations • Create a supportive environment and build a safe place to learn • Work actively to reduce anxiety • Discuss openly the barriers to trust (dual relationships, multicultural differences, and evaluation) • Validate differences in perspective and approach • Normalize mistake making and encourage risk-taking• Focus on successes, not just failures Tools • Relationship- and rapport-building skills • Informed consent