Clinical Supervision Basics: Obstacles to Learning and Teaching

Credits:

• 6 Hours of Continuing Education Units for California LMFTs, LCSWs and LPCCs
• California BBS required course for supervisors

This course meets the California BBS requirements for 6 CE hours of supervision training mandated every 2 year license renewal cycle for supervisors of MFT trainees and associates, PCC associates and Associate Social Workers. It may be applied to the 15 hour supervision BBS training requirement for new supervisors of AMFTs and trainees, Associate Social Workers (ASWs) and APCCs.

Who should take this course:

• LMFTs, LCSWs or LPCCs who are supervising graduate students, qualified associates pursuing supervision in agency or private practice settings or those supervising agency staff
• LMFTs, LCSWs or LPCCS who are new supervisors
• LMFTs, LCSWs or LPCCS  who are supervisiing for the first time
• LMFTs, LCSWs or LPCCS who provide consultation
• Potential supervisors
• LMFTs, LCSWs or LPCCs accruing the 36 CEUs required by the California BBS every license renewal period
• LMFTs, LCSWs or LPCCs who receive supervision or consultation

This course meets the qualifications for 6 hours of continuing education credit for LMFTs, LCSWs and LPCCs as required by the California Board of Behavioral Sciences.

Fee:

$62, with unlimited retries until course has been passed. Additionally, you may save your answers at any time during the exam and return to it later by logging back in.

Course Description:

This course focuses on the supervisor’s task, similarities and differences between therapist and supervisor roles, functions and duties. It then discusses the practical considerations of supervision, including, BBS requirements, supervision requirements, administration, interviews, methods of supervision, the supervision contract, charting and documentation. Supervisee’s obstacles to learning, supervisor’s problems with teaching and interactions between learning and teaching problems are described. The course identifies eight supervisee learning stances that negatively impact supervision. It then describes the particular challenges these stances pose for the supervisor and presents a clearly defined plan to address a stalled supervision. Next, eight problematic supervisor teaching stances are described to assist supervisors, and those who train supervisors, in identifying their contribution to a problematic supervisory relationship. A case example is presented to illustrate how understanding supervisee learning stances and supervisor teaching styles can be a helpful tool in creating an optimal supervision experience. The basic foundational issues discussed in the course provide the framework for discussing the development of an effective evaluation process, both for supervisee and supervisor.

Course Outline:

• THE SUPERVISOR’S TASK (What is supervision?)
• The purpose and nature of supervision
• Priorities in supervision
• Similarities and differences between Therapist & Supervisor Roles
• PRACTICAL CONSIDERATIONS OF SUPERVISION
• BBS requirements for supervisors
• Supervision credentialing
• Administration & Recordkeeping
• Creating an interview and selection process
• Qualities to look for in supervisees
• Third Party reimbursement
• METHODS OF SUPERVISION
• Case consultation
• Progress notes and process recording
• Using audio and video tapes
• Live supervision
• THE SUPERVISORY CONTRACT
• Purpose and components
• BBS Supervisor Responsibility Statement/Supervisor Agreement
• Addressing crises and emergencies
• Coverage during supervisor’s absence
• FACETS OF SUPERVISION: Poles of a continuum
• TEACHING AND LEARNING PROBLEMS
• Qualities of an effective supervisor
• Obstacles to Learning: supervisee stances
• Obstacles to Teaching: supervisor stances
• Interactions between Learning and Teaching Problems: case example
• THE EVALUATION PROCESS & GOALS OF SUPERVISION
• Supervisee evaluation
• Supervisor evaluation
• Conclusion
• RESOURCE MATERIALS

 

Course Objectives:

• Describe two aspects of the supervisor’s task
• Differentiate three aspects of therapist and supervisor roles
• State four practical considerations of supervision
• Name the two facets of the supervision continuum
• Provide three useful tools to those who supervise and those who train supervisors
• Identify eight supervisee learning problems and understand the challenges each learning obstacle presents to the supervisor
• Name eight supervisor teaching stances that present obstacles in the supervision
• Develop three examples of an effective use of evaluations