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Karen George
01-03-2012
02:07 PM ET (US)
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If you need continuing education credits to meet your clinical supervision requirement, the following provides numerous online courses intended for psychologists, counselors, social workers, and MFTs. http://www.onlineceucredit.com
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Pete Nielsen 11-28-2009
05:00 PM ET (US)
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Pete Nielsen 05-04-2009
01:12 PM ET (US)
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Practical Application of Clinical Supervision
Training Syllabus
Purpose
The purpose of this training is to provide participants with a basic knowledge of some of the most recognized theories and models of supervision. This knowledge provides a background and a framework for the application of supervision methods, allowing the participants to apply the methods with a greater precision and understanding. The training will cover an overview of theories and models, development models of supervision, social role models of supervision, and Powell's blended model of supervision for substance abuse counselors.
Agenda
Instructor
Fee Structure
Training Goals
Training Structure and Navigation
Assignments
Training Schedule
Instructional Methods
Primary Resources
Instructor
Pete Nielsen
Pnielsen@willingnesstochange.org
Fee Structure
$300.00 for non-CAADAC members and CAADAC members pay $250.00 for the entire 4-week/30 continuing education hours. The participant must send payment in full prior to starting the training. Make check or money order out to Willingness To Change. Send payment to P.O. Box 1154, Pollock Pines, Ca. 95726.
The participant must purchase the textbook before starting class. The fee does not include cost of textbook.
Powell, D. J., & Brodsky, A. (2004). Clinical Supervision in Alcohol and Drug Abuse Counseling.
New York: Lexington Books.
Training Goal
To gain a knowledge of and skills in the four areas of clinical supervision assessment and evaluation, counselor development, management and administration, and professional responsibility.
The Module topics are:
Module 1: Assessment and Evaluation (7.5 CEU’s)
Module 2: Counselor Development (7.5 CEU’s)
Module 3: Professional Responsibility (7.5 CEU’s)
Module 4: Management and Administration (7.5 CEU’S)
Each module includes an opportunity for discussion and application of the content information. Links are available for participants to access internet resources. A pretest and posttest is required in order to obtain credit through CAADAC. (Please note: You must answer at least 75% of the posttest questions correctly in order to receive your certificate of completion) A pre and post-evaluation are requested so that we can get feedback on your experiences in participating in this training.
Technological Needs and Instructions
In order to properly complete this training, participants must have:
• Access to the World Wide Web, through an Internet Service Provider or some other organization (many business and educational institutions have internet access).
• An up-to-date browser such as Firefox, or Internet Explorer.
• An electronic mail account with an Internet Service Provider or other organization, to be used for communication with the instructor and other participants.
Instructional Methods
Participants should plan on spending roughly 30 total hours "on-line" and on the telephone during the training, or 7.5 hours/week, though individual times may vary. Each week the participant will be e-mailed instructions that contain detailed instructions as to how to proceed through the work, which may include on-line readings, and interactions with the instructor and/or other participants through email or in the Training Discussion Board. The training includes:
• Pre- and posttests
• Weekly 60 minute supervision conference call
• Online instruction
• Thought-provoking assignments
• Email and discussion board
• Online evaluations
Training Structure and Navigation:
The participant will supply the participant with reading for the week. The reading will provide basic in formation about clinical supervision. Included in each of the modules are some exercises that are designed to help you look at how the models can be applied in your practice of supervision. Your assignment each week is to write your responses to each exercise.
This training is provided on-line and consists of the following elements:
• A pre- and post-test
• Required reading (Three and half hours per week)
• Completion of weekly exercises (Three hour per week) All papers will use APA format, typed and double spaced
• Completion of an on-line training evaluation
• A class discussion board, which is intended to be an open discussion. This is a "threaded" forum, in which all messages remain posted on the page for viewing at any time. Participants are expected to participate in the discussion continuously throughout the training. Any topic related to the training is appropriate for posting, though there will be different "primary" topics posted by the instructor. No censorship or editorial license will be applied, though all posters are expected to exhibit common sense and common courtesy and respect for others' viewpoints.
Navigating through the training:
This training uses the Quick Topic system to host the training pages. Log into the Quick Topic server (http://www.quicktopic.com/43/H/Jb8YuxB5AyhB ) and plan to spend some time familiarizing yourself with the system. Click on subscribe to get e-mails regarding the discussion board. Using this form, you can choose to receive email containing new messages for this topic. You can receive every new message as it's posted, or you can receive a single message daily (when there are new messages), containing all the messages for the day. You can change from one option to the other, or stop receiving email for this topic too.
The training is comprised of four "modules,". You should complete an entire module each week for four, consecutive weeks. As a general rule, it should take you about 6.5 hours each week to read the textbook and work on assignments. There are several ways to make your way through the materials on these pages.
You should begin the training by reading all the documents in the discussion board area completely. Then complete the pre-evaluation and pre-test found in the on the discussion board.
Training Schedule
There is one 60-minute teleconference every module set by the trainer and posted on the discussion board each module. There are no scheduled class or "virtual class" meetings although participants are expected to complete a module per week.
Policies
After the end of the online training, Willingness To Change mails you a certificate of completion.
PLEASE NOTE: Network and computer technical support will not be provided
Primary Resources
Powell, D. J., & Brodsky, A. (2004). Clinical Supervision in Alcohol and Drug Abuse Counseling.
New York: Lexington Books.
Reference:
(1) Burns, J.M. (1978) Leadership. New York. Harper & Row. Burns, J.M. (1978) Leadership. New York. Harper & Row.
(2) Powell, D. (1993). A developmental approach to supervision. In Clinical supervision in alcohol and drug abuse counseling. (p. 58-84). New York, NY: Lexington Books.
(3) Igor Kotlyar, Falling Over Ourselves to Follow the Leader, Journal of Leadership & Organizational Studies, Vol. 14, No. 1, 38-49 (2007);
(4) Igor Kotlyar and Leonard Karakowsky, Leading Conflict? Linkages Between Leader Behaviors and Group Conflict, Small Group Research, Vol. 37, No. 4, 377-403 (2006).
(5) Board games adaptations and use of the board game with the permission of the creator Dr. Ali Lakhani from www.magnaleadership.com
Training Objectives
At the completion of this training participants will be able to:
Assessment and Evaluation
• Provide at least three definitions of clinical supervision: Powell’s, Skills, and Kadushin’s definitions
• Provide their own definition of clinical supervision
• Identify evaluation skills in assessing counselor competency, including how to write an individual development plan assessing counselor strengths and weaknesses
• Demonstrate five intervention skills including facilitative, confrontive, conceptual, prescriptive and catalytic comments
• Identify their own personality style in supervision through the use of the Personal Performance Profile System (optional)
• Write SMART goals, behaviorally-anchored goals for at least one supervisee
• Demonstrate skills in assessing counselor’s skills in the 12 Core Functions
• Demonstrate skills in giving feedback to counselors
• Demonstrate knowledge of at least three indirect and three direct methods of observation and the advantages and disadvantages of each method
• Differentiate between case management and clinical supervision
Counselor Development
• Define the four focuses of clinical supervision according to the Powell definition
• Define five characteristics of each of the three stages of counselor development
• Define at least three characteristics of each stage of supervisor development
• Determine their own stages of counselor and supervisory development
• Describe at characteristics of at least three of the Descriptive Dimensions
• Define at least three contextual factors involved in supervision
• Define five problems in supervision and procedures to overcome these obstacles
• Define isomorphism and its relationship to the clinical supervisory process
• Describe their approach to dealing with difficult staff members
• Describe five characteristics of the solution-focused approach to supervision
• Define transference and counter-transference and its relevance to clinical supervision
• Describe three sexual dilemmas in counseling and an approach to resolving them
• State three questions which should be asked at each supervision session
Professional Responsibility
• Define two clinical supervision credentialing organizations and their requirements
• Describe at least three of the nine AAMFT requirements to be a clinical supervisor
• Describe at least four of the ICRC requirements to be a clinical supervisor
• Assess their own preparedness to be certified by AAMFT and/or ICRC
• Describe two legal and ethical issues in clinical supervision
• Define vicarious liability in supervision
• Define three qualities of their own foundation of supervision
• State at least four authors who have written extensively in the area of supervision
Management and Administration:
• Describe their own agency’s performance appraisal syste
• State federal, state and local regulations regarding confidentiality, patient rights
• Define five models of supervision, including Structural/Strategic, Interpersonal Process Recall, Conflict, Bowenian, and Psychotherapeutic, Psychodynamic models
• Define at least three components of the Powell Blended Model of Supervision
• Begin to define their own model of supervision
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Pete Nielsen 05-02-2009
03:17 AM ET (US)
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Clinical Supervision for Substance Abuse Treatment and Prevention Professionals
Clinical supervision requires a unique set of knowledge and skills which build on, but are different from, counseling knowledge and skills. Administrative supervision also requires a unique set of knowledge and skills that often can differ from the knowledge and approach that clinically trained professionals utilize. This series offers a learning opportunity for those professionals new to clinical supervision as well as for those needing some advanced training or needing further knowledge with regard to administrative issues.
Training one (Practical Application of Clinical Supervision) is taught by Pete Nielsen, CA CCS, CADC-II
This training is designed to provide substance abuse counselor supervisors in the addiction treatment and prevention workforce in increasing their knowledge and skills about how to provide supervision and administration for evidence-based practices. Participants will be encouraged to explore how the use of the supervision models can expand and enhance their current supervision practices. It will cover supervisor development, ethical, legal, clinical and professional issues for experienced supervisors.
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