CLINICAL SUPERVISION
EDCP 745
Spring, 2005
Instructor: Cheryl
Holcomb McCoy, Ph.D.
Office Hours: By
appointment
Phone: 301-405-2858 Email: ch193@umail.umd.edu
Schedule: Tuesdays,
12:30 - 3:15 p.m.
Room: Benjamin
TEXTS/READINGS
Required: Bernard,
J. M., & Goodyear, R. K.
(2004). Fundamentals of
Clinical
supervision ( ed.). Boston: Allyn & Bacon.
(B & G)
Fall,
M., & Sutton, J. M. (2004). Clinical supervision: A
handbook for practitioners.
Boston: Allyn & Bacon.
(F & S)
Neufeldt,
S. A. (1999). Supervision strategies for the first
Practicum
(2nd
ed.). Alexandria, VA: American Counseling
Association. (N)
** A list of
supplemental readings is included at the end of this syllabus. Readings preceded by an asterisk (*)
are required readings. A copy of
the required readings is available for photocopying. You may also locate most of the readings by going directly
to the journals or texts which they have copied which should be able to be
found in the library or on EBSCOHost.
COURSE DESCRIPTION
This course has
been designed to provide students with a knowledge foundation regarding
clinical supervision, including: (a) an overview of supervision theories and
models, (b) an orientation to the supervisory relationship, (c) modes and
methods of supervision intervention, (d) the evaluation of supervisees and
supervisors, (e) legal and ethical considerations in the provision of clinical
supervision, and (f) supervision research issues. This course also involves experience in the provision of
supervision to masters level counselor trainees.
OBJECTIVES
Students will:
1. Gain a systematic conceptualization of
the major roles and responsibilities of counselor supervision.
2. Develop and model appropriate skills and strategies in facilitation of
supervision.
3. Gain knowledge of professional ethical
principles and obligations.
4. Acquire knowledge about counseling ethics
and effectiveness when working with culturally diverse populations.
In all class
work and assignments, we expect the highest personal and professional
standards, which reflect the objectives of the University of Maryland and our
professional ethics as counselors.
Students will be held accountable for violations of standards of
academic integrity in writing and presentation of scholarly and professional
ideas through university procedures.
Proper citations, paraphrasing and proper quotations are essential in
all your work. Respect for the
integrity of school settings in which you work will also be expected. Within class, respect for ideas and
each other will be the standard.
If you have a
documented disability and wish to discuss academic accommodations, please see
me as soon as possible.
All formal work
submitted must follow APA style based on the most recent edition of the APA
style manual.
COURSE REQUIREMENTS
1. Ethical Paper (10 points)
Students are
required to retrieve the Association for Counselor Education and Supervision
(ACES) Ethical Guidelines for Counseling Supervisors. Read the Ethical Guidelines and prepare a short typed paper
on 2 items of importance that you noted.
Explain in the paper why you think each is particularly important. Additionally, prepare to discuss these
items in class. You will lead the
discussion for each of the items that you noted as particularly important. Be prepared. Due on February 9th.
2.
Initial
Self-Assessment
Following
completion of initial readings and class discussions, each student will
construct an initial self-assessment of his/her supervisory approach, areas of
strength, and areas for improvement.
This three-page paper is due February 16th.
3.
Experiential
Exercise: Supervision Experience
(50 points)
Students
will have the opportunity to apply learnings from class via a series of supervision
sessions (at least 6) with a volunteer counselor from the practicum class. In these sessions, supervisors will
have the opportunity to assess the counselor, develop learning goals, choose
and implement appropriate supervisory interventions, and provide formative
feedback and a summative (written) evaluation. Supervisors are encouraged to use at least two different
supervisory interventions during this experience.
All
sessions are to be audiotaped to aid the supervisorÕs review and supervised
supervision. You will need to
schedule your sessions and furnish your own audiotapes. Self-Critiques will be completed for
each session (format provided).
Critiques and tapes are due within three days following the
session (so that they can be returned to you prior to your next session). A copy of your final written summative
evaluation of the counselor is due for the last supervision session.
Supervisors
are expected to be professional in all respects, including confidentiality (of
counselor and client), dress, and preparation. Liability insurance is required; proof of liability insurance (e.g., copy
of insurance policy coverage form) is required before you may begin supervision
sessions.
ÒSupervision
of supervisionÓ will include peer group review of supervision sessions during
class time. Each student will
present at least two audiotapes during these small groups.
This
experiential component will be evaluated based on the quality of
self-critiques, evidence of preparation for supervision sessions, appropriate ÒstretchingÓ
and risk-taking, and appropriate participation in peer review.
4.
Integrated
Summary Paper (20 points)
Students
will explore in-depth an area of particular interest. The paper should be based on careful reading of a minimum of
ten conceptual and empirical journal articles/book chapters. The paper should
include a statement of the importance of the topic to the supervision
field, critical questions about
the topic, what answers are available and the merits (validity) of these
answers (i.e., critique of the literature reviewed), implications for the
practice of supervision, and what questions need to be addressed by
researchers. The final product,
8-10 pages in length (typed and double spaced) should be of publishable
quality. The paper will be due on May
4.
Sample
topic areas:
á Supervision in a particular counseling
setting (e.g., schools, rehabilitation centers)
á Supervision of counselors working with
particular clients (e.g., adolescents, families)
á Cultural issues in supervision
á Peer supervision
á Group supervision
á Specific ethical and/or legal issue
(e.g., dual relationships, confidentiality)
á Specific relationship or process issue
(e.g., supervisor power, social influence
in supervision, supervisee resistance)
COURSE OUTLINE, CALENDAR, AND READINGS
February
2: Introduction and overview:
The scope and definition of
supervision
Readings: B
& G (chapter 1, 8)
F
& S (sections 1 and 2)
N
(chapter 5)
Borders
(1992)
February
9: Ethical and Legal
Considerations
Readings: B
& G (chapter 3)
F
& S (section 3)
Bradley & Post (1991)
Kurpius,
Gibson, Lewis, & Corbet (1991)
February
16: Counselor Development and theories of
supervision
Readings: N
(chapters 1, 2, 3)
Blocher (1983)
B
& G (chapter 4)
Stoltenberg
(1981)
February
23: Models
and theories of supervision
Readings: Loganbill,
Hardy, & Delworth (1982)
Holloway
(1988)
N
(chapter 4)
March
2: The
supervisory relationship
Readings: B
& G (chapter 5)
Ladany,
Hill, Corbett, & Nutt (1996)
McNeill
& Worthen (1989)
March
9: The
supervisory relationship
Readings: B
& G (chapter 6 & 7)
Pistole, & Watkins (1995)
Nelson
& Friedlander (2001)
March
23: SPRING
BREAK
March
30 Modes
of supervision: Individual, group,
and live supervision
Readings B
& G (chapter 9 & 10)
N
(chapter 6)
April
6: Modes
of supervision
Readings B
& G (chapter11)
April
13 Multicultural
competence and supervision
Readings Leong
& Wagner (1994)
Fukuyama
(1994)
April
20 Supervisor
Development
Readings B
& G (chapter 12)
Worthington
(1987)
May
4 Skill/Training
Presentations
May
11 Skill/Training
Presentations
Supervisor Tape and Self-Critique
SupervisorÕs
Name:
_____________________________________________
Session
# ______________________________________________________
Brief
summary of content of the session and intended goals:
Positive
aspects of the supervisorÕs work during the session
SupervisorÕs
work that need improvement
Concerns
regarding supervisory relationship
Plans
for further supervision: