9

SUNY College at Oswego

School of Education

Counseling and Psychological Services Department

Instructor: Jodi Mullen, PhD LMHC NCC RPT-S

www.oswego.edu/~jmullen

Email:

Phone: 315-312-3496 (work/voicemail)

Office hours: Available by appointment only

410 Mahar Hall

I.  Course Number & Credit: CPS 500 1 semester hour

Class Schedule:

II.  Location: TBA

Course Title: Supervision of School Counselors & Psychologists

III.  Course Description:

This is an introductory, experiential course in clinical supervision theory and practice (Authentic Learning, Practice, Knowledge). The goal of the course is to increase students’ and practitioners’ effectiveness with, and knowledge of supervision through intensive study of practical applications and theoretical approaches (Authentic Learning, Practice, Reflection).

IV.  Required Text: There is no required text. A collection of required reading will be available to students.

V.  Prerequisites: Graduate student status in Counseling and Psychological Services or a related field.

VI.  Justification for the course: This introductory course in clinical supervision enables students and practitioners to develop and apply their theoretical and practical knowledge of development, systems, mediation and supervision as a part of their repertoire as clinical supervisors. The specialized principles of clinical supervision are most appropriately understood and acquired in an authentic learning context. This course is appropriate for students and practitioners who have already acquired a theoretical foundation in the area of school counseling and school psychology. This course is offered as an elective. Because of the applied training aspect of this course, class size should be limited to 20 students.

I.  Course Objectives: This course is designed to enable students to:

A.  Describe various theoretical approaches to supervision (knowledge).

B.  Describe the various roles of the clinical supervisor (knowledge).

C.  Describe and demonstrate an ability to utilize a variety of clinical supervision interventions (authentic learning, practice).

D.  Demonstrate the comprehension of and an ability to employ and evaluate strategies of supervision (Reflection, Practice).

E.  Perform physical attending skills that facilitate supervisory relationship.

F.  Employ the skills of reflection during clinical supervision.

G.  Identify and assess the supervisee's concerns.

H.  Demonstrate an ability to provide feedback to supervisees.

I.  Conduct an ongoing self-directed inquiry as it relates to the clinical supervision skills (Reflection).

J.  Discuss the legal and ethical issues involved with the practice of clinical supervision and counseling/psychology with children in schools (Collaboration & Leadership).

K.  Describe the impact of multicultural issues in clinical supervision.

VII.  Course Outline:

The Supervision of School Counselors & Psychologists course is expected to give the student an understanding of approaches used in supervision when providing clinical supervision to school-based mental health professionals who work with children (Knowledge). Evaluation of supervision sessions will include; using the skills of reflective listening, narrative writing, and identifying themes (Practice). Students will also gain experience in case consultation (Collaboration & Leadership, Authentic Learning). It is intended that the student will have exposure to and/or involvement in the following areas of learning:

A. Models of clinical supervision (Knowledge);

B.  Themes in supervision (Knowledge);

C.  Developmentally based supervision interventions;

D.  supervision sessions,

E.  Clinical supervision interventions (Authentic Learning & Practice); and

F.  Clinical supervision of child sessions in schools(Authentic Learning & Practice).

VIII.  Methods of Instruction:

Lecture, large group discussion, role playing, large group supervision, out of class assignments, video demonstrations, participation in clinical supervision session laboratory.

IX.  Course Requirements:

A.  Students will complete all assigned readings and are expected to regularly attend class meetings. Active class participation is expected in all classes. (25%)

B.  Students will prepare a collaborative power point presentation in which they demonstrate innovative and appropriate supervision tool/ technique/approaches, developed, modified or identified for use in clinical supervision that is both child and school-based. Where available, empirical support will be provided. (75%)

Example components may include, but are not limited to:

·  What school counselors and psychologists need to know about school systems, parents, teachers, children.

·  How to identify what supervisees need in supervision.

·  Potential interventions well-suited to school counselor and

psychologists.

·  The role of the clinical supervisor in school-based clinical

supervision.

X.  Student Evaluation: Assignments will be weighted as outlined above and contribute toward the final course letter grade, which will be assigned by the instructor. To successfully complete the course, students will be expected to have demonstrated the following:

A.  Attend all classes, prepared to actively participate.

B.  Complete readings, written assignments and process requirements on the due date to the satisfaction of both student and instructor.

C.  Implement tools and techniques in clinical supervision.

Course Schedule

Date / Topic / Readings
7-16-08 / Overview/expectations
Rationale, Children in counseling, Models of Supervision, Supervisory relationship,
Developing your supervisory style. / TBA
7-17-08 / Creating interventions in supervision, Assessment
Ethical considerations, cross-cultural supervision
Collaborative Presentation Project / TBA

If you have a disabling condition which may interfere with your ability to successfully complete this course, please contact the Office of Disabled Student Services, Phone: 312-3358.

Bibliography

Axline, V. M. (1947). Play Therapy. New York, NY: Ballantine.

Campbell, C. A. (1993). Play, the fabric of elementary school counseling programs. Elementary School Guidance & Counseling, 28 (1), 10-16.

Carmichael, K. D. (1994). Sand play as elementary school strategy. Elementary School Guidance & Counseling, 28 (4), 302-307.

Carson, D. K. & Becker, K. W. (2004). When lightening strikes: Reexamining creativity in psychotherapy. Journal of Counseling & Development, 82, 111-115.

Cerio, J.D. (1994). Play therapy: A brief primer for school counselors. Journal for the Professional Counselor, 9 (2), 73-80.

Cochran, J. L. (1996). Using play and art therapy to help culturally diverse students

overcome barriers to school success. The School Counselor, 43, 287-298.

Drewes, A. A., & Mullen, J. A. (Eds.). (In press). Supervision can be playful:

Techniques for Child and Play Therapist Supervisors. NY: Rowman & Littlefield.

Erikson, E. H. (1963). Childhood and Society. (2nd. ed.). New York, NY: WW Norton.

Fall, M. (1994). Physical and emotional expression: A combination approach for working with children in the small areas of a school counselor’s office. School Counselor, 42, 73-77.

Glover, G. J. (1994). The hero child in the alcoholic home: Recommendations for counselors. School Counselor, 41, 185-190.

Markman, H. (1997). Play in the treatment of adolescents. Psychoanalytic Quarterly,

66(2), 190-218.

Mullen, J. A. (2007). Play therapy basic training: A guide to learning and living the

Child-Centered play therapy philosophy. Oswego, NY: Integrative Counseling Services.

Mullen, J. A., Luke, M., & Drewes, A. (2007). Supervision can be playful too: Play

therapy techniques that enhance clinical supervision. International Journal of Play

Therapy, 16(1), 69-85.

Mullen, J. A. & Pereira, J.C. (2004). Can we play too? The rationale for school

psychologists to be trained in play therapy. Play for Life, Winter, 3-8.

Orton, G. L. (1997). Strategies for counseling with children and their parents. Pacific Grove, CA: Brooks/Cole.

Phillips, E., & Mullen, J. (1999). Client-centered play therapy techniques for elementary school counselors: Building the supportive relationship. The Journal of the Professional Counselor, 14, 25-36.

Phillips, E. & Mullen, J. A. (2004). The case for making supervision explicit: Linking

preservice and inservice supervision. Dimensions of Counseling: Research,

Theory and Practice, 32, 13-18.

Roopnarine, J. L., Johnson, J.E. & Hooper, F. H. (Eds.) (1994). Children’s play in diverse cultures. Albany, NY: State University of New York Press.

Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28(1), 59-65.

Sutherland, T. E. & Bonwell, C. C. (1996). Using active learning in college

classes: A range of options for faculty. San Francisco, CA: Josey Bass.

Tatum, B. D. (1992). Talking about race, learning about racism: The applications of racial identity development theory in the classroom. Harvard Educational Review, 62 (1), 1-24

Usher, C. H., & Borders, L. D. (1993). Practicing counselors’ preference for supervisory style and supervisory emphasis. Counselor Education and Supervision, 33, 66-79.

Van Vesslor, P. (2004). Revisiting basic counseling skills with children. Journal of Counseling & Development, 82, 313-318.

Wiley, M. O., & Ray, P. B. (1986). Counseling supervision by developmental level. Journal of Counseling Psychology, 33(4), 439-445.

Worthington, E. L. (1984). An empirical investigation of supervision of counselors as they gain experience. Journal of Counseling Psychology, 31, 63-75.


Jodi Mullen Case Presentation p1

CASE PRESENTATION FORMAT

511 – 512 – 513 – 515 – 516-603

Each student will select one client who possesses a specific treatment concern for class presentation and analysis. This presentation should be 40 minutes long (CPS 511,512, 513, 603), well-organized and timed to include the following.

Part I

Written summary - (one page single-spaced typed) Change name and any critical identifying information about the client.

  1. Brief biographical sketch of client (e.g. age, sex, race, ethnicity, marital status, living situation, manner of dress, physical presentation, and brief relevant history).
  1. Number and length of sessions thus far.
  1. Reason client was selected for presentation.
  1. Client’s presenting concerns. This includes a listing of problem areas, from the client’s perspective. If the client is a minor please include the perspectives of other stakeholders.

Was there a precipitating set of circumstances?

How long has the problem persisted?

Has the problem occurred before?

What were the circumstances then?

  1. Your assessment of your client’s concerns. (Consider questions such as: What are your immediate and overall reactions to the client? What are the client’s main assets and liabilities? To what degree does the client possess the power to change his or her situation? What major internal and external factors are contributing to the client’s current problems?)
  1. Tentative DSM diagnosis: all axes.
  1. What theoretical orientation(s) have you considered? What counseling strategies have you utilized thus far?
  1. List a web site that could be helpful to either you or your client.
  1. List a community resource that could be helpful to either you or your client.

P2

Part II

Oral Presentation

  1. Describe the nature of your relationship with the client.
  1. What goals do you have in working with this client?
  1. In what ways have factors such as family of origin, gender, age, race, ethnicity, socioeconomic status, spirituality, and sexual orientation had an impact on the client’s presenting problem?
  1. Explain your assessment and rational for your DSM diagnosis.
  1. Explain the website you selected and how it might be helpful to either you or your client.
  1. Explain the community resource you selected and how it might be helpful to you and your client.
  1. How have you been personally impacted by working with this client?
  1. What strengths have you exhibited in working with this client?
  1. In what areas do you need improvement?
  1. What problems/concerns of the client are you unsure how to handle?
  1. What aspects about yourself as a counselor would you like to discuss?
  1. Concerns, questions, feedback from class.