CPSE 746: Theory and Practice of Counseling Supervision
Winter 2006*M 10:00- 11:50 am*350B MCKB
Instructor: Dr. Rachel Crook LyonOffice Hours: By appointment 340Q MCKB
(801) 422-4375(w)(801) 407-6414 (h)
Course Description
This course provides an overview of current theories and approaches to counseling supervision. Emphasis will be on helping students enhance and develop their own supervisory philosophy and skills. Students will gain applied experience by providing supervision to 1st year students in the counseling psychology program.
Students will become knowledgeable about supervisory relationships, theories and approaches to supervision, current research, ethical and legal considerations, multicultural and feminist perspectives, and administrative tasks. You will gain skills in promoting client welfare and the professional development of a counselor in training. You will refine writing, presentation, and discussion skills. You will improve in your ability to give and receive constructive feedback.
Text
Bernard, J.M., & Goodyear, R.K. (2004). Fundamentals of Clinical Supervision (Third Edition). Boston: Pearson.
Supplemental readings as assigned and listed in the syllabus.
Web Resources
Division 17 Supervision and Training Special Interest Group Website and Listserv:
American Counseling Association ( Association for Counselor Education and Supervision:
Learning Activities and Requirements
Provide Supervision: To develop your supervision skills, it is important that you have the opportunity to provide supervision to counselors in training. You will be assigned to supervise one or two 1st year counseling psychology students and will provide one hour of individual supervision to your supervisee(s) beginning the week of January 23. You will review and sign your supervisee’s case notes. You should negotiate the times of these supervisory meetings with your supervisees. You are required to video- or audiotape your supervision sessions so your instructor can view segments of them and provide feedback. You are also required to keep a Supervision Log that will include brief case notes about each supervision session (see below). The doctoral practicum instructormay request that you update him on the work of your supervisee(s). You will be required to complete a formal evaluation of your supervisee(s) at the end of the semester. Your supervisee(s) will also complete a formal evaluation of you. These will be discussed with each other, co-signed, and turned in to Rachel CrookLyon at the end of the semester.
Supervision Case Management: For ethical and competent supervisory practice and to improve your supervision skills, it is essential that you obtain regular supervision of your supervision. You are required to meet weekly (the last hour of class) in a "supervision of supervision" group. It is expected that you will review your supervision tapes and come to these sessions prepared to consult about your supervisory work including playing taped segments of your supervision sessions for your supervisors and colleagues to view. In addition, you will present the supervision instructor with a taped supervision session for review and meet with her for an individual supervision of supervision session at least twice during the semester.
Supervision Case Presentations: Two times during the semester you will make a formal presentation (30 minutes) with a 1-2 page write- up on one of your supervision cases and will include video- or audiotaped segments of your work (see sample in Appendix A). Presentations will be given during the supervision of supervision group. The focus will be on issues, accomplishments or concerns related to your ongoing supervision. (50 points each)
Discussion Leader: Each student will be assigned to lead two class discussions based on the readings. You are expected to prepare a 30 minute lecture, activity, or other format of your choosing to generate discussion and learning among the class. (50 points each)
Supervision Log: You are required to keep a log of your supervision practice that includes the following items. Please be sensitive to keeping your supervision notes in a safe location. (150 points)
- An initial self-reflective entry discussing your anticipation of your work as a supervisor. Include your thoughts and feelings related to becoming a supervisor and identify at least 3 goals for yourself in your work. 2 – 3 pages, due February 13. (50 points)
- An end-of-the-semester self-reflective entry that considers your experience supervising this term. Address how you met or did not meet the goals you set for yourself, and indicate whether your goals changed over the semester. Also include goals for yourself in future supervision experiences. 2 – 3 pages, due Apr26. (50 points)
- Brief notes for each contact with your supervisees (including phone contact) and a brief summary of each supervision session. Ongoing, due Apr26. (40 points)
- End-of-the-semester evaluations: A copy of the evaluation you complete on your supervisees and a copy of the evaluation they complete for you, due Apr26. (10 points)
A Presentation on the Topic of Supervision: The presentation will serve as your final examination and will be presented orally (30 minutes) during the final examination session. A 1-2 page hand-out should accompany your presentation. (150 points for presentation, see attached rubric).
You may choose one of the following approaches in the presentation:
A. Philosophy of Supervision. Based on your learning this semester, describe your philosophy and approach to supervision at this stage of your professional development. It is expected that this presentation will be influenced by theory and research on supervision as well as your personal beliefs and applied experiences. An initial outline of your presentation identifying the theories, research and values you will draw from is due March 6.
B. Critical Review of the Literature. A literature review of a selected topic in supervision. The review should synthesize the literature and have a clear purpose that justifies the importance of the review and why it would make a unique contribution to what is known on the topic. The presentation should also contain a clear summary of your conclusions and suggestions for future research directions. An initial outline describingyour topic and plan for the literature review is due March 6.
Regular attendance and participation in class discussion and supervision case management are essential not only for your own benefit but to promote a positive learning environment for the whole class. It is expected that you will attend all class and supervision sessions; avoid arriving late or leaving class early. Since valid reasons exist for missing class on occasion, please notify the instructor in advance of any absence. If you must miss class or a substantial portion of class, you will turn in a 2-page minimum reflection paper on the readings for that day at or before the next class period.(50 points)
Assignments and Grading Criteria:
Supervision Case Presentations (50 pts each)= 100 points550 – 511A
Discussion Leader (50 pts each)= 100 points510 – 485A-
Supervision Log = 150 points484 – 465B+
Major Presentation= 150 points464 – 445B
Participation and Attendance= 50 points444 – 415 B-
Total= 550 points414 – 400C+
Course Outline
DateTopicAssignment
Jan 9Introduction and Overview of Clinical Supervision
Managing Clinical Supervision, Family Proclamation Exercise
Jan 16Human Rights Day Holiday—No Class
Jan 23Defining Clinical SupervisionB & G: 1
Discussion Leader: ______B & G: 303-315
Jan 30Organizing SupervisionB & G: 8
Discussion Leader: ______
Individual Supervision:______
Feb 6Ethical and Legal ConsiderationsB & G: 3
Discussion Leader: ______B & G: 340-346
Case Presentation: ______
Individual Supervision:______
Feb 13EvaluationB & G: 2
Guest:Sam ToblerLog Entry #1 Due
Discussion Leader: ______
Case Presentation: ______
Individual Supervision:______
Feb 21(Tue)Supervision ModelsB & G: 4
Discussion Leader: ______
Case Presentation: ______
Individual Supervision:______
Feb 27Supervisory Relationship—Individual, developmental B & G: 5
and multicultural issues
Discussion Leader: ______
Case Presentation: ______
Individual Supervision:______
Mar 6Supervisory Relationship—Dynamics and ProcessesB & G: 6
Guest:Tom GolightlyPresentation Outlines Due
Discussion Leader: ______
Case Presentation: ______
Individual Supervision:______
Mar 13Supervisory Relationship—Resistance and AttachmentB & G: 7
Discussion Leader: ______
Case Presentation: ______
Individual Supervision:______
Mar 20Positive and Negative Supervisory ExperiencesGray et al., 2001
Critical Incidents in Supervision Nelson & Friedlander,
Case Presentation: ______2001
Guest:Vaughn Worthen Worthen & McNeill, 1996
Individual Supervision:______
Mar 27Supervision Interventions—Individual SupervisionB & G: 9
Guest: Ladany, et al., 1997
Discussion Leader: ______
Case Presentation ______
Individual Supervision:______
Apr 3Supervision Interventions—Group SupervisionB &G: 10
Discussion Leader: ______Granello et al., 1997
Case Presentation: ______
Individual Supervision:______
Apr 10Supervision Interventions—Live SupervisionB & G: 11
Discussion Leader: ______
Case Presentation: ______
Individual Supervision:______
Apr 17Supervision ResearchB & G: 12
Guest:Kirk DougherB & G: 316-339
Discussion Leader: ______
Case Presentation: ______
Individual Supervision:______
TBDFinal ExamClass Presentations
Honor Code: STUDENTS AND INSTRUCTORS WILL BE EXPECTED TO ABIDE BY AND SUPPORT THE BYU HONOR CODE.
Preventing Sexual Harassment:
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 378-2847.
Students With Disabilities:
BrighamYoungUniversity and I personally, are committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability
to complete this course successfully, please contact me at the beginning of the semester. You may also want to contact the Services for Students with Disabilities Office (378-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 378-5895, D-282 ASB.
Thanks to Lauren Weitzman, Ph.D. for her permission to adapt portions of her course syllabi.
Appendix A
Supplemental Readings
Allen, G.J., Szollos, S.J., & Williams, B.E. (1986). Doctoral students’ comparative evaluations of best and worst psychotherapy supervision. In Professional Psychology: Research and Practice, 17, 91-99.
Neufeldt, S. A., & Nelson, M. L. (1997). When is counseling an appropriate and ethical supervision function? Paper presented at the Annual Meeting of the American Psychological Association, Chicago, IL.
Bartell, P.A. & Rubin, L.S. (1990). Dangerous liaisons: Sexual intimacies in supervision. Professional Psychology: Research and Practice, 21, 442-450.
Binder, J.L. & Strupp, H.H. (1997). Supervision of psychodynamic psychotherapies. In C.E. Watkins (Ed.) Handbook of psychotherapy supervision (pp. 44-62). New York: John Wiley & Sons.
Bordin, E.S. (1983). A working alliance based model of supervision. The Counseling Psychologist, 11, 35-42.
D’Andrea, M. & Daniels, J. (1997). Multicultural counseling supervision: Central issues, theoretical considerations, and practical strategies. In D. Pope-Davis & H. Coleman, (Eds.),. Multicultural counseling competencies: Assessment, education and training, and supervision (pp. 290-309). Thousand Oaks, CA: Sage Publications.
Ellis, M.V., Ladany, N., Krengel, M., & Schult, D. (1996). Clinical supervision research from 1981 to 1993: A methodological critique. Journal of Counseling Psychology, 43, 35-50.
Ellis, M.V. & Douce, L.A. (1994). Group supervision of novice clinical supervisors: Eight recurring issues. Journal of Counseling and Development, 72, 520-525.
Friedlander, M.L., Siegel, S.M., & Brenock, K. (1989). Parallel processes in counseling and supervision: A case study. Journal of Counseling Psychology, 36, 149-157.
Goodyear, R.K. (Producer). (1982). Psychotherapy supervision by major theorists [Videotape series]. ManhattanKS: KansasStateUniversity, Instructional MediaCenter.
Gray, L. A., Ladany, N., Walker, J. A. & Ancis, J. R. (2001). Psychotherapy trainees’ experience of counterproductive events in supervision. Journal of Counseling Psychology, 48, 371-383.
Hess, A.K. (1997). The interpersonal approach to the supervision of psychotherapy. Supervision of psychodynamic psychotherapies. In C.E. Watkins (Ed.) Handbook of psychotherapy supervision (pp. 44-62). New York: John Wiley & Sons.
Holloway, E.L. (1997). Structures for the analysis and teaching of supervision. In C.E. Watkins (Ed.) Handbook of psychotherapy supervision (pp. 249-276). New York: John Wiley & Sons
Ladany, N., Hill, C.E., Corbett, M.M., & Nutt, E.A. (1996). Nature, extent, and importance of what psychotherapy trainees do not disclose to their supervisors. Journal of Counseling Psychology, 43, 10-24.
Ladany, N., O’Brien, K.M., Hill, C.E., Melincoff, D.S., Knox, S., & Petersen, D.A. (1997). Sexual attraction toward clients, use of supervision, and prior training: A qualitative study of predoctoral psychology interns. Journal of Counseling Psychology, 44, 413-424.
Lehrman-Waterman, D., & Ladany, N. (2001). Development and validation of the evaluation process within supervision inventory. Journal of Counseling Psychology, 48, 168-177.
Liese, B.S. & Beck, J.S. (1997). Cognitive therapy supervision. In C.E. Watkins (Ed.) Handbook of psychotherapy supervision (pp. 114-133). New York: John Wiley & Sons.
Martin, J.S., Goodyear, R.K., & Newton, F.B. (1987). Clinical supervision: An intensive case study. Professional Psychology: Research and Practice, 18, 225-235.
Nelson, M. L. & Friedlander, M. L. (2001). A close look at conflictual supervisory relationships: The trainee’s perspective. Journal of Counseling Psychology, 48, 384-395.
Nuefelt, S.A, Karno, M.P., & Nelson, M.L. (1996). A qualitative study of experts’ conceptualization of supervisee reflectivity. Journal of Counseling Psychology, 43, 3-9.
Olk, M.E. & Friedlancder, M.L. (1992). Trainee’s experiences of role conflict and role ambiguity in supervisory relationships. Journal of Counseling Psychology, 39, 389-397.
Patterson, C.H. (1997). A client-centered supervision. In C.E. Watkins (Ed.) Handbook of psychotherapy supervision (pp. 134-146). New York: John Wiley & Sons.
Pope, K.S., Keith-Spiegel, P., & Tabachnick, B.G. (1986). Sexual attraction to clients: The human therapist and the (sometimes) inhuman training system. American Psychologist, 41, 147-158.
Porter, N. & Vasquez, M. (1997). Covision: Feminist supervsion, process, and collaboration. In J. Worrell & N. Johnson (Eds.), Shaping the future of feminist psychology: Education, research, and practice (pp.155-171). Washington, D.C.: American Psychological Association.
Stoltenberg, C.D. & McNeill, B.W. (1997). Clinical supervision from a developmental perspective: Research and practice. In C.E. Watkins (Ed.) Handbook of psychotherapy supervision (pp. 184-202). New York: John Wiley & Sons
Vasquez, M.J. (1992). Psychologist as clinical supervisor: Promoting ethical practice. Professional Psychology: Research and Practice, 23, 196-202.
Woods, P.J. & Ellis, A. (1997). Supervision in rational emotive behavior therapy. In C.E. Watkins (Ed.) Handbook of psychotherapy supervision (pp. 101-112). New York: John Wiley & Sons.
Worthen, V. & McNeill, B.W. (1996). A phenomenological investigation of “good” supervision events. Journal of Counseling Psychology, 43, 25-34.
Worthington, E.L. (1987). Changes in supervision as counselors and supervisors gain experience: A review. Professional Psychology: Research and Practice, 18, 189-208.
Confidential
Case Presentation
Supervisee: Jan Student, practicum student
Supervisor:Rachel Crook, PhD, assistant professor
- Supervisee Background: Jan is a White Caucasian LDS heterosexual divorced woman in her early thirties. She grew up in Minnesota, attended the University of Minnesota for her undergraduate degree (in psychology) and came to Utah to pursue a masters’ degree in counseling. She is in her first year (second semester) of her program and reports that she enjoys her classes and practicum experiences, but finds it difficult sometimes to balance the various demands of classes, clinical work, and personal time.
- History of Supervisory Relationship: We have had 5 supervision sessions that have focused mainly on getting to know each other, finding out our respective expectations about supervision, and focusing on client material. Jan reported that her positive experiences in supervision occurred when the supervisor was empathic and respectful of the client. In addition, she found it helpful when she was stuck with a client to have her supervisor offer some avenues to further explore with the client. Jan identified that her strengths in counseling include rapport building with clients and assigning appropriate homework assignments. Growing edges include being more invested than clients in the change process and outcome, developing more intervention/strategies to deepen emotions with clients, and difficulty setting boundaries around session times.
At our fourth supervision session, Jan presented with two client concerns: (1) telephoning a client at home—the client, Pete, had told her that he didn’t want to be contacted at home. Jan reported that she was very worried about telephoning him, but for scheduling purposes, she had to call him. We brainstormed alternate ways for her to contact him (via email), and how she might follow-up with the client at the next session; (2) “winding” down sessions in a timely manner—Jan feels that she has made progress but one particular client continued talking about issues in the hallway and stairway. For this client concern, we discussed how she can end the session and keep the work within the session room. Jan came up with the idea of mentioning to the client that the stairway echoes a lot and that this wouldn’t be confidential.
To work on Jan’s second goal, we have explored and brainstormed ways to help her client access emotions—I suggested that Jan incorporate some Gestalt techniques, e.g., increased awareness, feeling word list, which she seemed to find helpful. We also discussed immediacy interventions and utilizing the therapeutic relationship as an indicator of how her client behaves/reacts in other relationships. Jan seemed interested in trying this immediacy approach.
- Areas of Strength in Supervision: I believe that Jan and I have started to develop a “strong enough” supervisory working alliance. She appears to be willing to share her ideas, thoughts, and feelings with me. In addition, she asks for my feedback or opinion on decisions that she has made with clients or directions that she is working on with clients. Another strength is that we have been able to process our supervisory relationship and the manner of feedback—Jan reported that she enjoys the current approach. I also value that Jan seems open to trying out new techniques and learning about different theoretical orientations, e.g., Gestalt and existential.
- Growing Edges in Supervision: One area of concern for me is that Jan may not perceive our supervision time to be as valuable or as important as other clinical matters. For example, at the beginning of our 2nd supervision session (scheduled to begin at 12:00 pm), she popped her head into my office to say that she was almost finished writing up her casenotes. Fifteen minutes later she came back to my office to ask if I would look over her notes to make sure she had done it properly. We came back to my office at 12:20 pm to start the supervision session. I addressed the issue when it seemed appropriate during the session, but I am not sure that I communicated or she perceived how disturbed I was at her lateness.
- Questions:
(1)How can I provide constructive feedback in a way that is supportive?
(2)How can I balance collaboration in supervision with the inherent evaluative nature of supervision?