Supervision and Management of Clinical Mental Health

Faculty Notes
CCMH/581 Version 1 / 1

College of Social Sciences

Faculty Notes

CCMH/581 Version 1

Supervision and Management of Clinical Mental Health

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Week Three Faculty Notes

Week Three: Skills and Tasks of Supervisees

• Discuss the importance of developing appropriate treatment plans, case notes, and clinical documentation.
• Describe the effects of unresolved personal issues as they relate to supervisee performance.
• Define supervisory needs using a conceptual and psychotherapy-based model of supervision.

Administrative Notes

• Answer any content or logistical questions resulting from the previous week.
• Check on the progress of Learning Team projects.
• Preview the major assignments for the course, week by week. Include suggested times to start preparation for these assignments.
• Preview the learning objectives and content for this week.
• At the end of the class or week, review key content points and preview the content of the next week.
• Ensure that you have received all assignments that are due.

Content

1.Skills and tasks of supervisees

1. Discuss the importance of developing appropriate treatment plans, case notes, and clinical documentation.

1)All regulatory entities and agencies have rules concerning appropriate treatment plans, case notes, and clinical documentation content.

2)Supervisees are responsible for asking supervisors for training and guidance on all clinical documentation requirements.

3)Faculty should bring in samples of these documents to review with the class.

1. Examine the effects of unresolved personal issues as they relate to supervisee performance.

1)Explore the power differential between the supervisor and supervisee.

a)This power differential can activate unresolved feelings, which creates transference. In order to reduce the negative effects of this power differential and transference experience, it is important that the relationship be built on the same core conditions that enhance any helping relationship: empathic understanding, genuineness, mutual respect, and direct communication and confrontation.

b)Due to the evaluative and intimate nature of this relationship, it may be uncomfortable for both parties.

2)Discuss sources of supervisee anxiety, such as evaluation anxiety, performance anxiety, and lack of self-efficacy.

3)Discuss sources of supervisor anxiety, such as dislike for conflict, performance anxiety, and evaluation anxiety. Supervisees may play games to reduce anxiety and may appear resistant to supervision as a result.

4)Resistance: Any supervisee coping behavior that interferes with the learning process; it may manifest in the following ways:

a)Flattery; for example, saying I'll be nice to you, if you are nice to me.

b)Attempting to redefine the relationship; for example,saying be my friend; be my therapist; be my peer.

c)Finding topics that the supervisor does not know much about

d)Avoiding uncomfortable topics by bringing along a list of safe topics and engaging in self-criticism

e)Concealing or modifying information

5)Explore the idea that resistance exists. Is there something that is increasing the supervisee's resistance? Identify the perceived sources of anxiety. Be specific.

a)Brainstorm ways to reduce the perceived threat.

b)Modify supervisor behaviors.

c)Modify the structure of supervision, such as doing cotherapy rather than live supervision.

1. Define supervisory needs using a conceptual and psychotherapy-based model of supervision: Review instructions for the paper due in Week Four.

Discussion Questions

1. How would you rate your ability to teach clinical documentation skills?
2. How might you respond to a supervisee who is consistently late in writing case notes?