Dr. Jeffrey K. Edwards
CLS 4040
773-794-2809

COURSE DESCRIPTION

        This course will examine clinical supervision theory and techniques currently used in counseling and psychotherapy, and introduce students to supervision as a specialty. Focusing on developmental issues of both supervisors and clinicians, this course will study methods that can be used to enhance counselor competency, and issues related to supervising multiple counseling models. Students are expected  to already hold a graduate degree and have at least two supervisees already, as group and individual supervision-of- supervision will be a component of the class.
 
PREREQUISITES:

Graduate degree, or clinical experience as a supervisor with permission of the instructor. Students must have at least two supervisees they are currently supervising.

REQUIRED TEXTS:

        Bernard, J.M., & Goodyear, R.K. (1992). Fundamentals of clinical supervision. Boston, MA: Allyn & Bacon, Inc.

        Disney, M.J., & Stephens, A.M. (1994). Legal issues in clinical supervision. The ACA legal series, Vol. 10. Alexandria, VA: American Counseling Association

Handouts

 
     Aponte, H.J. (1994).   How personal can training get?   Journal of Marital & Family Therapy, 20(1), 3-15
     Atkinson, B.J. (1997). Risks and safeguards in person-of-the-therapist supervision. The Supervision Bulletin, 9(3), 4-5.
     Edwards, J.K. (1999). Supervision Powerpoint Presentation http://www.neiu.edu/~jkedward/ppt/super/
     Edwards, J.K., & Chen, M.W. (1999)   Strength Based Supervision: Frameworks, Current Practice and Future Directions: The Wu-wei Method.  The Family Journal.
     Heath, A.W. & Storm, C.L. (1983). Answering the call: A guide for beginning supervisors. Family Therapy Networker, 7,2, 36-37,66.
     Keller, J.F., Protinsky, H.O., Lichtman, M., & Allen, K. (1996). The process of clinical supervision: Direct observation research. Clinical Supervisor, 14(1), 51-63.

COURSE OBJECTIVES

The objectives of this course are to help the student acquire knowledge of:

1. the three domains of clinical supervision;
2. the developmental stages of counselors and appropriate supervision of each;
3. the developmental stages of clinical supervision and what to expect during each stage;
4. isomorphic and parallel processes in supervision;
5. the skills and methods required to supervise counselors who are using multiple counseling methods;
6. the ethics of supervision and the Association of Counselor Education and Supervision ethical standards;
7. developing self efficacy and personal agency of counselors;
8. preventing burnout in counselors;
9. developing a personal style of supervision.

MODE OF INSTRUCTION

        Course work will include reading the texts and specially assigned articles on supervision. A seminar format will allow students and instructor to explore and discuss issues pertinent to the class. Group supervision of ongoing supervision sessions students have outside of the class will focus the class experientially and pragmatically during class. Each student is expected to audio or video tape two sessions and be prepared to discuss their work during class. Students will also present a personal model of supervision to the class. This model will be the student's major project during the term, and will include a written paper describing a supervision case, complete with rational and research. A format is appended to this syllabus.
        The class is intentionally designed so that the first half of the course is spent in lecture/discussion and group supervision, and the second half of the course is structured with individual one hour supervision-of-supervision sessions with the instructor. The final two class periods are devoted to workshops one topics from independent study, and student presentations of their personal model.

COURSE CONTENT

Coursework will include:

1. Reading selected chapters from the texts and assigned journal articles handed out, and be prepared to discuss them in class.
2. Read at least 5 additional articles from the reading list attached, and in small groups prepare a classroom presentation — workshop style — integrating the readings into the workshop. All workshops are to be one half hour in length, with handouts and appropriate teaching medium.
3. Present work with supervisees during class time for group supervision, demonstrating appropriate change or growth of a supervisee. At least two tapes of supervisory sessions will be expected, and you will be evaluated according to numbers VII, VIII, & IX in the outline in the appendix;
4. Prepare a final paper describing the student's personal supervision model per outline in appendix of syllabus.

Grading
     Grading will be based on participation in class during discussions and with presentation of supervision cases, workshop presentation, and final paper. Grades will be given as follows: PLEASE NOTE

       Grading Policy

 Group supervision of case presentations        — one third of grade
 Workshop presentation                                 — one third of grade
 Final paper                                                   — one third of grade
 For those taking the course for CEUs            --- pass/fail
 

Class

1.   Getting started. Introduction to a                                          Pre-class assignment found at Counselor Ed
      developmental model.  Supervising   office                             - Heath & Storm, 1983; and Keller,
      different modalities, i.e., agency and                                           et. al., 1996.
      school,  individual, group, and family
      systems.
2.   Personal learning styles, current research                              Disney & Stephens, 1994. chs. 1-4
      in supervision practice.  Ethics of supervision,
      the ACES ethical standards, and standards of
      practice across disciplines.
3.   Methods of supervision. Case presentation,                           Disney & Stephens, 1994. chs. 5-7
      audio tapes, video tapes,  live supervision.
4.   Supervision vs. training.                                                        Aponte, 1994;  Atkinson, 1997
      Person-of-the-therapist supervision,
      controversies and advocates.
5.   Cross cultural, feminist and postmodern                               Bernard & Goodyear, 1992. chs. 1-4
      concerns. Supervision of supervision                                    Edwards, J.K., & Chen, M.W. (in press)
6.   Supervision of supervision                                                   Bernard & Goodyear, 1992. chs. 5-8
7.   Supervision of supervision.   Reading on your own
8.   Supervision of supervision.   Reading on your own
9.   Supervision of supervision.   Reading on your own
10.  Workshop presentations     Reading on your own
11.  Workshop presentations, final    Reading on your own
      presentations of personal model,
      and Conclusion
 

I. SUPERVISORY TRAINING EXPERIENCE

        Situate your experiences that lead you to becoming a supervisor. Describe your preparation for clinical supervision, how you came to be a supervisor, past clinical experiences, past experiences with supervisors, both good and not so good, and your current clinical experience and context. Describe your supervisory practice and context.

II. READING LIST

        List all of the materials in APA style, you have read to prepare yourself for being a clinical supervisor.

III. PERSONAL PHILOSOPHY STATEMENT

        Write your personal philosophy of supervision. Document your changes and growth as a supervisor, and what contributed to that change/growth. Place yourself in a developmental perspective with respect to your supervision experience. Document your current model of supervision, making note of how it reflects your own learning style, belief about the nature of change in human beings, and any model of counseling or psychotherapy you espouse.

IV. THE INTER-RELATEDNESS OF SUPERVISION

        How is your philosophy related to counseling theory? How does your theory impact your supervisees' counseling and their clients and the clients' culture? How does it fit within the agency or place where you supervise, and how is it related to the way in which you have been supervised?

V. THE CONCEPT OF DEVIANCE FROM THE NORM IN BEHAVIOR

        How does your model of supervision reflect how human beings learn and how they become deviant from the norm? How did you come to your beliefs of what makes people change, and what causes them to be different from the norm?

VI. PRAGMATIC CONSIDERATIONS OF SUPERVISION

        What are the pragmatic considerations in your supervision, i.e., time, place, manner in which supervision is applied.

VII. TRAINING SETTING

        Description of your situation and the contract you and your supervisees have with regard to supervision. What is your role as a supervisor?

VIII. SUPERVISION EXAMPLE

        Describe a supervisory situation you have worked with during this course. Describe your supervisee, any contractual agreements, goals, and how you worked with him or her to affect change in their counseling.

IX. EVALUATION

        Evaluate your work with this supervisee. How well did you do? How did you evaluate your work, base on what criteria, and evaluated by who? What would your supervisees say about your supervision style and practice?

X. REFERENCES
 
 
 

        Anderson, J. & Swim, S. (1995). Supervision as collaborative conversation: Connecting the voices of supervisors and Supervisee. Journal of Systemic Therapies, 14, 1-13.
        Aponte, H.J. ( 1996). Political bias, moral values, and spirituality in the training of psychotherapists. Bulletin of the Menninger Clinic, 60(4), 488-502.
        Aponte, H.J. (1994).   How personal can training get?   Journal of Marital & Family Therapy, 20(1), 3-15
        Aponte, H. J. (1992). Training the person of the therapist in structural family therapy. Journal of Marital & Family Therapy, 18(3), 269-281.
        Aponte, H.J. (1991). Training on the person of the therapist for work with the poor and minorities. Journal of Independent Social Work, 5(3-4), 23-39.
        Aponte, H.J. (1985). The negotiation of values in therapy. Family Process, 24(3), 323-338.
        Aponte, H.J., & Winter, J.E. (1987). The person and practice of the therapist: Treatment and training. Special Issue: The use of self in therapy. Journal of Psychotherapy & the Family, 3(1), 85-111.
        Atkinson, B.J. (1997). Risks and safeguards in person-of-the-therapist supervision. The Supervision Bulletin, 9(3), 4-5.
        Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
        Bernard, J.M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, September, 60-65.
        Bernard, J.M., & Goodyear, R.K. (1992). Fundamentals of clinical supervision. Boston, MA: Allyn & Bacon, Inc.
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        Bernard, J.M. (1992). Training master's level counseling students in the fundamentals of clinical supervision. Clinical Supervisor, 10(1), 133-143.
        Berger, M., & Dammann, C., (1982). Live supervision as context, treatment, and training. Family Process, 21, 337- 343.
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        Edwards, J.K., & Chen, M.W. (in press). Strength-Based Supervision: Frameworks, Current Practice and Future Directions. The Wu Wei Method.  The Family Journal.
        Edwards, J.K. (1988). On being supervised as a supervisor. Illinois Association for Counseling and Development/ Quarterly, 110, (Special Issue- Excellence in supervision - Preparation for counseling excellence), (R. Nejedlo & J. Edwards, Eds.).
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**  Individually or in pairs, make one hour appointments to present your supervision work, and participate in supervision-of- supervision.  Appointments may be made for any time that is convenient for you, your partner, and the instructor, and not necessarily during the day or time of the class.