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82 Cards in this Set
- Front
- Back
What state was the first to license counselors-and what year was this?
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VA, 1975
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How important is supervision?
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VERY important. We could not be a profession without supervision. Part of a profession is specialized training and supervision
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What does it mean for a field to have a "signature pedagogy"?
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Engagement- engaging in learning dialogue
Uncertainty- specific outcomes and focus are unclear in the beginning Formation- thought processes are shaped by supervisor |
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Supervision definition:
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Supervision is an intervention provided by a more senior member of a profession to a more junior member(s) of that same profession.
This relationship is: --evaluative and hierarchical --extends over time --Has the simultaneous purposes of enhancing the professional functioning of the more junior person(s); monitoring the quality of professional services offered to the clients that they see; and serving as gatekeeper for those about to enter the particular profession |
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What helps us learn?
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Clear understanding of what constitutes an incorrect response or an error in judgment
Immediate, unambiguous, continuous feedback when such errors are made |
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Supervision vs. TEACHING
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-Imparting new skills, evaluation/gatekeeping
-No protocol or set lesson, individually derived for each student |
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Supervision vs. COUNSELING
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Both address behaviors, thoughts, feelings and internal processes
-Therapeutic work in supervision must relate to their counseling processes, counseling is not evaluative |
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Supervision vs CONSULTATION
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Helping recipient work more effectively as a professional
Consultation has no hierarchy, consultation can be more time-limited, consultation is freely sought after |
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Purposes of Supervision
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Foster professional development
Ensure client welfare Rehabilitate impaired professionals Teach supervisee to self supervise Enhance professional functioning (set clear reachable goals) |
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Consultation Definition
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A process in which a human service professional assists a consultee with a work-related (or caretaking-related problem) with a client system, with the goal of helping both the consultee and the client system in some specified way
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Generic Model of Consultation
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Stage 1: Entry-- what is going on in that system, getting acquainted and starting relationship
Stage 2: Diagnosis-- defining the problem, setting goals, generating interventions Stage 3: Implementation-- choosing interventions, implementing plan, evaluating the plan Stage 4: Disengagement-- evaluation, planning post consultation meetings, reducing involvement and following up, ending relationship |
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Mental Health Collaboration
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Improve mental health outcomes for clients, enhance skill and understanding
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Educational Collaboration
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changes in knowledge, skills, attitudes, or behaviors at one or more levels: child, adult, or system
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Key ingredients for effective supervision
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- contract for supervision
- set goals - methods for evaluations-tapes, etc, - evaluation instruments - feedback from supervisor - summative and formative evaluation |
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Professional Impairment
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troublesome reversal in performance or an inability to meet the requirements of a component of a training program (usually the clinical part)
Examples: never attaining adequate clinical skills, boundary violations, misuse of power, diminished clinical judgment, substance abuse, limited empathy, low impulse control, anxiety, cultural insensitivity |
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As supervisors you are paying attention to:
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-Client welfare
-Supervisee Welfare -Your responsibilities |
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Due Process
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Procedure that ensures that notice and hearing must be given before an important right can be removed
ex) W&M and Augusta State Example |
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Informed Consent (way of providing due process-for clients and supervisees)
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Clients
Risks and benefits of treatment, logistics of treatment, type of counseling, counselor’s scope of practice (student, etc.), Info about supervision, who will watch tapes, etc. Supervisees What will happen in supervision, requirements, evaluation, supervisor’s scope of practice, will counseling be required |
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Malpractice
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Harm to another individual due to negligence consisting of a breach of a professional duty or standard of care
As a supervisor you must know and follow the law as well as the profession’s ethical codes duty to warn |
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What is needed to prove malpractice?
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A professional relationship must have been established
The therapist’s (or supervisor’s) conduct must have been negligent and have fallen below a standard of care The client (or supervisee) must have suffered harm or injury which must be demonstrated A causal relationship must be established between the injury and the improper conduct |
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Direct Liability
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when the supervisor's actions were the direct cause of harm
supervisor did not perform adequate supervision supervisor suggested and documented an intervention that was the cause of harm |
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Vicarious Liability
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the supervisor is found liable even though the actions were not suggested by the supervisor
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Moral Principles
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Autonomy (being responsible for one’s behavior and freedom of choice)
Beneficence (contributing to well-being of others) Nonmaleficence (above all, do no harm) Justice (fairness) Fidelity (promotion of honestly and fulfilling commitments) Clinical and cultural factors: knowledge and thought about individual factors |
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Theories impact:
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Worldview
View of change What you focus on in counseling/supervision Behavior within each session Supervisory theories impact the multiple processes of both supervisee and client |
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Graph of you as a practictioner
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6. Assumptive World
5. Theoretical Orientation 4. Style Role 3. Strategy Focus 2. Format 1. Technique |
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Psychodynamic theory
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Alliance and parallel processes come from this theory
Early focus on client moving to focus on the supervisee 3 dimensions -Supervisor’s authority (knowledge vs. collaboration) -Supervisor’s focus (client, supervisee, or rx. between supervisor and supervisee) -Supervisor’s primary mode of participation (roles and styles of supervision) |
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Person Centered
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Direct access to the content of your own work was crucial to your reflection
Rogers believed supervision was a modified form of counseling Continuum of work Supported supervisee toward growth in self-confidence and understanding Facilitative conditions and relationship are paramount Necessary AND sufficient?!? |
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Cognitive Behavioral
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Both adaptive and maladaptive behaviors are learned and maintained through their consequences
Automatic thoughts are influential, although they are not usually noticed Cognitive distortions reflect anxiety (thoughts that limit or exaggerate reality) Agreed-upon agenda, clear goal setting, and follow up of progress Assessment is important Use of treatment manuals and empirically validated treatments Supervisee is responsible for learning ABCDE (activating event, belief about the event, consequence of belief, disputing belief, new effect) This can be used for supervisee development, as well as taught to them to use with their clients |
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ABCDE
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(activating event, belief about the event, consequence of belief, disputing belief, new effect)
cog-behavioral This can be used for supervisee development, as well as taught to them to use with their clients |
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Propositions of CBT supervision…
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Proficient performance is more a function of learned skills than “personality fit”- teach appropriate behaviors and extinguish inappropriate behaviors
Therapist’s professional role consists of identifiable tasks, each with specific skills. Supervision should assist in developing, applying and refining them Skills are defined behaviorally and can be learned and unlearned Learning theory should be a part of supervision |
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Systemic
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Attention to family, therapy, and supervisory systems
Supervision for family therapy should be theoretically consistent with the practice of therapy Your experience IN a family impacts you as a family counselor – supervision should focus on this experience Use of strategic interventions in supervision Live supervision and reflecting teams Isomorphism |
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Constructivist-overview
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Truth is a construction grounded in social interactions and informed by verbal behavior
Multiple truths exists Our truths stem from our own experiences Equality between supervisee and supervisor Focus on strengths |
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Constructivist- narrative
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People are storytellers to organize past behavior and influence future behavior
Supervisor’s role is to assist the supervisee in editing the client’s story AND help supervisee develop his or her own professional story Write, edit, and revise stories Knowing vs. curiosity |
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More Constructivist-solution focused
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Focuses on enabling the client to get what they want rather than on what is wrong with them
Clients know what is best for them There is no single way to view things Focus on what is possible and changeable Curiosity is essential Rather than teaching, supervisor helps supervisee to focus on strengths Resistance is understood within the supervisory process – establish a collaborative relationship Focus on strengths instead of faults Work toward small changes Achieve what is possible Accept that there is no one right way to intervene |
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Stage developmental models: IDM
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IDM uses a step-by-step approach to increase the supervisee’s growth moving from a highly structured supervision to nondirective structure
Student must complete all the requirements of that particular stage to pass into the next stage Quantitative changes within each developmental level and reflecting qualitative changes between each stage |
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Three structures of IDM
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Self-other awareness
Motivation Autonomy |
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How many levels of IDM?
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4
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8 Domains of IDM professional functioning
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1. Intervention skills
2. Individual differences 3. Interpersonal assessment 4. Assessment techniques 5. Client conceptualization 6. Theoretical orientation 7. Treatment plans and goals 8. Professional ethics |
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IDM interventions
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Facilitative interventions
Enable supervisee to maintain control in relationship Elicit affective response Self-exploration Validation Authoritative interventions Maintain control for supervisor in relationship Giving advice/suggestions Teaching/information giving Confronting |
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More Stage Developmental: Hunt's Cognitive Complexity
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How people think, reason, and understand an environment
Developmental models view supervision as an evolutionary process Stages of development in this process have defined characteristics and skills Supervision methods adjusted to fit the skill level of supervisees as they grow professionally |
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Hunt's Conceptual Developmental Stages:
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0.0 – ambiguity cannot be tolerated, resist external imposition
1.0 – behaving in socially acceptable way, dichotomous thinking (good/bad) 2.0 – open to other’s ideas, concerned with self and other’s thoughts and feelings 3.0 – interdependence between one’s self and environment, avoidance of dependency |
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Counselor Behaviors in Hunt's Conceptual Development
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A – concrete thinking, robot counseling, high structure, uncomfortable with ambiguity
B – separates facts, opinions, and theories, shows sensitivity, mostly accurate active listening C – counseling is a process, adapting innovations, match and mismatch with flexibility, balance of support and challenge |
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Two things that need to be equal in a supervision environment
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developmental level and level of structure
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Stage 1: Entry
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Phase One: Exploring Organizational Needs
Phase Two: Contracting Phase Three: Physically Entering the System Phase Four: Psychologically Entering the System |
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Phase 1 of Entry Stage
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Why am I here?
Exploring Organizational Needs To consult or not to consult? Who are you? What is likely to happen? What will be the result? What can go wrong? |
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Phase 2: of Entry Stage
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Contracting
Reason for contracting: To clearly define expectations of both consultant and consultee Elements of a contract: goals time frame responsibility of consultant & agency boundaries review and evaluation |
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Phase 3 of Entry Stage
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Physically entering the system
Moving into “work space” Getting to know employees of organization Adapt to organization’s schedule Have those affected by consultation informed about the consultant’s role |
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Phase 4 of Entry stage
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Psychologically entering the system
The gradual acceptance of the consultant by members of the organization in which consultation is being performed Consider the process level (how organization functions) and personal interaction (how people within an organization function) |
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During Phase Four a Consultant Should. . .
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Create trustworthiness by. . .
Demonstrating understanding Using power appropriately Respecting confidentiality Exhibiting credibility |
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Stage II: Diagnosis
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Phase One: Gathering Information
Phase Two: Defining the Problem Phase Three: Setting Goals Phase Four: Generating Possible Interventions |
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Phase 1 of Diagnosis Stage
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Gathering Information
Deciding to proceed Selecting dimension Deciding who will be involved in data collection Selecting the data collection methods |
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Phase 2 of Diagnosis Stage
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Defining the problem
How many factors affect the problem? How has the problem developed over time? What past events are causing the current problem? How are future expectations related? |
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Phase 3 of Diagnosis Stage
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Setting Goals
The process of shaping, a movement toward concreteness and specificity from a broader, more general perspective |
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Phase 4 of Diagnosis Stage
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Generating Possible Interventions
Intervention- a force that attempts to modify some outcome. In consultation, interventions are actions or activities that, when put together in a systematic manner, make up a plan to achieve a goal |
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Stage III
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Implementation
Phase One: Choosing an Intervention Phase Two: Formulating a Plan Phase Three: Implementing the Plan Phase Four: Evaluating the Plan |
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Phase 1 of Implementation Stage
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Choosing an intervention
Select one or two interventions that have a high probability of being successful Take advantage of decision consultation |
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Types of Interventions
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Individual Interventions
Dyadic and Triadic Interventions Interventions for use between groups Interventions for the entire organization |
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Phase 2 of Implementation Stage
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Formulating the plan
Plan- a detailed step-by-step method, formulated before hand, for doing something. Considerations- What (objective) Where (locale of implementation) When (time frame) How (methods, procedures, sequence) Who (who is responsible for what) |
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Phase 3 of Implementation Stage
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Implementing the Plan
Help consultee be flexible Reassure and prepare consultee Offer technical assistance during this time Exercise caution toward dependency |
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Phase 4 of Implementation Stage
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Evaluating the Plan
Evaluation- the collection of data/information about the implementation to determine its effectiveness in meeting the specified goal --implementation evaluation --outcome evaluation |
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Stage IV
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Disengagement
Phase One: Evaluating the Process of Consultation Phase Two: Planning Post-consultation Matters Phase Three: Reducing Involvement and Following-up Phase Four: Terminating |
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Phase 1 of Disengagement Stage
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Evaluating the Process
Determine process and effects of consultation Assess accountability and improvements in service Add knowledge to the field of consultation |
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Two types of evaluation: Formative and Summative
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Formative: evaluation of the process of consultation
-perform evaluations at the end of each phase of consultation Summative: the evaluation of outcomes or products |
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Phase 2 of Disengagement Stage
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Planning Post-Consultation Matters
Review planning process: -determining objectives -establish procedures -defining steps -assigning responsibility -testing for feasibility, cost -effectiveness and capabilities |
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Phase 3 of Disengagement Stage
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Reducing Involvement and Follow Up
Reducing Involvement- gradual reduction in consultants contact with consultee and organization, which prevents abrupt termination Follow-up- the process of periodically checking how well the results of consultation are being maintained over time and how the organization is performing post-consultation efforts |
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Phase 4 of Disengagement Stage
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Terminating
Terminating provides closure in a formal and ritualistic manner -leave consultee satisfied in process and accomplishments -tie up unresolved issues before leaving -beware of the issues of dependence and depression |
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Two of the most common pathways in the integrative model approach are:
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1. Technical eclecticism- borrowing of techniques
from various theories 2. Theoretical integration- refers to a conceptual or theoretical creation beyond a mere blending of techniques |
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Process Developmental
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Reflection is crucial to counselor development
Just experiencing new events does not, in and of itself, produce growth Also, reflection must be guided – to support and challenge perspectives |
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Process Developmental: Loganbill, Hardy, and Delworth
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Characteristic attitudes toward: world, self, and supervisor
Counselor will cycle through each stage, increasing level of integration at each cycle 8 issues of development: competence, emotional awareness, autonomy, theoretical orientation, respect for individual differences, purpose and direction personal motivation, professional ethics |
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Stagnation
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black/white thinking, lack of insight, dependent on supervisor
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Confusion
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disorganization, conflict, instability, recognition that the answer does not come from the supervisor
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Integration
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A new cognitive understanding
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Life-span Developmental Model
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6 phases
Lay helper: identifies problem quickly, gives advice, over involved, sympathy vs. empathy Beginning student: dependent anxious, black/white thinking Advanced student: what “right” answer, conservative and cautious, consolidation of learning Novice professional: post-graduation, integrates personality in treatment, becomes more relaxed Experienced professional: become authentic, flexible Senior professional: modesty ensues, loss is a theme |
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Social Role Models: Discrimination Model
FOCI and 3 ROLES |
Foci
Intervention skills Conceptualization skills Personalization skills 3 roles Teacher Counselor Consultant |
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Discrimination Model
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Helpful in suggesting conceptualization of supervisee skills and supervisor role
Atheoretical, so it can be easily combined with other theories |
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What Theory works best?
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Efficacy
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4 common curative factors
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40% Client Factors (remission, inner strengths, goal directedness, motivation, personal agency, fortuitous events, social support, faith)
15% Expectancy/Placebo/Hope (credibility) 15% Techniques/Models (questions, feedback, reframing, interpretation, modeling, info) 30% Therapeutic Relationship Factors (empathy, warmth, respect, genuineness, acceptance, encouragement of risk-taking) |
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Parallel Process
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Supervisee is experiencing feelings or processes from a client and taking them on in supervision
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Isomorphism
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Content and process are matched between supervisor/supervisee and supervisee/client
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Triangles
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most stable, yet dynamic relational structure
Client, counselor/supervisee, supervisor Coalition between supervisee/supervisor Coalition between client/counselor Supervisee, supervisor (1), supervisor (2) |
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Working Alliance
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Goals – what are we working on
Tasks – how are we working on the goals Bonds – emotional and relational bond |
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How does working alliance impact?
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Impacts supervisee willingness to follow instructions
Impacts willingness to disclose Impacts supervisee’s relationship with clients Impacts the navigation of role conflict and ambiguity Impacts ability for supervisor to address conflicts |