Many of us are, or were, clinicians, looking to support others and find ourselves in the practice of supervision. Although the relationship is similar to that between us and clients; it is also different. We need to understand those differences while also leveraging clinical skills, to build a relationship with supervisees so they feel safe to grow and develop the necessary skills and competencies needed for independent practice and client care. This workshop provides a deeper, yet practical discussion of the relationship from its value and importance, to how to build this important collaboration, understanding power, influence and authority, identifying complex processes, and managing resistance and conflict. This workshop is for supervisors or those considering becoming supervisors.

Upon completion of this training, professionals will be able to do the following:

• Discuss the importance of a supervisory relationship and measuring its effectiveness
• Share key aspects/traits for building a collaborative relationship
• Explain the importance of power in the relationship and how to use it appropriately and effectively
• Describe ways to prevent or resolve conflict and resistance

#3 = Supervisory relationship issues

Supervision is a multifaceted process. It should be done with intention and preparation in acquiring sufficient knowledge and skills to advance our supervisees and benefit all involved, including clients. This workshop will provide practical guidance and review of numerous methods of supervision to assist clinicians in their complex work as supervisors. For supervisors and those considering the practice of supervision.

This workshop will also discuss specific topics such as the importance of a model of supervision; utilizing processes such as self-awareness & reflection, transference/ countertransference, parallel process; increasing supervisee cultural competence; monitoring (methods and what to recognize) and providing feedback, evaluations, and remediation to supervisees; managing supervisee deficiencies and anxiety.

Upon completion of this training, professionals will be able to do the following:

• Explain the importance of having a model of supervision
• List several methods of supervision
• List two ways for building supervisee cultural competence
• Illustrate methods of monitoring, providing feedback, and evaluations
• Discuss suggestions for managing supervisee concerns, deficiencies and anxiety

#4 = Methods and techniques for clinical supervision

Supervisors have responsibilities not only for client welfare and monitoring supervisee performance and professional development (ACA Code of Ethics, F.1.a) but in our own practice of supervision. Others rely on us for guidance and direction. Keeping up with what is ethically relevant and how to understand and apply that knowledge is monumental to our effectiveness and success as clinical supervisors. This training provides a combined overview of several relevant ethical codes and best practices related to clinical supervision to increase supervisor clarity and knowledge for better ethical practice. Areas such as supervisor preparation, competence, and self-monitoring; the supervision relationship (e.g., boundaries, cultural awareness); and ensuring supervisees have a supervised experience (e.g., points of supervisee preparation and monitoring) will be discussed. It will also briefly review common, general liability concerns and suggestions for managing those concerns.

Upon completion of this training, professionals will be able to do the following:

• Name ethical areas of supervisor competence, knowledge, and practice
• Identify key ethics of the supervisory relationship
• Discuss the ethical aspects of gatekeeping and monitoring supervisee development and competence
• Describe common examples of liability concerns and a suggestion for managing

#9 = Legal and ethical issues and responsibilities in clinical supervision

Most clinicians think about individual supervision when thinking of clinical supervision. However, much supervision also occurs in a group format, including university training programs and agency settings. Research has shown that group supervision appears to be equally effective to individual supervision in terms of training outcomes. In this course, new and experienced supervisors will learn more about the advantages and limitations of group supervision, the models and stages of group supervision, and some specific group supervision techniques that can be used in live or virtual settings.

Participants in this course should expect to leave with a solid understanding of the advantages and challenges of providing clinical supervision in a group setting. They will review the stages of groups and the core group processes that occur within clinical supervision groups. Presenters will provide an understanding of the importance of addressing power and culture within group supervision. Finally, participants will learn various tools, techniques, and models for group supervision.

Upon completion of this training, professionals will be able to do the following:

• Discuss the stages of group and core group processes and how these apply to clinical supervision in groups.
• Analyze the power dynamics and cultural considerations that are present in clinical supervision in groups.
• Identify specific models and techniques that can be used in clinical supervision in groups.
• Develop skills to balance the needs of individual supervisees with the needs of the supervision group.

#5 = Group supervision

This course is for professionals considering providing counseling clinical supervision and those who have been practicing as a clinical supervisor who wish to enrich and refresh their supervisory knowledge. The professional development involved in being an effective supervisor is similar to the process of developing as a counselor. It is essential for supervisors to have a clear understanding of various supervision models in order to be confident in how they conduct supervision by actively choosing which model(s) to utilize in order to best serve the professional development of supervisees. Just as it is essential in clinical work with clients to have a clear understanding of theoretical orientation, in supervision it is equally important for supervisors to have a firm foundation as to which supervision models they are operating from and why.

This course provides a deep dive into clinical supervision theories and models in ways supervisors can best meet the needs of supervisees and align their supervision services with supervisors’ chosen clinical theoretical orientation(s). Participants will be provided an opportunity to apply what is learned during the course about various models to fictional supervision scenarios.

Upon completion of this training, professionals will be able to do the following:

• Name 5 categories of supervision models
• List and describe a minimum of 5 supervision models
• Differentiate and define first wave supervision models and second wave supervision models
• Describe the benefits of combining more than one supervision model
• Select and apply supervision models to match case scenarios about fictional supervisees.
• Describe why it is important for supervisors to be well versed and discerning as to what supervision models they use.

#2 = Theoretical frameworks and models of clinical supervision

Oftentimes supervision is a role we are placed in because of our job duties and/or because we think this is the next step toward success in our career path. A good clinician does not necessarily mean a skilled supervisor. Supervision is a distinct area of practice that requires preparation, knowledge, and competence, and involves new skills, responsibilities, roles, and procedures. This course provides a foundational understanding of supervision through the discussion of those requirements and practical suggestions for initial structure, process, and the supervisory relationship.

Upon completion of this training, professionals will be able to do the following:

• Define supervision as a distinct area of practice
• Explain the general goal of supervision, the necessary supervisor knowledge, skill, or competency, and describe the supervisor's role or function and the administrative responsibilities
• Identify the considerations for the structure of supervision
• Express the key elements of the supervisory relationship and the importance of the supervisory relationship

#1 = Roles and functions of clinical supervisors

The purpose of this course is to provide insights into counselor and supervisor development. It will explain the “zone of proximal development,” and how it can be applied to understanding the development of counseling supervisors, in addition to beginning and middle stage counselors. It will explore how development changes for counselors during their internship to their post graduate work toward licensure. This course will also address the necessary adjustments for clinical supervisors along that development process.

Upon completion of this training, professionals will be able to do the following:

• Explain the impact that the zone of proximal development has on the skill set of clinical supervisors and counselors. 

• Describe how the zone of proximal development can be utilized to better understand the relationships between the supervisor and supervisee.

#6 = Evaluation, remediation, and gatekeeping in supervision.

A major component of the supervisor is helping therapists navigate ethical pitfalls and dilemmas faced in practice.  Mental and behavioral health are among the few professions practiced in private with vulnerable individuals. Because of this, therapists must be held to high standards and be deemed competent before being allowed to practice independently. The responsibility for ensuring therapists’ competence and ability to make ethical decisions rests with educators and supervisors through gatekeeping.  

In addition to the supervisory relationship and teaching components of supervision, the supervisor must also be aware of some of the common ethical violations clinicians face to adequately support therapists, protect themselves and advocate for the profession.

Upon completion of this training, professionals will be able to do the following:

• Explore and examine the common ethical complaints therapists face in clinical practice
• Examine the supervisor's role as a gatekeeper
• Demonstrate how to use the ethical decision making in clinical supervision

#6 = Evaluation, remediation, and gatekeeping in supervision

Protect yourself, your supervisees, and clients by understanding the legal, ethical, and technical competencies of supervising clinicians who use technology in providing behavioral health services. The use of technology is not so evident. This course addresses how to evaluate supervisees’ readiness to provide telemental health services and incorporates a supervision related case study and consultation.

Topics covered: 

• Ethical codes and guidelines
• How to evaluate a supervisees’ readiness to provide telemental health
• A supervisor’s case study 

This course includes video instruction, downloadable slides and a downloadable checklist, the  "Evaluation for a Supervisee’s TeleMental Health Services."

Upon completion of this training, professionals will be able to do the following:

• Explain the Supervisor’s ethical and legal responsibility to evaluate a supervisee's readiness to provide telemental health service.
• Describe the process of evaluating a supervisee's readiness to provide telemental health service.
• Apply a supervisee telemental health preparedness checklist when evaluating a supervisee’s readiness.

#7 = Utilization of technology in clinical supervision

A discussion about telesupervision that includes lessons learned from internship to postgraduate clinical supervision. The training focuses on the unique opportunities and challenges inherent in the process of generating, building and co-creating the supervisory relationship with supervisees at a distance. A special focus includes the tasks of the working alliance between supervisors and supervisees and how it can be addressed in telesupervision. Because supervisors are at different stage of both supervisory development and telehealth development, we also include special considerations for beginning and advanced supervisors as it relates to their unique needs related to telesupervision.The training addresses techniques and methods related to individual and group telesupervision and how the supervisor can use technology to manage the needs of multiple supervisees.

Upon completion of this training, professionals will be able to do the following:

• Address, enhance, and identify beginning supervisors and advanced supervisors concerns about telesupervision.
• Address special considerations for the individual needs of supervisees in group supervision, assess how group telesupervision can accelerate supervisees’ learning and ways to decrease barriers to telesupervision.
• Explore the developmental needs of supervisees and increase the supervisee’s commitment to the working alliance within the structured environment needed in telesupervision.

#7 = Utilization of technology in clinical supervision

Documentation is often overlooked in supervision because we dread it. It is frustrating and time consuming to translate the great work we do (talking, connecting, and sharing) into written form, after it has occurred, both clinically and in supervision. As supervisors, we are responsible for every aspect of clinical service our supervisees provide. Documentation is an important way to monitor their work with clients and help ensure quality care, competence, compliance with guidelines and timely payment. With practical tips and reminders, this course will provide discussion of the importance of documentation, suggestions for enhanced content, and what to document for supervision itself to simplify the documentation process.

Upon completion of this training, professionals will be able to do the following:

• Describe the value of documentation in supporting our work in monitoring professional services.
• Identify several tips for enhanced, best practice content.
• Define key components of maintaining a supervisee file and suggestions for quality supervision notes.

#8 = Administrative procedures and responsibilities related to clinical supervision

This presentation provides an overview of the process of providing supervision within your organization. Benefits and barriers are reviewed and the difference between administrative and clinical supervision are discussed. Participants learn to conduct effective telesupervision and review supervisory roles and documentation processes.

Upon completion of this training, professionals will be able to do the following:

• Describe the difference between administrative versus clinical supervision
• Conduct effective supervision via teleservices
• Document processes for supervision

#8 = Administrative procedures and responsibilities related to clinical supervision