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Fundamentals of Clinical Supervision

ISBN: 9780205175314 | 0205175317
Edition: 2nd
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 1/1/1998

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SummaryTable of Contents
This is a comprehensive, interdisciplinary text on clinical supervision. Due to the overlap of the mental health disciplines and of supervision modalities, the authors have integrated psychology, counseling, marriage and family therapy, and social work contributions into the central themes that dominate the study and practice of clinical supervision. This text does not adhere to any single approach to supervision but reviews all leading models and interventions, offering informed appraisals of each. Bernard and Goodyear offer a comprehensive look at the supervision relationship that must develop if supervision is to be successful. In doing so, the text serves as a valuable resource for the scholar as well as the practitioner. Finally, the authors also address the professional issues of ethical and legal concerns, evaluation, and establishing a productive context for supervision; the practice issues of supervisor training and development; and the research issues affecting both the study and practice of supervision. Appendices offer additional resources. These include materials to assist the readers in training supervisors. They also include selected instruments that might be used by supervision researchers and practitioners.
Prefacexii
CHAPTER 1. THE IMPORTANCE, SCOPE, AND DEFINITION OF CLINICAL SUPERVISION
1(14)
Clinical Supervision in the Preparation of Mental Health Professionals
... MORE(4)
Supervision Defined
5(4)
Supervision Is a Distinct Intervention
6(2)
Education versus Supervision
7(1)
Counseling versus Supervision
7(1)
Consultation versus Supervision
7(1)
Member of Same Profession
8(1)
Supervision Is Evaluative
9(1)
Supervision Extends over Time
9(1)
Supervision Goals
9(2)
Enhancing Professional Functioning
10(1)
Monitoring Client Care
10(1)
Metaphors That Implicity Define Supervision
11(3)
Supervisor-Supervisee as Parent-Child
12(1)
Sibling and Master-Apprentice Metaphors
13(1)
Metaphors from Previous Professional Roles
13(1)
Conclusion
14(1)
CHAPTER 2. SUPERVISION MODELS AND THEORIES
15(19)
Theory in Clinical Supervision
15(1)
Qualities of a Good Theory
15(1)
Theories and Models in Supervision
16(1)
Psychotherapy Theory-based Supervision
16(6)
Psychodynamic Supervision
17(1)
Working Alliance Model
18(1)
Parallel Processes
18(1)
Person-centered Supervision
18(1)
Cognitive-Behavioral Supervision
19(1)
Systemic Supervision
20(2)
Narrative Approaches to Supervision
22(1)
Developmental Approaches to Supervision
22(4)
The Littrell, Lee-Borden, and Lorenz Model
24(1)
The Stoltenberg Model
24(1)
The Loganbill, Hardy, and Delworth Model
24(1)
The Stoltenberg and Delworth Model
24(1)
The Skovholt and Ronnestad Model
25(1)
Conclusions about Developmental Models
26(1)
Social Role Supervision Models
26(6)
The Discrimination Model
28(3)
The Hawkins and Shohet Model
31(1)
The Holloway Model
32(1)
Eclectic and Integrationist Models
32(1)
Conclusion
33(1)
CHAPTER 3. THE SUPERVISORY RELATIONSHIP: THE INFLUENCE OF INDIVIDUAL AND DEVELOPMENTAL DIFFERENCES
34(27)
The Uniqueness of Two Persons in a Relationship
34(3)
Self-presentation
35(1)
Cognitive or Learning Styles
36(1)
Belief Systems
37(2)
Theoretical Orientation
38(1)
Spirituality
38(1)
Cultural Differences
39(13)
Political Nature of the Helping Professions
40(1)
The Psychotherapy Culture
40(1)
Racial Issues within Multicultural Supervision
41(4)
Empirical Results
44(1)
Gender Issues within Multicultural Supervision
45(5)
Different Voices
47(1)
Differences between Male and Female Supervisors
48(1)
The Use of Power within Supervision
49(1)
Same-gender and Cross-gender Pairs in Supervision
50(1)
Lesbian, Gay, and Bisexual Issues within Multicultural Supervision
50(2)
Developmental Differences
52(6)
Experience Level
52(2)
Interaction between Experience and Other Variables
54(1)
Additional Developmental Variables
55(1)
Matching Supervision Environment with Developmental Level
56(1)
Supervisor Experience
57(1)
Implications of Developmental Differences for Supervision
58(2)
Level of Experience
58(1)
Additional Developmental Issues
59(1)
Conclusion
60(1)
CHAPTER 4. THE SUPERVISORY RELATIONSHIP: PROCESSES AND ISSUES
61(28)
Section One: Supervision as a Three- (or more) Person System
62(5)
Interpersonal Triangles
62(1)
Parallel Processes and Isomorphism
63(4)
Parallel Processes
63(3)
Isomorphism
66(1)
Section Two: Supervision as a Two-person System--Supervisor and Supervisee
67(6)
Working Alliance Bonds
68(1)
Working Alliance Goals
68(1)
The Role of Conflict in Supervisory Relationships
69(3)
Role Conflict and Role Ambiguity
70(1)
Dual Relationships as a Specific Instance of Role Conflict
71(1)
Power
72(1)
The Role of Trust in Supervisory Relationships
72(1)
Section Three: Supervisee as a Source of Variance in the Supervisory Relationship
73(11)
Supervisees' Need to Feel and Appear Competent
73(2)
Skill Mastery, Scrutiny, and Felt Competence
74(1)
Supervisee Anxiety
75(6)
Supervision Styles and Supervisee Anxiety
77(2)
Supervisees' Anxiety-avoidant Maneuvers: Impression Management
79(2)
Supervisees' Anxiety-avoidant Maneuvers: Games
81(1)
Supervisee Transference
81(2)
Supervisee Need to Idealize Supervisor
81(2)
Anxiety Reduction through Metaphor
83(1)
Section Four: Supervisor as a Source of Variance in the Supervisory Relationship
84(3)
Supervisor Countertransference
84(1)
Categories of Supervisor Countertransference
85(2)
General Personality Characteristics
85(1)
Inner Conflicts Reactivated by the Supervisory Situation
85(1)
Reactions to the Individual Supervisee
86(1)
Sexual or Romantic Attraction
86(1)
Cultural Countertransference
86(1)
Countertransference to the Supervisee's Transference
87(1)
Terminating Supervisory Relationships
87(1)
Conclusion
88(1)
CHAPTER 5. SUPERVISION INTERVENTIONS: INDIVIDUAL SUPERVISION
89(22)
Initial Criteria for Choosing Supervision Interventions
89(2)
Structured versus Unstructured Interventions
91(1)
Methods, Forms, and Techniques of Supervision
91(19)
Self-report
92(1)
Process Notes
93(1)
Audiotape
94(4)
Planning Supervision
95(2)
Dual-channel Supervision
97(1)
The Written Critique of Audiotapes
97(1)
Videotape
98(5)
Interpersonal Process Recall (IPR)
100(1)
The Reflective Process
101(2)
Live Observation
103(1)
Timing of Supervision
104(1)
Supervision Formats: Frequency of Use
105(1)
Supervisor Goals during Supervision
106(1)
Instruction
107(1)
Putting It All Together
108(2)
Conclusion
110(1)
CHAPTER 6. SUPERVISION INTERVENTIONS: GROUP SUPERVISION
111(20)
Group Supervision Defined
111(1)
Advantages and Limitations of Supervising in Groups
112(3)
Advantages of Group Supervision
111(3)
Limitations of Group Supervision
114(1)
Between-supervisee Issues and Processes
115(1)
Competition
115(1)
Support
115(1)
More General Tasks of the Supervisor: Challenging and Supporting
116(1)
More Specific Tasks and Foci of the Supervisor
116(2)
Group Stages and Processes
118(9)
Screening Group Members
119(1)
Establishing Ground Rules and Structure
120(3)
Meeting Place(s)
121(1)
Frequency of Meetings
121(1)
Attendance
121(1)
Manner of Case Presentation
121(2)
Supervision during the Performing Stage
123(2)
Supervision during the Adjourning Stage
125(2)
The Time-limited Group
125(1)
The Ongoing Supervision Group
126(1)
Peer Group Supervision
127(2)
The Process of Peer Supervision Groups
128(1)
Advantages and Disadvantages of Peer Supervision Groups
128(1)
A Procedure for Supervisee Assessment and Feedback
129(1)
Conclusion
130(1)
CHAPTER 7. SUPERVISION INTERVENTIONS: LIVE SUPERVISION
131(21)
Methods of Live Supervision
132(2)
Bug-in-the-Ear
132(1)
Monitoring
132(1)
In Vivo
133(1)
The Walk-in
133(1)
Phone-ins and Consultation Breaks
133(1)
Using Computers for Live Supervision
133(1)
The Live Supervision Intervention
134(3)
Bug-in-the-Ear Interventions
134(1)
Telephone Interventions
135(1)
Consultation Break Interventions
136(1)
Presession Planning and Postsession Debriefing
137(1)
Implementing Live Supervision
138(2)
Advantages and Disadvantages
140(1)
Advantages
140(1)
Disadvantages
141(1)
Team Supervision
141(7)
The Reflecting Team
142(2)
Other Novel Forms of Team Supervision
144(1)
Team Dynamics
145(1)
In-session (Midsession) Dynamics
145(1)
Pre- and Postsessions
146(1)
Advantages and Disadvantages of Team Supervision
146(2)
Advantages
146(1)
Disadvantages
147(1)
Research Results and Questions
148(2)
Live Supervision in Different Contexts
150(1)
Conclusion
151(1)
CHAPTER 8. EVALUATION
152(25)
Criteria for Evaluation
154(2)
Favorable Conditions for Evaluation
156(3)
The Process of Evaluation
159(12)
The Supervision-Evaluation Contract
159(2)
Choosing Supervision Methods for Evaluation
161(1)
Choosing Evaluation Instruments
161(2)
Communicating Formative Feedback
163(3)
Encouraging Self-assessment
166(1)
Communicating Summative Evaluations
167(4)
Additional Evaluation Issues
171(5)
The Subjective Element
171(4)
Similarity
171(1)
Familiarity
172(1)
Priorities
172(1)
Rating Idiosyncracies
173(2)
Consequences of Evaluation
175(1)
Chronic Issues with Evaluation
175(1)
Conclusion
176(1)
CHAPTER 9. ETHICAL AND LEGAL CONSIDERATIONS
177(22)
Major Legal Issues for Clinical Supervisors
178(2)
Malpractice
178(1)
The Duty to Warn
178(1)
Direct Liability and Vicarious Liability
179(1)
Major Ethical Issues for Clinical Supervisors
180(17)
Due Process
180(3)
Informed Consent
183(4)
Informed Consent with Clients
184(1)
Informed Consent Regarding Supervision
185(1)
Informed Consent with Trainees
186(1)
Dual Relationships
187(5)
Sexual Involvement between Supervisor and Supervisee
188(2)
Nonsexual Dual Relationships
190(2)
Competence
192(3)
Monitoring Supervisee Competence
193(1)
Competence in the Practice of Supervision
194(1)
Remaining Competent
194(1)
Confidentiality
195(2)
Marketplace Issues
197(1)
Ethical Decision Making
197(1)
Conclusion
198(1)
CHAPTER 10. MANAGING CLINICAL SUPERVISION
199(25)
Understanding Organizational Context
200(1)
Importance of Managerial Competence
201(2)
Training Systems
203(2)
One System
203(1)
Two Systems: University and Field Site
203(2)
Goals
204(1)
Communication
205(1)
The Essential Ingredient: A Supervision Plan
205(3)
The University Supervisor
208(6)
Preparing Students
208(1)
Selecting Sites
208(1)
Communication with the Site
209(4)
Agreements of Understanding
213(1)
Quality Control
214(1)
Evaluation
214(1)
The Field Site Supervisor
214(3)
The Interview
215(1)
Orientation
215(1)
Reducing Burnout
216(1)
Communication
216(1)
Supervisor as Agency Representative
217(1)
Tasks Common to All Clinical Supervisors
217(5)
Time Management
217(1)
Choosing Supervision Methods
218(1)
Record Keeping
218(1)
Planning Ahead
219(3)
Working Toward Managerial Competence
222(1)
Get Support
222(1)
Know Yourself
222(1)
Gather Data
222(1)
Get Feedback
223(1)
Go Slowly
223(1)
Conclusion
223(1)
CHAPTER 11. SUPERVISOR DEVELOPMENT AND TRAINING
224(20)
Supervisor Development Models
225(6)
Alonso's Model
225(2)
Hess's Model
227(1)
Rodenhauser's Model
227(1)
Stoltenberg and Delworth's Model
227(1)
Watkins's Model
228(2)
Conclusions Regarding Supervisory Development Models
230(1)
Training and Supervising Supervisors
231(12)
Minimum Qualifications for SITs
231(1)
SIT Assessment: The First Step in Training
232(1)
The Didactic Component of Supervisor Training
233(3)
Supervisory Skills: Laboratory Skills Training
236(3)
Supervision-of-Supervision
239(4)
The Middle Phase
241(1)
The End Phase
242(1)
Conclusion
243(1)
CHAPTER 12. SUPERVISION RESEARCH ISSUES, DIRECTIONS, AND METHODS
244(21)
Issues and Directions for Supervision Research
246(8)
Manualized Treatments, Training, and Supervision
246(3)
Social Influence Models
249(1)
Information Processing, Cognition, and Supervision
250(4)
Cognitive Structures and Styles: How People Process Information
251(1)
Cognitive Developmental Models
251(1)
Attributions and Self-efficacy
252(2)
Methodological Considerations in Supervision Research
254(10)
Research Strategies for a Science of Supervision
255(7)
Descriptive Research: Stage 1
255(2)
Testing Hypotheses and Building Theory: Stages 2 and 3
257(2)
Assessing Supervision Process and Outcome
259(3)
Concluding Remark about Methodology
262(2)
Conclusion
264(1)
REFERENCES265(35)
APPENDIX A: STANDARDS FOR PREPARATION AND PRACTICE OF COUNSELING SUPERVISORS300(5)
APPENDIX B: ETHICAL GUIDELINES FOR CLINICAL SUPERVISORS305(12)
Association for Counseling Education and Supervision305(5)
British Association of Counselling Code for Ethics and Practice for Supervisors of Counselors310(7)
APPENDIX C: SUPERVISION INSTRUMENTS317(10)
Supervision Questionnaire317(1)
Supervisory Styles Inventory318(1)
Supervisor Working Alliance Inventory: Supervisor Form319(2)
Supervisory Working Alliance Inventory: Trainee Form321(2)
Supervisee Perceptions of Supervision323(2)
Supervisee Levels Questionnaire--Revised325(2)
APPENDIX D: STRUCTURED WORKSHOP IN CLINICAL SUPERVISION327(11)
NAME INDEX338(8)
SUBJECT INDEX346

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