The Working Alliance Between Supervisor And Supervisee

According to ACES, the best practice guidelines are intended to support supervisors in their work. The ACES’s guidelines are offered to augment the judgment of supervisors as they make it their requirement to offer ethical and legal protection of rights of supervisors, supervisees and clients, and meet professional needs of supervisees while protecting client welfare (ACES, Best Practices in Supervision, 2010). With regards to ACES practice guidelines there are other exceptional tools or standards available to ensure supervisors know crucial standards for their practice. The American Counseling Association created a “Journal of Counseling Development”: Standards of Counseling Supervisors (ACA/ACES, 1990, JCD v69 n 1, Pg. 30, Vol. 69).” The standards implemented is this journal are important to counseling supervisors toS develop core areas of knowledge, competencies, and personal traits that characterize

The aim of this assignment is to critically reflect on the experience of mentoring and assessing a student in clinical practice. As the student was on a four week placement the assessment process will be discussed incorporating the qualities of the mentor and the effect it can have on the mentor/student relationship. In turn evaluating the learning environment and teaching strategies used including learning styles, reflecting on how they were applied to help the student. Finally, the evaluation of overall performance as a mentor. For the purpose of this work a pseudonym will be used to maintain confidentiality hence the student will be known as ’A’. ( NMC Code of Conduct 2007)

By the supervisee’s understanding their own strengths and areas needing growth and support, they can identify and initiate their own future learning development as therapists and supervisors.

It provides a way of conceptualizing the importance of progression recordings for clinical practice education and allows us to use this more knowingly and with intent to scaffold supervisees’ learning environment and improving their maturity within that setting. As seen in the text, Vygotsky suggested that failures of the supervisees are not an essential part of the learning process (Nye, 2007). Instead, Vygotsky’s model suggests that supervisors can and usually withdraw support of the supervisees, when they are able to assume their functions

Introduction: Clinical supervision is the relationship between supervisor and supervisee established for the development of the professional attitude and improvement of clinical competence of supervisee (National Association of Social Workers, 1994). The role of a supervisor is crucial and demanding, as they provide direction to the supervisee, standardise their knowledge, improve skills and maintain the ethics in the clinical practice setting. As stated by Corey, Haynes, Moulton and Muratori (2010) that every health professional at some stage of their profession has to play a role of either supervisee or supervisor. There is a greater need to understand Supervision functions and responsibilities of supervision. The supervisor and the supervisee

With the likely already present anxiety related to being a beginning therapist, working through these issues may be more difficult. Therefore, it is important for the supervisor to be mindful of this and provide support to the supervisee as need be. It is also important for the supervisor to remember that the supervisee is likely still developing his/her own professional identity. The supervisee is a new clinician and likely has little confidence and a limited skill set.

I believe that this relationship is a very crucial and influential one. Especially on the part of the employee who could see the supervisor as a mentor. In my personal experiences I have looked at many of my supervisors have been people I saw as mentors in various aspects. One particular mention of this relationship between supervisors and emplyees from the text is: “The relationship between the clinical supervisor and the trainee (or student) is critical. When we take into consideration the dependent position of the trainee and the similarities between the supervisory relationship and the therapeutic relationship” (Corey, Corey, Corey, Callanan, pg. 338). In my opinion, this quote helps lend to why I feel it would be harder for me to have the talk with my supervisor. In addition to being afraid of losing my job or damaging my relationship with my supervisor I feel it would be harder because typically you see your supervisor as more experienced and/or more knowledgeable than yourself. I feel that this is especially true if you are a young/new professional. The more time spent working in the human resources/counseling field the more secure you may get in yourself but I have read many of my texts which talk about fears and insecurities of new or beginning counselors. The text talks about what a competent supervisor needs to have by saying “It is our conviction that the competence of

In addition, managers and staff need to demonstrate ownership of the process in order to develop and nurture positive responses to the processes and increased participation from all individuals. Notably, the conceptual and practical elements of clinical supervision should be combined during the implementation or application processes.

The time students spend in field supervision will help them to have a successful learning experience. It will expand their knowledge and gain experienced in the mental health field. Supervision can enhance skills and help students grow professionally. In order to have a successful learning experience the student and the field instructor should be prepare prior to the meeting. Having supervision on a daily basis helps students become effective social worker. When students are more effective clients will benefit and have more

From my perspective, supervision is beneficial in many ways to the counselor-in-training. By being supervised, the counselor-in-training, will be able to receive some value feedback from an experience counselor, whom can help them learn how to improve certain techniques, their communication and nonverbal languages. It is very important for the counselor-in-training to follow the codes of ethics, because the counselor needs to be aware of their strengths and weakness in leading groups (Thomas and Panders, 2008). If a counselor is practicing beyond their scope of expertise than they might cause more harm to the group member or

CMC 4100: Coaching and Mentoring in the Clinical Setting Module 5: Feedback and Support in Coaching and Mentoring

According to the authors, there are three different categories that supervision can be arranged: triadic system, dyad, or the individual participants’ contribution to the supervision relationship. In a triadic system, the participants in the supervisory relationship are the client, the therapist, and the supervisor. Oftentimes, there are additional individuals that come into play; however, that often does not play a key role in the supervisory relationship. The commonality of the triadic system is the therapist/supervisee. This results in what is described by the authors as parallel process. Parallel process is the mirroring of client symptoms by the therapist during

A good relationship with your supervisor is essential to being effect in any role. Perhaps you have heard the term “managing your boss” or “managing upward.” To some, that may sound unusual or suspicious, and managing the relationship with your supervisor sounds like something done for personal or (office) political reasons. When using the “managing” expression here, it means the process of intentionally working with your supervisor to obtain the best possible results for you, your supervisor, and for the department.

It was also important for me that we developed a supervisor/supervisee alliance just as I was expecting them to develop and foster a therapeutic alliance with their clients. It was always imperative for me to factor and consider interpersonal style, use of power, use of self-disclosure, ethnical behavior, attachment style and evaluative practice as well as overall communication style, both mine and there’s. Reflecting back I think I did a good job at using the above mentioned values for example, using self-disclosure stories about mistakes to help my supervisees feel more comfortable sharing and accepting their own mistakes. I also tried to be mindful about creating an effective system to provide and receive positive and constructive feedback by incorporating peer feedback as well as supervisor feedback. I found that constructive feedback lead to behavior change. My supervisees were also receptive and appreciative of the response and time I put into their training. They were open to my assessment of their skills, my feedback on different approaches and it was all evident throughout the time together during supervision and through their videos and role-playing. I remember reading in one of our articles about the “real work takes place between supervision sessions” and that is so true. We know that even with therapy a big amount of client change comes from the work clients do in between session and there are

A real life supervisor that I have worked for that demonstrated the supervisory competences. Technical, when working at a retail store the district manager would verify store goals were being met by lower level managers, Interpersonal, A manger from Charm and Charlie would constantly communicate, motivate, delegate, and resolve conflicts. The manager wanted to have open communication with associates to better help in operation of sales floor, Conceptual, A full time manager at Charm and Charlie saw a sales decrease and customers were only purchasing sale merchandise the manager would analyze the situation then come up with an idea to resolve problem, Political, When working for NOB the supervisor and assistant manager came together to prove