What Are The Four Core Components Of Supervision And Supervision?

As a clinician, I work full time in a school and prn in the skilled nursing facilities. Being able to learn about the many topics of supervision throughout both semesters has been rewarding. Even though I have never supervised a student before, I will take the skills that I have learned and apply it into my work environment in the future. ASHA (2008) states an effective supervision facilitates the development of clinical competence in supervisees at all levels of practice, from students to certified clinicians. Clinical supervision is a collaborative process with shared responsibility for many of the activities involved in the supervisory experience. When supervising, I would collaborate with my supervisee(s) to make sure that we are one accord

A doctoral degree combining both supervisory professional mental health counseling skills and counselor education has always been at the forefront of both my personal and professional goals. Being afforded the opportunity to pursue a doctoral degree in Counselor Education and Supervision will allow me the ability to enhance my professional competencies and achieve my set goals. My primary desire is to obtain a position as a college professor that will allow me to nurture the professional growth and maturity of future mental health professionals. Pursuing the doctoral degree will simultaneously assist in developing skillsets that will further prepare me for advanced opportunities in not only teaching but supervision and research. Additionally, I desire to devote time and research to small rural communities to establish prevention based programs that will bridge communities as it relates to mental health challenges. A PhD in Counselor Education and Supervision from Capella University will afford me the opportunities to positively impact change in future professionals and the communities for which I serve.

In supportive supervision the primary issue is counsellor morale and job satisfaction, as well as dealing with stress. The stresses and pressures of the coaching role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisor 's role is to help the counsellor manage that stress more

This model focuses on both affective and cognitive learning. It allows for discussion of the choice and application of a particular theoretical model and attempts to stimulate personal and professional growth (Gysbers & Henderson, 2006). There are three stages of counselor development. The first stage is one of reliance. In this stage the supervisees are highly motivated but they lack basic counseling skills. During this stage, the supervisee’s focus is mainly on how to perform a skill and master that skill. They rely significantly on their supervisor at this time. They depend on textbook theories rather than real world experiences and the utilization of theories in practice. During this stage, it is required that the supervisor teaches the fundamentals of counseling to enhance the trainees’ skills. Stage 2, the trial and error phase, is when a lot of the performance anxiety and lack of confidence comes into the picture. It is the job of the supervisor to support the supervisee and build their self- confidence. Supervisors need to bring awareness to the ineffective behavior that the supervisee may exhibit without destroying their confidence and desire to work in the field. During this stage, the supervisor’s focus shifts from reflection on data from the counselor/client relationship to the supervisee’s performance anxiety. This is a time for questioning and experimenting allowing

Psychotherapy-based models of supervision often feel like a natural postponement of the therapy itself. “Theoretical coordination informs the observation and selection of clinical data for discussion in supervision as well as the meanings and relevance of those data (Falender & Shafaanske, 2008). I feel that this model utilize psychotherapy theory to apply similar techniques used with clients in the supervision setting, as a supervisor I would put emphasis on the importance of client-clinician, and clinician-supervisor relationship.

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

Becoming a supervisor will allow me a behinds-the-scenes look at the paperwork and practices used to determine an individual’s assistance plan. Learning the role of a supervisor will add to the knowledge needed to build my own organization. It will also provide me the opportunity to learn more about the processes and assessments of interviewing clients and families before admitting them. I will also be able to analyze the data used during therapy sessions to create assistances plans that are tailored to the needs of the individuals. These plans are also progress reports that are submitted to the state to help researchers gage what techniques are working and how they can be

Learning Outcome 4 4.1 Explain how you support supervisee reflect on their own practice In my opinion, the five major elements that are linked with supervisee’s role and responsibility, job retention or career and practicing skills and emotional health: • Assistance of task, described as the ability of the supervisor for providing work related and tangible guidance • Emotional and social support regarding emotional requirements like stress and work pressure • Maintaining a positive relation with supervisors with the extend that will help them to perform their role more effectively • Effective and positive feedback from supervisor to supervisees and how this will support safe practice, retention rate, and job satisfaction • Suggestions also proposes that long term professional development is vital for supervisees It is often viewed that supervisory

Supervision is practised widely in Health and Social care industry and also mental health professionals. Supervision involves regular meetings, reflection and monitor the performance. There are various principles for example:

Supervisions need to be on-going to be as effective as possible and gives the opportunity to reflect on the development of the staff member. It allows us to reflect and consider outside training for extra support and guidance and the opportunity to refresh skills. Supervisions help build relationships with the individual and improve their quality of work and to give support to their

This paper will describe consultation and supervision in the counseling profession. Later, the credentialing process for school counselors will be discussed. Finally, the importance of counseling program accreditation will be examined.

Using the counselor role in supervision will provide an opportunity to increase his competencies while also recognizing that Michael is at the beginning of his clinical internship experience and his academic lens must now evolve into practical theoretical applications and developing competencies. Assuring him will also be important to reduce his verbalized insecurity, by exploring his affective insecurity and any defensive reactions, which may interfere in his self awareness and growth as a counseling professional( Stenack & Dye,1982). It is also important in this case to learn more about Michaels own personal and cultural experiences and how

Clinical supervision is a supervision whereby a superior worker, evaluates, reviews, and reflects upon the clinical work of a less superior worker.

Mental and emotional health can have interpersonal, and social impacts; I want to provide evidenced-based mental, emotional and behavioral health interventions within the context of families, communities and larger systems, to children and adolescents. My goal as a licensed counselor will be to develop a collaborative relationship where each client feels empowered to act as an expert in developing effective coping skills, manage anxiety, depression, navigate difficult life transitions, and enhance communication skills and relationships. Reflective practice and self-evaluation will be an integral part of my practice. This also means being able to set my experiences, values, privilege, beliefs and biases aside during counseling sessions and allowing the clients goals and needs to take precedence. In order to be well-rounded in my profession, my day-to-day functions will include, assessments, psychological testing, counseling, personality testing, teaching, treatment plans, referrals, coordinate services, case-management, client-family- community education, documentation,

Supervision strives to make the unit a good learning situation. It should be a teaching-learning process.