Clinical Supervision

PP 7352 Clinical Supervision Fall 2007

INSTRUCTOR: John Tirado

PHONE: 312-777-7698

FAX:

ALT PHONE:

REQUIRED TEXTS:

RECOMMENDED READINGS Title Clinical Supervision: A Competency-Based Approach Author(s) Falendar, C. A., Shafranske, E.P. Copyright 2004 Publisher Washington D.C.: American Psychological Association ISBN 1-59147-119-2 Edition

This Course Requires the Purchase of a Course Packet: YES NO Argosy University Illinois School of Professional Psychology PP7352 Clinical Supervision Fall 2007

Professor: John Tirado, Ph.D. Office Hrs: Tue 9:00 – 10:00; 12:00 -12:30 Telephone: 312-777-7698 Thu 3:30 – 4:30 E-Mail: [email protected] Fri 10:00 – 12:00

MISSION STATEMENT OF THE DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:  Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients. o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments. o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally. o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.  Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients. o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications. o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients. o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.  Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.  Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.  Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

COURSE GOAL

To prepare the student with the necessary skills and knowledge to assume the role of clinical supervisor

COURSE OBJECTIVES

Students will:

1. Develop a conceptualization of the major roles and responsibilities of clinical supervision

2. Develop knowledge of current theories, models and practices in clinical supervision

3. Display knowledge of professional ethical principles and obligations

COURSE REQUIREMENTS

Students are expected to attend all classes, read all designated chapters, and complete all assignments. Meaningful participation in classroom discussions is encouraged and expected. Students are invited to ask questions, express their thoughts regarding the material presented, and demonstrate respect and sensitivity to individual differences and opinions.

Individual meetings with the instructor are available during designated office hours and by appointment. A student who must miss a class or an assignment (regardless of the reason) has to inform the instructor as early as possible.

Students’ class performance will be assessed in the following way:

 Class Participation - students will be evaluated by their attendance and their contributions to class discussions.

 Midterm Examination - student will be given a class presentation assignment that is due during the 8th and 9th weeks of Specific instructions for this exam will be provided by the 7th week of the semester.

 Final Examination – Student will be given a take home assignment that is due one week after the final class, December 8, 2006. Specific instructions for this exam will be provided by the 10th week of the semester.

GRADING

The final grade for this course will be determined by the total points (100) earned from all assignments as follows:

Group Presentation 30 points (30%)

Final Examination 60 points (60%)

Class Participation 10 points (10%)

FINAL GRADE

A final letter grade will be based on the following point values:

A (93 to 100 points) A- (90 to 92 points) B+ (87 to 89 points) B (83 to 86 points) B- (80 to 82 points) C (79 and below)

REASONABLE ACCOMMODATIONS

"It is the policy of the Illinois School of Professional Psychology/Chicago Campus to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA).

If you are a student with a disability and need accommodations to complete your course work requirements, please make an appointment with the course instructor as soon as possible to discuss your request.

All information regarding the disability will be held in confidence by the professor.

If the student does not choose to disclose that s/he has a disability, then the student is taking full responsibility for any related consequences that may occur. Last minute special requests will be subject to the same assignment policy as other students." ACADEMIC HONESTY

Any work submitted must represent an original work produced by the student. Sources cited in a work must be documented through accepted scholarly references and citations. The resubmission of a work, whether in part or whole that is produced for another course is considered academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used.

REQUIRED TEXTS Bernard, J.M. & Goodyear, R.K. (2004) Fundamentals of Clinical Supervision. Boston: Allyn & Bacon. ISBN: 0-205-38873-6

RECOMMENDED READINGS

Falendar, C.A. Shafranske, E.P. (2004) Clinical Supervision: A Competency-Based Approach. Washington, D.C.: American Psychological Association. ISBN:1-59147-119-2

Ladany, N., Firedlander, M.L., & Nelson, M.L. (2005) Critical Events in Psychotherapy Supervision – An Interpersonal Approach. American Psychological Association. ISBN: 1-59147-206-7 COURSE OUTLINE & READINGS

Sep 7 Introduction and Overview to clinical supervision An examination of supervisory experiences & expectations

Sep 14 Models and Theories of Supervision Readings: Chapter 1 & 4

Sep 21 Supervisory Relationship: factors affecting quality supervision Readings: Chapter 5

Sep 28 Supervisory Relationship: process dynamics Readings: Chapter 6

Oct 5 Supervisory Relationship: Supervisor-Supervisee Dynamics Readings: Chapter 7

Oct 12 Evaluation Issues in Supervision Readings: Chapter 2

Oct 19 Midterm Paper Presentations Oct 26 Midterm Paper Presentations

Nov 2 Organizing and structuring the supervision experience; Confidentiality Readings: Chapter 8

Nov 9 Ethical and legal Issues in Supervision; Client Welfare and Gate-keeping Readings: Chapter 3

Nov 16 Individual & Group Supervision Readings: Chapters 10 & 11

Nov 23 HOLIDAY

Nov 30 Students will articulate a personal model of supervision developed from his or her own preferred style of psychotherapy and self (assumptive view) Midterm Paper Presentation

The Midterm Paper Presentation requires that the student select a topic of supervision, approved by the instructor and write, a 6 page critique of an article in the literature that addresses this topic. The student should briefly summarize the article, elaborate the topic of the article, relate this topic to readings and class discussion, assume a position related to the topic and provide a rationale for this position. The student will then present this paper in class.

Final Paper Project Guidelines

The final paper for the course is based on a mock supervision session. Each student in the class will pair up with another student and conduct a mock supervision. The mock supervision session should be approximately 30 minutes in duration and taped. It is ideal if the supervisee in the mock supervision session selects an ongoing case in practicum and addresses specific challenges or issues that the supervisee is addressing in treatment. All identifying information regarding the supervisee’s client used in the mock supervision must be altered and disguised so as to assure anonymity.

Note that the course instructor and the student supervisor are not responsible or liable for the welfare of clients of the mock supervisee. In addition, the comments, suggestions, or recommendations provided by the student supervisor should in no way be interpreted as replacing the mock supervisee’s on-site supervisor.

As the student supervisor you will be required to submit a tape of the supervision and write a narrative consisting of two sections.

Section 1 (6 – 8 pages)

Based on this mock supervision session, write a critique of six to eight pages that addresses the following issues and themes:

1. A description of the supervisee’s learning style, issues, and/or needs 2. An analysis of the relationship between the supervisor and supervisee 3. Summary of the themes in the session 4. Self Critique regarding skills and relational style as a supervisor 5. Recommendations for subsequent sessions

Section 2 (4 – 5 pages)

Select one of the following supervision topics below and use this to elaborate upon the mock supervision described in section 1 of your paper above. From theory and class readings, elaborate upon the topic as demonstrated within the mock supervision and provide supportive data from this tape where appropriate, using quoted statements. Finally, take a position or stance and provide your opinion or perspective on the theme.

Topics

1. Parallel Processes in Supervision 4. Disclosure with Supervisors 2. Diversity in Supervision 5. Selected Model of Supervision 3. Evaluation in Supervision 6. Countertransference in Supervision