Developing Counselors Skills Jennifer Wyatt, LMHC, MT-BC, CDP - - PDF document

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 1 11/28/2016

Clinical Supervision I: Developing Counselors’ Skills

Jennifer Wyatt, LMHC, MT-BC, CDP Email: wyattj@ohsu.edu Paul Hunziker, MA, LMFT, CDP Email: paul.hunziker@gmail.com Janis Crawford, MA, LPC, ACS Email: spiritlifewisdom@hotmail.com

The ATTC Network

Ten Regional Centers Four National Focus Centers

• SBIRT
• Hispanic and Latino
• Native American-Alaska

Native

• Rural and Frontier

Two Centers of Excellence

• YMSM + LGBT
• PPW

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 2 11/28/2016

WELCOME!

• Sign in sheet
• Folders
• Credit hours
• Bathrooms
• Breaks/lunch
• Mobile phones
• Questions
• Confidentiality
• Freedom of

Movement

• ATTC Forms

OBJECTIVES

• To understand the research supporting effective

supervision methods

• To identify the roles in the supervisory relationship
• To increase awareness of culture in supervision
• To practice skills that structure clinical supervision

(e.g., Feedback Model, Professional Development Plan, Supervisory Interview)

• To gain familiarity with available resources for

clinical supervision When people feel like their doing a good job, they do

COURSE OVERVIEW

Content

• TAP 21: Counselor

Competencies

• TIP 52
• Skills Assessment using

the Rubrics

• Feedback Model
• Professional

Development Plan

• Supervisory Interview

Process

• Didactic
• Demonstrations
• Small group tasks
• Skill Practice
• Personal Action Plan

Everything we do in this model translates to teaching skills to counselors

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 3 11/28/2016

• Name, Specialty, Job
• Experience, training, or interest in clinical supervision
• Your favorite thing to do outside of work (self-care)

Setting boundaries

SUPERVISOR SELF-ASSESSMENT

• 1. How confident are you in your skills as a

clinical supervisor right now?

• 2. What might help you get up to a higher

number? 1 2 3 4 5 6 7 8 9 10

• It is common for

Clinical Supervisors to have no formal training.

• Motivational

Interviewing skills help

• How might having a

model be helpful to supervisors and counselors alike.? MODEL OF SUPERVISION

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 4 11/28/2016

KEY COMPONENTS

Structure Direct

• bservation

Efficiency Collaboration Research- based Feedback Skillbuilding

OUR GOALS AS SUPERVISORS

Assure quality treatment for clients Create a positive work environment

Characteristics of a strong team

Develop effective clinical skills in counselors

Clinical Supervision is defined as

• bserving,

monitoring, and evaluating the work of counselors. Support, encouragement, & education…

Source: TIP 52, 2014, p. 3-4.

Teacher Coach

Consultant

Mentor

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 5 11/28/2016 A CLINICAL SUPERVISOR WEARS MANY HATS…

EIGHT TRUTHS EVERY SUPERVISOR SHOULD KNOW

• 1. The reason for supervision is to ensure

quality client care; integrity.

• 2. Supervision is all about the relationship.
• 3. Culture and ethics influence all

supervisory interactions—relationships.

• 4. Be human and have a sense of humor.

Source: TIP 52, 2014, pp. 7-8.

EIGHT TRUTHS EVERY SUPERVISOR SHOULD KNOW

5. Rely on direct observation of your counselors and provide specific, objective, and balanced feedback; input from clients. 6. Have and practice a model of counseling and of supervision; have a sense of purpose. 7. Make time to care for yourself spiritually, emotionally, mentally, and physically. 8. You have a unique position as an advocate for the agency, the counselor, and the client.

Source: TIP 52, 2014, pp. 7-8.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 6 11/28/2016

Often, a parallel process exists between clinical supervision and treatment. In other words, counselors tend to interact with clients consistent with how they are treated in supervision. All activities are education. DEVELOPING YOUR INDIVIDUAL CULTURE OF SUPERVISION

Handout, p. 2 TIP 52, pp. 11-13

GOALS OF SUPERVISION

• Now that you have identified what you’d like

to avoid and emulate, take a look at Tool 3 in TIP 52 on p. 105.

• The intent of this tool is to help you reach

agreement with staff on the goals of supervision. Which sections might be useful in your agency?

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 7 11/28/2016

SUPERVISOR ETHICS

• 1. Uphold the highest professional standards of

the field.

• 2. Seek professional help (outside the work

setting) when personal issues interfere with clinical and/or supervisory functioning.

• 3. Conduct themselves in a manner that models

and sets an example for the agency mission, vision, philosophy, wellness, recovery, and consumer satisfaction.

Source: TIP 52: 2014, pp. 17.

SUPERVISOR ETHICS

• 4. Reinforce zero tolerance for interactions that

are not professional, courteous, and compassionate.

• 5. Treat supervisees, colleagues, peers, and

clients with dignity, respect, and honesty.

• 6. Adhere to the standards and regulations of

confidentiality as directed by the field in both supervisory and counseling relationships.

Source: TIP 52, 2014, pp. 17.

LEGAL ISSUES IN SUPERVISION

• TIP 52, p. 13

Direct Liability

• TIP 52, p. 14

Vicarious Liability

• TIP 52, p. 14

Supervisory Vulnerability

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 8 11/28/2016

“Documentation is unquestionably a crucial risk-management tool for clinical supervisors and is no longer optional in supervision. Legal precedents suggest that organizations are both ethically and legally responsible for quality control of their work, and the supervision evaluation, documentation, and record-keeping systems are a useful and necessary part of that professional accountability” (TIP 52, p. 113).

TOOLS TO DOCUMENT SUPERVISION

• Initial Supervision Sessions

Checklist

• TIP 52, pp. 114 – 115

Tool 9

• Supervision Note Sample
• TIP 52, p. 115

Tool 10

How might these forms be useful to you?

Initial Supervisory Sessions on pp. 113 – 117

Carefully consider where, and for how long, you will store supervision records.

TIP 52, p 113: APA recommends…

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 9 11/28/2016 SUPERVISION & COUNSELING

• Clinical Supervision is different from

Administrative Supervision and Counseling.

• Clinical Supervision emphasizes improving

counselor skills and performance.

• Administrative Supervision focuses on agency

rules and procedures.

• Counseling addresses personal growth outside

the work environment.

Let’s take a closer look on p. 24 of TIP 52.

DIRECT & INDIRECT OBSERVATION

• Commonly used
• Includes verbal reports and reviewing

written documentation

• Information is filtered through the

counselor’s perspective Indirect Observation

• Increasingly common with EBPs
• Includes live observation of groups

and audio/video recording services

• Results in thorough understanding of

treatment and counselor’s abilities Direct Observation

METHODS & TECHNIQUES OF CLINICAL SUPERVISION TIP 52, PP. 30-32

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 10 11/28/2016 Permission is needed from clients and

• counselors. See TIP 52 pp. 124-126 for ideas.

This step likely requires legal counsel to ensure compliance with HIPAA, 42 CFR Part 2, and applicable state laws. AUDIO OR VISUAL RECORDING GROUP EVALUATION STEMS for clients to provide feedback

• 1. One specific skill I learned in this group that

will support my recovery is…

• 2. The thing I liked best about this group was…
• 3. This group would be better for me if…
• 4. The current needs I have that were not

addressed in this group are…

PREPARING COUNSELORS FOR DIRECT OBSERVATION (TIP 52, P. 38)

• 1. Acknowledge and understand the clients’

and/or counselors’ anxiety.

• 2. Listen reflectively to concerns without being

dismissive or ignoring the anxiety; noting that these feelings are common may help normalize the counselor’s concerns.

• 3. Clearly state the value of direct observation and

reinforce the idea that such methods are “part

• f how we do business at this agency”.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 11 11/28/2016 PREPARING COUNSELORS FOR DIRECT OBSERVATION (TIP 52, P. 38)

• 4. Keep the door open with the clients and

counselors to continue to address their concerns and feelings as part of their normal clinical or supervisory process.

• 5. Help the counselor to allay clients’ anxiety or

concerns by coaching the counselor through methods for presenting the direct observation methods to the client.

OBJECTIVE OF FEEDBACK

To transmit reliable information so that persons receiving it can establish a “data bank” from which to change behavior – if they choose to do so.

DEFINITION OF FEEDBACK

An overt response, verbal or nonverbal, that gives specific and subjective information to a person about the impact

• f their behavior in a particular situation.

“ ”

THE SUPERVISEE’S CONFIDENCE AND EFFICACY ARE CORRELATED WITH THE QUALITY AND QUANTITY OF FEEDBACK PROVIDED BY THE SUPERVISOR.

Source: TIP 52, p. 18

Research on Feedback

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 12 11/28/2016 TOOLS FOR PROVIDING FEEDBACK

Clear, specific, frequent, and informative feedback is essential to successful clinical supervision.

• Some tools that might assist:
• Group Counselor Skills Observation Sheet
• Individual Session Counselor Skills Observation

Sheet

• Counselor Competency Assessment: TIP 52, pp.

120-121

• Other forms: TIP 52, p. 122



CONFIRM MUTUAL UNDERSTANDING

• Seeking permission to present feedback increases

the chances it will be heard and understood.

• In sensitive situations, there is a temptation to

proceed too quickly to get past the discomfort of providing feedback.

• Note this tendency and avoid premature

assumptions of comprehension.

• Asking the counselor to respond to the information

shared will give you a sense of their understanding.

ELICIT – PROVIDE – ELICIT

ELICIT

• Existing knowledge
• Interest
• Permission

PROVIDE

• Information in small chunks
• Affirmation
• Autonomy support

ELICIT

• Reactions
• Additional questions
• Next steps

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 13 11/28/2016

ASSUMPTIONS UNDERLYING INFORMATION EXCHANGE

MI-Inconsistent

• I am the expert on why

and how clients should change.

• I collect information

about problems.

• I rectify gaps in

knowledge.

• I just need to tell them

clearly what to do. MI-Consistent

• I have some expertise, and

clients are experts on themselves.

• I find out what information

clients want and need.

• I match information to

client needs and strengths.

• Advice that champions

client needs and autonomy can be helpful.

Miller & Rollnick, 2013, p 138

ELICIT – PROVIDE – ELICIT AS A FEEDBACK MODEL

PRACTICE THE EPE FEEDBACK MODEL

• Groups of 3: Supervisor, Counselor, Observer
• Structure of rounds:
• 10 minutes: Practice using the Feedback Model.
• Observers use Feedback Model: Role Play

Feedback for your Colleagues.

• 5 minutes: Debrief within your small groups.
• Switch roles.
• Each person will have an opportunity to play

each role.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 14 11/28/2016

Supervisors What was it like to try out the EPE Feedback Model? Counselors What was this feedback experience like for you? Observers What positives did you notice?

TAP 21 represents the industry standard for effective Substance Use Disorder Counseling.

• Definition: A behavior comprised of requisite

knowledge, skills, and attitudes that plays an essential role in the practice of substance use disorder counseling.

• Provides a definition of expected job

performance of a fully proficient substance use disorder counselor.

• Assists Clinical Supervisors in establishing clear

goals.

Look at page iii in TAP 21.

Competency

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 15 11/28/2016

Addiction Counseling Competencies TAP 21 Section 1: Transdisciplinary Foundations Section 2: Professional Practice Dimensions

TRANSDISCIPLINARY FOUNDATIONS

Understanding Addiction Treatment Knowledge Application to Practice Professional Readiness

PROFESSIONAL PRACTICE DIMENSIONS

Clinical Evaluation Treatment Planning Referral Service Coordination Counseling Client, Family, & Community Education Documentation Professional & Ethical Responsibilities

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 16 11/28/2016

Addiction Counseling Competencies (TAP 21) Screening

Knowledge Skills Attitudes

Practice Dimension: Clinical Evaluation Competency 24: Establish Rapport

Source: Janet Carter, RADACT

THE RUBRICS for assessing counselor performance

Rubrics are a description of expected behavior at distinct stages along the continuum of a counselor’s development.

1=Awareness 2=Initial Application 3=Competent Practice 4=Mastery

ILLUSTRATION OF RUBRICS: Reflections from Motivational Interviewing

1 Awareness: Describes characteristics

• f simple and complex reflections

2 Initial application: Uses simple and some complex reflections 3 Competent practice: Increasing use

• f complex reflections with clients

4 Mastery: Complex reflections used to cultivate Change Talk & soften Sustain Talk

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 17 11/28/2016

Counselor Developmental Levels: TIP 52, Fig 2, p. 10

STRATEGIES

• Note that the levels are a

general progression.

• Counselors may be at

different stages in different parts of their jobs.

• What are your strategies

for working with counselors on different developmental levels?

From the scenario provided in the handout:

• 1. List the counselor’s areas of

strength and concern.

• 2. Using TAP 21, identify as many

applicable competencies as you can.

• 3. As a group, prioritize the top 2

competencies to address first.

• 4. Use the Rubrics to rate the

counselor on the 2 Competencies.

• 5. Share with the larger group.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 18 11/28/2016

Tomorrow we will complete a Professional Development Plan for Mark, and practice the Supervisory Interview.

EXCELLENT WORK TODAY!

Welcome Back: Day 2

• Sign in sheet
• Breaks/lunch
• Mobile phones
• Questions
• Evaluations
• ATTC Forms

WHAT WE DID YESTERDAY . . .

Defined and characterized Clinical Supervision Examined how culture impacts supervision Reviewed research on direct observation Practiced using the EPE Feedback Model Used the TAP 21 and the Rubrics

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 19 11/28/2016

WHAT WE WILL DO TODAY . . .

Discuss the importance of affirming language Complete the Professional Development Plan Practice the Supervisory Interview Discuss methods to assess progress and resources to accommodate learning styles Prepare a Personal Action Plan

AFFIRMING LANGUAGE

• Creating a positive work environment

for staff members is one role of Clinical Supervisors.

• We noted that a parallel process often

exists; that is, the way the supervisor treats the counselors influences the way counselors treat the clients.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 20 11/28/2016

GUIDING LANGUAGE PRINCIPLES

• Person First
• Individualized
• Scientifically accurate
• Promotes recovery and hope
• Continuously examined
• Connects people rather than isolates

Informed by Broyles, Binswanger, & Jenkins et al (2014)

THE SUPERVISOR’S CHALLENGE We need a conceptual model to help us:

• Understand the work of the counselor
• Present our observations in a way that

supports the counselor’s development

• f clinical skills
• Translate our observations into

learning strategies

• Competency
• Definition: A behavior comprised of requisite

knowledge, skills, and attitudes that plays an essential role in the practice of substance use disorder counseling.

• Provides a definition of expected job

performance of a fully proficient substance use disorder counselor.

• Assists Clinical Supervisors in establishing clear

goals.

Let’s review

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 21 11/28/2016

Addiction Counseling Competencies (TAP 21) Section 1: Transdisciplinary Foundations Section 2: Professional Practice Dimensions

TRANSDISCIPLINARY FOUNDATIONS

Understanding Addiction Treatment Knowledge Application to Practice Professional Readiness PRACTICE DIMENSIONS

Clinical Evaluation Treatment Planning Referral Service Coordination Counseling Client, Family, & Community Education Documentation Professional & Ethical Responsibilities

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 22 11/28/2016

Addiction Counseling Competencies (TAP 21) Screening

Knowledge Skills Attitudes

Practice Dimension: Clinical Evaluation Competency 24: Establish Rapport

Source: Janet Carter, RADACT

A Rating System using competencies and rubrics:

• Increases mutual understanding of job

performance expectations

• Improves reliability and objectivity of our

assessment of counselor performance

• Identifies benchmarks for improvement
• Provides specific KSAs for enhancing proficiency

in competencies

• Translates competencies into potential learning
• bjectives
• Breaking KSAs into

learning steps is the key to becoming proficient in the TAP 21 competencies.

• Look for a progression of

improvement, not immediate success. THE PROFESSIONAL DEVELOPMENT PLAN

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 23 11/28/2016 KNOWLEDGE, SKILLS, AND ATTITUDES

• KSAs are the essential elements of a competency.
• They break competencies down into successive and

manageable steps.

• A counselor may not need to address every KSA in

their Professional Development Plan, but might focus on one or two in particular.

• The Professional Development Plan is individualized

to the needs of the counselor, just as a Treatment Plan is tailored for each client.

THE PROFESSIONAL DEVELOPMENT PLAN

EVALUATING PROGRESS

• Rating proficiency is a subjective activity.
• We must move beyond superficial

impressions and into identifying specific and

• bservable evidence.
• Our supervisory work must include direct
• bservation of counselors at work.
• The initial performance rating becomes the

baseline for measuring future progress.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 24 11/28/2016

QUANTIFIABLE MEASURES

• Number of articles read
• Attending a workshop
• Earning 3 hours of college credit
• Watching 3 recorded counseling sessions
• Reviewing 4 clinical records
• Speaking with 2 colleagues once per week
• Writing and reviewing 7 treatment plans

NOW LET’S TRY ONE…

• Get into your groups from yesterday.
• Bring TAP 21, Rubrics, and your notes for reference.
• You’ve already chosen two competencies to address.
• Select a group writer with legible handwriting, as

another group will need to read your plan later on.

• Choose one competency:
• Complete a knowledge and a skill component for this

competency.

• Make sure to complete all sections, including signatures,

and dates for re-observation and completion.

• KEEP IT SIMPLE.

FEEDBACK

• Now trade your PDP with another group.
• Read through the Plan and discuss the following:
• 1. How is it SMART (e.g., Specific, Measureable,

Attainable, Realistic, Timely)?

• 2. What do you like about the Plan?
• 3. What might make the plan stronger?
• 4. Are all of the sections completed?
• Remember that you are reviewing what represents a

group’s best work. Remember to highlight strengths.

• Select a spokesperson to share your feedback.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 25 11/28/2016 BLOOM’S TAXONOMY & THE RUBRICS

• Find the handout titled, Bloom’s

Proficiency Levels & Rating Scales.

• 1. Model for learning used heavily in

education

• 2. Used in developing the rubrics
• 3. Helpful in developing PDPs and treatment

plans

LEARNING STYLES & METHODS

• Learning is more effective when we use multiple

methods.

• We need a broad repertoire of learning

strategies and resources at our disposal, so we can tailor the Professional Development Plan to fit the preferences and strengths of the counselor. What methods and resources might you use in your PDPs?

PULLING IT ALL TOGETHER: THE SUPERVISORY INTERVIEW

• The Supervisory interview is a structured

communication process with a clearly defined purpose: To enable the counselor to improve job performance with a focus on skill development.

• Create an atmosphere that facilitates:
• Two-way feedback
• Teaching
• Learning
• Evaluation

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 26 11/28/2016

DISCUSSION

• 1. What methods do you use to focus your

clinical supervision meetings?

• 2. What benefits might there be to having an

agenda?

Take a look at TIP 52, page 29: Structuring the Initial Supervision Sessions

SUPERVISORY INTERVIEW See pp. 11-12 in the handout packet.

SUPERVISORY INTERVIEW PRACTICE

• Groups with whom you worked to develop your PDP:

Supervisor, Counselor, Observer

• Structure of rounds:
• 10 minutes: Practice the Supervisory Interview.
• Observers use the Supervision Agenda handout as a

guide to provide feedback to your colleagues.

• 5 minutes: Debrief within your small groups.
• Switch roles.
• Each person will have an opportunity to play each role.
• Use the scenario from which you developed your

Professional Development Plan to practice your way through the Supervisory Interview.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 27 11/28/2016 How did you use the Supervisory Interview structure during the practice? How might you use this structure in your work as a Clinical Supervisor?

Whether you are promoted to a supervisory role within your current agency, or you accept a supervisory position at another agency, there are some tips for getting started on pp. 6-7 in TIP 52.

Establishing a New Approach for Clinical Supervision

3 roles:

• Walt: Clinical Supervisor
• Al: CDP with 5 years sobriety

and 3 years of counseling experience

• Carrie: MSW with 6

years of clinical experience

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 28 11/28/2016 POSSIBLE STEPS TO IMPLEMENT THE CLINICAL SUPERVISION MODEL

1. Provide copies of the TAP 21 to your counselors. 2. Discuss this training with your staff. 3. Introduce the Rubrics. 4. Ask for feedback on the current clinical supervision model. 5. Discuss methods to improve counselor performance/learning strategies and clinical supervision.

What are some other steps?

KEY COMPONENTS

Structure Direct

• bservation

Efficiency Collaboration Research- based Feedback Skillbuilding

PERSONAL ACTION PLAN

• 1. Locate the handout titled, Personal Action

Plan.

• 2. Take a few minutes to reflect on the

information and experiences you’ve had during this training.

• 3. Complete the Personal Action Plan and

share it at your tables.

• 4. Share with the large group.

Clinical Supervision I: Developing Counselors’ Skills Jennifer Wyatt, LMHC, MT-BC, CDP & Paul Hunziker, MA, LMFT, CDP Northwest Addiction Technology Transfer Center 29 11/28/2016

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services and to share information with SAMHSA about our work.

• Please complete the Evaluation Form and the

Thirty-Day Follow Up Consent Form.

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