Course Code: REL-BHC-0-CSO
Hours: 3
Type: Online Course
Content Expiration Date: 12/31/2024
Learning Objectives:
Indicate the responsibilities of a supervisor, the elements of effective supervision, and ways that supervisors can effectively structure supervision sessions.
Identify the key components of the major models of clinical supervision.
Define the supervisor’s responsibilities for effectively addressing legal and ethical issues that arise, as well as crisis and other high-risk situations.
Determine an effective approach for addressing difficulties that arise within the supervisory relationship.
Outline:
Section 1: Introduction
About This Course
Section 2: Overview of Supervision
Meet Samantha
Why is Supervision Necessary?
Definitions of Supervision
Types of Supervision: Administrative vs. Clinical
What Do You Think?
Training and Experience Requirements for Supervisors
Responsibilities of Clinical Supervisors
Review
Summary
Section 3: The Supervisory Process
Structuring the Supervisory Relationship
Components of the Supervision Contract
Establishing Parameters Around Evaluation
Evaluation Tools in Supervision
Meet Kim
Elements of Effective Supervision
Qualities of Effective Supervisors
Elements of Counterproductive Supervision
Structuring the Supervision Session
Quick Check
Methods of Observation in Supervision
Maximizing the Benefits of Direct Observation
Guidelines for Constructive Criticism
Process of Termination
Review
Summary
Section 4: Models of Supervision
Guiding the Supervision Process
Psychotherapy-Based Models of Supervision
Competency-Based Supervision
Developmental Models of Supervision
Review
Summary
Section 5: Legal and Ethical Considerations
Law and Ethics Affect Supervision
Code of Ethics
Ethical Decision Making
Informed Consent
Confidentiality
Quick Check
Boundaries and Dual Relationships
Shifting Dynamics in Supervision
Case Example
The Supervisor as a Gatekeeper
Documentation
Review
Summary
Section 6: Dealing with Crisis Situations and Risk Management Issues
Liability in Supervision
Understanding Malpractice and Limiting Liability
High-Risk Scenarios
Assessment and Reporting of Suicidal Ideation
Assessment of Homicidal Ideation
Reporting of Homicidal Ideation
Assessment and Reporting of Child Abuse
Review
Summary
Section 7: Difficulties Within the Supervisory Relationship
Impediments to Supervisee Development
Supervisee Resistance
Factors Related to Resistance
Responding to Resistance
Personal or Life Issues Impacting Supervision
Differences in Culture, Religion, and Other Values in Supervision
Burnout
Compassion Fatigue
Managing Burnout and Compassion Fatigue
How to Involuntarily Terminate Supervisees
Review
Summary
Section 8: Other Concepts for Consideration
Building Cultural Competency
Individual vs. Group Supervision
Supervision for Supervisors
The Parallel Process
Review
Summary
Section 9: Conclusion
Summary
Course Contributors
Resources
References
Instructor: Brent Scobie, PhD, LCSW
Brent received his masters and doctoral degrees from the University of Maine. Over the past 20 years, he has worked in a number of clinical positions at an acute care psychiatric and substance abuse treatment facility and within private practice. He has provided both evaluative and therapeutic services within emergency departments and forensic, inpatient, residential, and nonresidential substance abuse and co-occurring disorders programs. His clinical interest areas include evaluation and treatment of adolescent addiction disorders, chronic pain, insomnia, and anxiety disorders. He is a part-time faculty member at the University of Maine where he teaches undergraduate and graduate courses on subjects including substance use disorders, adult and child psychopathology, and healthcare administration and management.
Staff Writer: Kimberly Workman, MA
Ms. Workman is an Instructional Designer at Relias. She has a Master of Arts in Technology and Communication, as well as graduate certificates in Public Health, Epidemiology, and Digital Communications. Ms. Workman has a background in writing and designing online continuing medical education for physicians and other health professionals on multiple educational platforms, including web-based, game-based, and immersive learning environments. She has also used simulation training extensively to connect learning to real-world environments.
Staff Writer: Stephanie L. Furness-Kraft, LCSW, CCTP
Stephanie holds a Bachelor of Arts in Journalism and Professional Writing from The College of New Jersey and a Master of Social Work degree from Rutgers University. She is also a Certified Clinical Trauma Professional (CCTP) and has particular interest in resilience and secondary traumatic stress among behavioral health providers. The majority of Stephanie’s work has included behavioral health counseling and medical case management. Stephanie served as part of the National Health Service Corps from 2016-2018, providing outpatient counseling to underserved populations including military service members and their families. Stephanie has designed and delivered training on many topics such as LGBTQIA+ sensitivity, youth suicide prevention, and how to provide in-community services to adults with intellectual and developmental disabilities.
Target Audience:
The target audience for this course is: Intermediate level Alcohol and Drug Counselors; Intermediate level Marriage and Family Therapists; Intermediate level Professional Counselors; Intermediate level Psychologists; Intermediate level Social Workers; in the following settings: Health and Human Services.
Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.
All courses offered by Relias Learning, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.