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Copy of Solar System

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allen delaney

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Transcript of Copy of Solar System

Dr. ALLEN DELANEY, Ph.D., LPC, CPC-S
allendela@gmail.com

Mercury

Community Mental Health Counseling
Counseling Skills
Individual Assessments
Group Counseling
Internship and Practicum Supervision
Psychopharmacology
Social and Cultural Diversity
Theories of Counseling
Crisis Counseling

Mars
Accepting of children but stubborn and persistent in working to overcome their limitation;
Unappreciated and blamed at times despite on going dedication to work with those unable to fit in elsewhere;
Demanding of people when they become discouraged and want to give up, yet flexible in the attempts to find paths on which they can grow;
Misunderstood at times by those who need to be pushed, but most of all appreciated by students and staff.
My observation of students working thur graduate school.
Uranus
-Uranus is a jovian gas planet. it is named after the greek god Uranus( same name for greek). He was the god of the sky and the literal sky. It is an interesting planet because it is tipped on its side. This probably happened when all of the planets were being formed, a chunk of something hit it and knocked it on its side

What is Uranus made of

Uranus is made of mostly frozen water, ammonia and methane. It also has a rocky core at the center, an icy mantle surrounding that, and an outer gas envelope of hydrogen and helium.

Uranus's moons and rings
Uranus has 27 known moons. Oberon and Titania are the largest moons of Uranus. Uranus's rings are tipped on their sides probably because when all of the planets were being formed, a chunk of something hit it and knocked it on its side. The rings are not actually solid, they just look like that from far away.


Uranus's Orbit and Rotation

Uranus's year is equivalent to about 84 earth years. Its day is about 17 hours and 14 minutes long. It is about 1,787,000,000 miles from the sun.

Neptune
Neptune is the farthest planet away from the sun
Neptune is a gas giant
Neptune has narrow ring
Neptune is very cold because it doesn't get much sun light
Neptune is a little smaller then Uranus
Neptune's moon is Triton
WORKSHOPS:

Training for Site Supervisors,
June & November 2012-2013
Sponsored by South University’s Professional Counseling Program
Savannah, Georgia
Teaching
Experience
Saturn
Saturn is a Jovian planet. It is the third largest planet in the solar system. it is the 6th planet from the sun. It Is made of gas, liquid gas and maybe a solid core. The greek form of Saturn, is Cronus, ruler of the titans and god of the sky. It is so not dense and not full of mass, that if there was a lake big enough, Saturn would float.

What is Saturn made of
Many scientists believe that Saturn is composed of 96% hydrogen, 3% helium, and 1% various trace elements such as: ammonia, methane, ethane, and hydrogen deuteride. then a thick layer of ice, then liquid hydrogen and maybe a solid core made of iron and rock.

Saturns moons and rings

Saturn has 60 moons but only 52 of them have official names. Titan is one of the only moons in the solar system with much of an atmosphere and it is the largest. Some of Sa
turn's moons are odd, one (Mimas) has a large crater that makes it look similar to the death star from the starwars movies. Saturns rings are made of dust, rocks and ice, accumulated from passing comments. They are not actually solid, they just appear that way from far away. The Rings have earned it the title " the crown o the solar system.

Saturns orbit and rotation

It takes Saturn 29.5 earth years for it to revolve around the sun. It takes ten hours and 15 minutes for Saturn to rotate once. saturn is 1,400 million km away from the sun.
Story


LICENSURE:
GEORGIA;
Licensed Professional Counselor

CERTIFICATIONS:

MARYLAND, SOUTH CAROLINA
GEORGIA AND FLORIDA;
Secondary Guidance Certification
Secondary Administrator Certification
GEORGIA
Certified Professional Counselor Supervisor

PROFESSIONAL AFFILIATIONS:

American College of Healthcare Executives (ACHE)
American Counseling Association (ACA)
National Association of Secondary School Principals (NASSP)
Saturn
Asteroid Belt
I enjoy adventure in the air or in the the dessert.

When my curiousity has been provoked...
Comet
A comet is a ball of rock, ice and other materials.
They float in giant clouds and every 76 years or so, one gets stuck in the suns orbit.
Tail always faces away from sun.
This happens because the solar wind from the sun, melts the ice and repels it. not because it is going really fast.
Tail stops after Asteroid Belt because Solar Wind doesn't blow that far.
Meteoroids
Meteorites are chunks of rock in space that were knocked out of the asteroid belt and are rocketing toward earth and will eventually hit earths atmosphere, but not yet there.
Meteorite
Meteorites
Meteorites are meteors that have aready hit the earth. About 37,000-78,000 tons of sand and pebble sized meteorites hit the earth each year. Some are larger like the one that wiped out the dinosaurs, are much larger and the crater can reach up to 200 miles long (at least the one that wiped out the dinosaurs).
Meteor
Meteors are asteroids that have come into earths atmosphere. They usually burn up before they hit the earth, but if it is pretty close to Earth and explodes or burns up, it could shatter some windows.
SERVICES TO COMMUNITY AND UNIVERSITY:

Pro Bono Community Counseling
LPCA-GA Faculty Advisor
Progress and Promotions Committee
Field Placement Supervisor’s Trainer

Story
Saturn's greek name is Cronus. He is the god of time and he was the ruler of gods before he had Zuess ( Jupiter). His symbol is a scyth.

Story
My Twilight Zone
Story
Shortly after Netpune was discovered it was only referred the planet exterior to Uranus. The first suggestion for a name was from Johann Galle, who proposed Janus. Another proposal was Oceanus. The person who discovered the planet wanted the right to name it he chose Neptune.
A few of my favorite things!
Similar to Mars the Roman god of war I have been observed in the eastern and western sky

ALLEN DELANEY PRESENTS:
GREATNESS BY DESIGN!

Sun
South University 6/2007-Present
Albany State University 1/2009-1/2011
McIntosh County Academy 3/2007-9/2008
U.S. Air Force 6/2006-6/2007
The Citadel 8/2004-12/2006
Journal Reviewer
The Journal of Humanistic Counseling,
Education and Development
May 2010 - December 2013

The Journal of Counselor Leadership and Advocacy January 2014 - Present



EDUCATION:

William Penn University
Oskaloosa, Iowa
Bachelor’s Degree (B.A.) - 5/1977
Major: Biology/Psychology

University of Wisconsin
Platteville, Wisconsin
Master’s Degree (M.Ed.) - 5/1979
Major: Guidance and Counseling

Union University
Cincinnati, Ohio
Doctorate Degree (Ph.D.) - 12/1998
Major: Counselor Education
Here's what other humans think.
The Johari's Window Affect. (The Blind Pane)

Supporting the CMHC program by networkng in the community.

In developing their evaluation process, supervisors should consider a number of guidelines, which range from viewing evaluation as a continuous process to involving the supervisee in the evaluation process.

Guidelines for conducting evaluations

A comprehensive evaluation process includes an assessment of the performance of the supervisor by the supervisee and by the agency, department, or the supervisor’s supervisor where appropriate.

Supervisors can be evaluated on factors such as their availability, communication skills, cultural competence, provision of useful feedback, responsiveness to supervisees’ needs and ideas, and ethical and legal knowledge, just to name a few.

Evaluation of the supervisor

There are times when quick action on the supervisor’s part is necessary to save a life or protect a victim. In those situations, you are obligated to intervene as quickly as possible. However, in most crisis situation there is time to help the supervisee do the major portion of the problem solving and subsequent intervention.

Supervisors should be knowledgeable competent in the practice of lethality assessment; current organizational crisis policy and procedure; basic models of and strategies for crisis intervention; and critical incident assessment skills.

Supervisor’s role and responsibilities in a crisis

Risk management is the practice of focusing on the identification, evaluation, and treatment of problems that may injure clients, lead to filing of an ethics compliant, or a malpractice action. A number of risk management strategies can be used ranging from being consistently available for supervision to formulate a sound supervision contract.

Risk management


Supervisors must have a working knowledge of the basic legal principles that affect supervisory practice. These include the following: standard of care, statutory liability, malpractice, negligence liability, direct liability, vicarious liability, direct liability, privileged communication, duty to warn, duty to protect, and duty to report.

The need for a legal primer

From both an ethical and legal standpoint, it is essential that supervisors have the education and training to adequately carry out their supervisory roles. The issue of supervisor competence is of paramount importance.

Supervisee incompetence or impairment is also a critical issue. Skill deficits, gaps in knowledge, personality issues, or any number of other problematic behaviors or attitudes can hinder the development of supervisees’ competence.

Critical Ethical issues

Some critical issues in supervision are balancing the rights and responsibilities of supervisees, and the responsibilities of supervisors to both supervisees and their clients.

In addition to modeling ethical behaviors, a primary responsibility of supervisors is to teach their supervisees how to think about the ethical dilemmas they are bound to encounter and to help them develop a framework for making ethical decisions.


Critical Ethical issues

When professionals who are not multiculturally competent take on supervisory roles and responsibilities, they are likely to encounter professional and ethical dilemmas .
Supervisors must continually assess their own progress in developing multicultural competence and need to develop a protocol for assessing whether counselor trainees are making progress in this area as well.

Developing and assessing multicultural competencies in supervision

Counselors need to acquire knowledge and skills of the different approaches outlined in the Advocacy Competencies. It follows that supervisors need to be well-versed in the advocacy competencies if they hope to influence their supervisees in this area.

Developing advocacy competencies

Supervision must explore multicultural dynamics in supervisory relationship, include multicultural competencies in the supervisory agreement, assist supervisees in developing cultural self-awareness, accept their limits as a multicultural supervisor, model cultural sensitivity, accept the responsibility to provide knowledge about cultural diversity, teach and model multicultural sensitivity in assessment, provide the opportunity for multicultural case conceptualization, promote cultural appropriate interventions, and model social advocacy.

Guidelines for dealing with diversity in supervision

Verbal exchange and direct observation could be considered the two overarching categories of methods. The case consultation method involves a discussion of the supervisee’s cases and is the most common supervision method. Other methods include co-therapy, live observation, video recording, Interpersonal Process Recall (IPR), audio recording, a variety of computer-assisted and online techniques, role playing and role reversal, modeling and demonstration and coaching method.

Methods used in supervision

Individual supervision is the most common form, and is used in virtually all of the helping professions

Group supervision is the preferred method for many supervisors both because of the economy of supervising several supervisees at once and the benefits to the supervisees of group interaction and learning from one another.

An emerging form of supervision is triadic supervision, in which a member of the counseling profession works simultaneously with two counseling students.

Supervision formats

A good place to begin is by reflecting on the meaning of your own experiences when you were being supervised. Then, put your efforts toward mastering a primary theory that will serve as a guide for what the supervisor and supervisee do in the supervision process. Select a theory that comes closest to your beliefs about human nature and the change process and deepen your knowledge of the theory to determine the aspects of it that fit best for you. Your challenge is to customize a supervisory approach, tailoring it to fit you and each of your supervisees.

Developing your own model of supervision

Models of Supervision

Supervision models serve as the theoretical roadmap for developing supervision techniques.

Developmental models view supervision as an evolutionary process, and each stage of development has defined characteristics and skills.

Psychotherapy-based models use the concepts developed for psychotherapy, and apply them to the supervision setting.

Integrative models of supervision, like integrative models of counseling and psychotherapy, rely on more than one theory and technic. A variety of integrative approaches can be designed that are based on a combination of techniques, common principles, and concepts from a number of different theories.

Models and methods of supervision

Challenges for supervisors may include assisting supervisees in dealing with anxiety and with their reaction to client failures, whether perceived or real.

Challenges for supervisees may include dealing with doubts and fears, identifying unresolved personal problems, avoiding the role of problem solver, identifying countertransference, respecting the diverse value systems of clients, and committing to personal growth.

Challenges for supervisors and supervisees

The supervision relationship is unequal, with the supervisor possessing both power and authority; thus, conflicts can easily occur. Some supervisory relationships are characterized by unacknowledged conflict, discontent, and strife; however, if conflicts are recognized and openly discussed in a respectful manner, both supervisors and supervisees can learn a great deal.

Supervisors should seek consultation and supervision for themselves when conflicts are not resolved or when they themselves experiencing conflicts with many of their supervisees.

Conflicts between supervisor and supervisee

Supervisor Characteristics: good clinical skills/knowledge, an accepting supervisory climate, a desire to train/investment in supervision, providing constructive feedback, being empathetic, being flexible and available, possessing good relationship skills, and being an experienced clinician.
Supervisee Characteristics: A desire to learn, and improve, non-defensiveness and openness to feedback, general openness and flexibility, possessing knowledge and good clinical skills, intelligence, being responsible and prepared for supervision, a willingness to take initiative and risks, good interpersonal and communication skills, the ability to be empathetic, self-acceptance, insight, genuineness, the ability to ask questions, a focus on the client, and maturity.

Characteristics that facilitate the supervision process

Essential elements of the supervisor-supervisee relationship include establishing trust and a safe environment, encouraging self-disclosure, identifying transference and countertransference, examining diversity issues, and establishing appropriate boundaries.

A number of steps can be taken to establish a healthy, productive relationship with supervisees and to guard against the imposition of your values.

Personal and interpersonal issues in supervision

The responsibilities are numerous and varied.

They range from providing supervisees with information about due process and giving them timely feedback regarding their performance to monitoring their personal development and having knowledge of every client with whom they are working.

Responsibilities of supervisor

In the beginning as a supervisor, we have little to guide us except learning from trial and error.

My perceptive on supervision

Promoting supervisee growth and development
Protecting the welfare of the client
Monitoring supervisee performance and gatekeeping for the profession and
Empowering the supervisee to self-supervise and carry out these goals as an independent professional

Goals of supervision

Only in recent years has supervision, as an area of specialized training, postgraduate training, and professional development workshops.

How many of you received Clinical supervision training in graduate school? Post Graduate training?

Evolution of supervision

Clinical supervision is a process whereby consistent observation and evaluation of the counseling process is provided by a trained and experienced professional who recognizes and is competent in the unique body of knowledge and skill required for professional development.

Definition of Supervision

Try different styles , but continually evaluate what works for you and what does not. Allow yourself to take what is good from your various supervisors and teachers, but avoid being a clone. And learn from your negative experiences as well.
Thank you!
Let’s eat!


Finding your own style as a supervisor

Supervisors provide evaluation in a variety of ways. The most common is providing evaluative feedback one-to-one with the supervisee. Another form of evaluation commonly used is for a group of professionals who have worked with the supervisee to arrange a meeting with the supervisee to provide evaluative feedback. Evaluation following a direct observation can be very effective because it is based on current observation of performance. Most formal academic and clinical training sites use written evaluations.

Evaluation methods

The supervisor needs to have a working knowledge of all the supervisee’s clients so that risk assessment is not left solely with the supervisee.

Specific crisis situations include: client suicide attempts, personal threats by clients, violence in schools and on college campuses, witnessing disasters and violent events, and supervisees’ personal crisis.

Understanding Specific crisis situations

The process of supervision becomes more complicated when supervisors take on two or more roles, either personally or professionally, simultaneously or sequentially with each other.

Multiple relationships may be unavoidable in some cases. Always remember that supervisees are in a vulnerable position because of the power differential and can be harmed by a supervisor who exploits them, misuses power, or crosses appropriate boundaries.

Multiple roles and relationships in the supervision process

Novice clinicians typically require an approach that is more supportive, facilitative, and structured. Careful monitoring, observation, demonstration, and teaching are required from the supervisor. Toward the successful conclusion of supervision, the relationship becomes more collegial, and supervisees feel empowered to provide the direction for supervisory sessions.

Supervision methods will be much more effective if used within the context of a healthy supervisory relationship.

The supervisor must have a clear model of supervision, a rationale for the use of any particular method, and competence in training and experience with the particular method.

Points to consider when choosing supervision methods


A critical role of supervisors is to teach supervisees how to involve themselves in the supervisory process so that they can gain the maximum benefit from supervision.

We encourage you to discuss with your supervisees practical strategies that will increase their chances of deriving the maximum benefit from their fieldwork and internship experiences and the supervision that is a part of these applied experiences.

Teaching supervisees how to use supervision effectively and get the most out of their fieldwork

Our list of supervisor roles includes: teacher, coach, adviser, mentor, administrator, consultant, evaluator, counselor, recorder, and documenter, sounding board, empowerer, and advocate.
Supervisory responsibilities can be described as either administrative or clinical.
These functions do not conflict and can be carried out ethically and competently by the same supervisor.

Supervisor’s Role


DR. Allen Delaney

Clinical Supervision

Clinical supervision is a process whereby consistent observation and evaluation of the counseling process is provided by a trained and experienced professional who recognizes and is competent in the unique body of knowledge and skill required for professional development.

Definition of Supervision

Supervisors provide evaluation in a variety of ways. The most common is providing evaluative feedback one-to-one with the supervisee. Another form of evaluation commonly used is for a group of professionals who have worked with the supervisee to arrange a meeting with the supervisee to provide evaluative feedback. Evaluation following a direct observation can be very effective because it is based on current observation of performance. Most formal academic and clinical training sites use written evaluations.

Evaluation methods


In developing their evaluation process, supervisors should consider a number of guidelines, which range from viewing evaluation as a continuous process to involving the supervisee in the evaluation process.

Guidelines for conducting evaluations

The supervisor needs to have a working knowledge of all the supervisee’s clients so that risk assessment is not left solely with the supervisee.

Specific crisis situations include: client suicide attempts, personal threats by clients, violence in schools and on college campuses, witnessing disasters and violent events, and supervisees’ personal crisis.

Understanding Specific crisis situations

There are times when quick action on the supervisor’s part is necessary to save a life or protect a victim. In those situations, you are obligated to intervene as quickly as possible. However, in most crisis situation there is time to help the supervisee do the major portion of the problem solving and subsequent intervention.

Supervisors should be knowledgeable competent in the practice of lethality assessment; current organizational crisis policy and procedure; basic models of and strategies for crisis intervention; and critical incident assessment skills.

Supervisor’s role and responsibilities in a crisis

Risk management is the practice of focusing on the identification, evaluation, and treatment of problems that may injure clients, lead to filing of an ethics compliant, or a malpractice action. A number of risk management strategies can be used ranging from being consistently available for supervision to formulate a sound supervision contract.

Risk management


Supervisors must have a working knowledge of the basic legal principles that affect supervisory practice. These include the following: standard of care, statutory liability, malpractice, negligence liability, direct liability, vicarious liability, direct liability, privileged communication, duty to warn, duty to protect, and duty to report.

The need for a legal primer

The process of supervision becomes more complicated when supervisors take on two or more roles, either personally or professionally, simultaneously or sequentially with each other.

Multiple relationships may be unavoidable in some cases. Always remember that supervisees are in a vulnerable position because of the power differential and can be harmed by a supervisor who exploits them, misuses power, or crosses appropriate boundaries.

Multiple roles and relationships in the supervision process

Some critical issues in supervision are balancing the rights and responsibilities of supervisees, and the responsibilities of supervisors to both supervisees and their clients.

In addition to modeling ethical behaviors, a primary responsibility of supervisors is to teach their supervisees how to think about the ethical dilemmas they are bound to encounter and to help them develop a framework for making ethical decisions.


Critical Ethical issues

Counselors need to acquire knowledge and skills of the different approaches outlined in the Advocacy Competencies. It follows that supervisors need to be well-versed in the advocacy competencies if they hope to influence their supervisees in this area.

Developing advocacy competencies

Supervision must explore multicultural dynamics in supervisory relationship, include multicultural competencies in the supervisory agreement, assist supervisees in developing cultural self-awareness, accept their limits as a multicultural supervisor, model cultural sensitivity, accept the responsibility to provide knowledge about cultural diversity, teach and model multicultural sensitivity in assessment, provide the opportunity for multicultural case conceptualization, promote cultural appropriate interventions, and model social advocacy.

Guidelines for dealing with diversity in supervision

Verbal exchange and direct observation could be considered the two overarching categories of methods. The case consultation method involves a discussion of the supervisee’s cases and is the most common supervision method. Other methods include co-therapy, live observation, video recording, Interpersonal Process Recall (IPR), audio recording, a variety of computer-assisted and online techniques, role playing and role reversal, modeling and demonstration and coaching method.

Methods used in supervision

Individual supervision is the most common form, and is used in virtually all of the helping professions

Group supervision is the preferred method for many supervisors both because of the economy of supervising several supervisees at once and the benefits to the supervisees of group interaction and learning from one another.

An emerging form of supervision is triadic supervision, in which a member of the counseling profession works simultaneously with two counseling students.

Supervision formats

A good place to begin is by reflecting on the meaning of your own experiences when you were being supervised. Then, put your efforts toward mastering a primary theory that will serve as a guide for what the supervisor and supervisee do in the supervision process. Select a theory that comes closest to your beliefs about human nature and the change process and deepen your knowledge of the theory to determine the aspects of it that fit best for you. Your challenge is to customize a supervisory approach, tailoring it to fit you and each of your supervisees.

Developing your own model of supervision

Models of Supervision

Supervision models serve as the theoretical roadmap for developing supervision techniques.

Developmental models view supervision as an evolutionary process, and each stage of development has defined characteristics and skills.

Psychotherapy-based models use the concepts developed for psychotherapy, and apply them to the supervision setting.

Integrative models of supervision, like integrative models of counseling and psychotherapy, rely on more than one theory and technic. A variety of integrative approaches can be designed that are based on a combination of techniques, common principles, and concepts from a number of different theories.

Models and methods of supervision

Challenges for supervisors may include assisting supervisees in dealing with anxiety and with their reaction to client failures, whether perceived or real.

Challenges for supervisees may include dealing with doubts and fears, identifying unresolved personal problems, avoiding the role of problem solver, identifying countertransference, respecting the diverse value systems of clients, and committing to personal growth.

Challenges for supervisors and supervisees

The supervision relationship is unequal, with the supervisor possessing both power and authority; thus, conflicts can easily occur. Some supervisory relationships are characterized by unacknowledged conflict, discontent, and strife; however, if conflicts are recognized and openly discussed in a respectful manner, both supervisors and supervisees can learn a great deal.

Supervisors should seek consultation and supervision for themselves when conflicts are not resolved or when they themselves experiencing conflicts with many of their supervisees.

Conflicts between supervisor and supervisee

Essential elements of the supervisor-supervisee relationship include establishing trust and a safe environment, encouraging self-disclosure, identifying transference and countertransference, examining diversity issues, and establishing appropriate boundaries.

A number of steps can be taken to establish a healthy, productive relationship with supervisees and to guard against the imposition of your values.

Personal and interpersonal issues in supervision


A critical role of supervisors is to teach supervisees how to involve themselves in the supervisory process so that they can gain the maximum benefit from supervision.

We encourage you to discuss with your supervisees practical strategies that will increase their chances of deriving the maximum benefit from their fieldwork and internship experiences and the supervision that is a part of these applied experiences.

Teaching supervisees how to use supervision effectively and get the most out of their fieldwork

The responsibilities are numerous and varied.

They range from providing supervisees with information about due process and giving them timely feedback regarding their performance to monitoring their personal development and having knowledge of every client with whom they are working.

Responsibilities of supervisor

In the beginning as a supervisor, we have little to guide us except learning from trial and error.

My perceptive on supervision

Promoting supervisee growth and development
Protecting the welfare of the client
Monitoring supervisee performance and gatekeeping for the profession and
Empowering the supervisee to self-supervise and carry out these goals as an independent professional

Goals of supervision

Only in recent years has supervision, as an area of specialized training, postgraduate training, and professional development workshops.

How many of you received Clinical supervision training in graduate school? Post Graduate training?

Evolution of supervision


DR. Allen Delaney

Clinical Supervision

Try different styles , but continually evaluate what works for you and what does not. Allow yourself to take what is good from your various supervisors and teachers, but avoid being a clone. And learn from your negative experiences as well.
Thank you!
Let’s eat!


Finding your own style as a supervisor

A comprehensive evaluation process includes an assessment of the performance of the supervisor by the supervisee and by the agency, department, or the supervisor’s supervisor where appropriate.

Supervisors can be evaluated on factors such as their availability, communication skills, cultural competence, provision of useful feedback, responsiveness to supervisees’ needs and ideas, and ethical and legal knowledge, just to name a few.

Evaluation of the supervisor

From both an ethical and legal standpoint, it is essential that supervisors have the education and training to adequately carry out their supervisory roles. The issue of supervisor competence is of paramount importance.

Supervisee incompetence or impairment is also a critical issue. Skill deficits, gaps in knowledge, personality issues, or any number of other problematic behaviors or attitudes can hinder the development of supervisees’ competence.

Critical Ethical issues

When professionals who are not multiculturally competent take on supervisory roles and responsibilities, they are likely to encounter professional and ethical dilemmas .
Supervisors must continually assess their own progress in developing multicultural competence and need to develop a protocol for assessing whether counselor trainees are making progress in this area as well.

Developing and assessing multicultural competencies in supervision

Novice clinicians typically require an approach that is more supportive, facilitative, and structured. Careful monitoring, observation, demonstration, and teaching are required from the supervisor. Toward the successful conclusion of supervision, the relationship becomes more collegial, and supervisees feel empowered to provide the direction for supervisory sessions.

Supervision methods will be much more effective if used within the context of a healthy supervisory relationship.

The supervisor must have a clear model of supervision, a rationale for the use of any particular method, and competence in training and experience with the particular method.

Points to consider when choosing supervision methods

Supervisor Characteristics: good clinical skills/knowledge, an accepting supervisory climate, a desire to train/investment in supervision, providing constructive feedback, being empathetic, being flexible and available, possessing good relationship skills, and being an experienced clinician.
Supervisee Characteristics: A desire to learn, and improve, non-defensiveness and openness to feedback, general openness and flexibility, possessing knowledge and good clinical skills, intelligence, being responsible and prepared for supervision, a willingness to take initiative and risks, good interpersonal and communication skills, the ability to be empathetic, self-acceptance, insight, genuineness, the ability to ask questions, a focus on the client, and maturity.

Characteristics that facilitate the supervision process

Our list of supervisor roles includes: teacher, coach, adviser, mentor, administrator, consultant, evaluator, counselor, recorder, and documenter, sounding board, empowerer, and advocate.
Supervisory responsibilities can be described as either administrative or clinical.
These functions do not conflict and can be carried out ethically and competently by the same supervisor.

Supervisor’s Role

Clinical supervision is a process whereby consistent observation and evaluation of the counseling process is provided by a trained and experienced professional who recognizes and is competent in the unique body of knowledge and skill required for professional development.

Definition of Supervision

Courses Taught
Honestly more than I can remember!
Full transcript