Theories of Counselor Supervision



THE OHIO STATE UNIVERSITY

College of Education and Human Ecology

Counselor Education Program

Class Title: EDU PAES 926.07: Theories of Counselor Supervision (3 credits)

Prerequisite: Permission of instructor.

Instructor:

Dr. Colette Dollarhide, NCC. Visiting Professor, Counselor Education. Office location: PAES bldg, room 446. Office phone: 614-292-1741. Email: dollarhide.1@osu.edu

Required Materials:

Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision (3rd ed.). Boston: Pearson Allyn & Bacon.

Various articles on Carmen.

Course Philosophy:

How new counselors are inducted into the profession depends, in large part, on the supervision that he/she receives. Supervision that is not informed by theory is haphazard, but supervision that is performed by a trained supervisor is designed to enhance counselor development in terms of professional identity, skill building, confidence, and self-efficacy. This course will provide exposure and practice with theories of supervision to enable you to foster the development of future counselors.

ACADEMIC CONDUCT

Per University Rule 3335-31-02, "Each instructor shall report to the committee on academic misconduct all instances of what he or she believes may be academic misconduct." Cheating on examinations, submitting work of other students as your own, or plagiarism in any form will result in penalties ranging from an "F" on an assignment to expulsion from the University, depending on the seriousness of the offense.

SPECIAL ACCOMMODATIONS

If you have a disability that impacts on your learning ability, please inform me early in the quarter. It is your responsibility to inform me of a disability, how it affects your learning, and the type of accommodations you need. Together, we will work with Office of Disabilities Services to determine the interventions needed. This syllabus is available in alternative formats.

PAES DIVERSITY STATEMENT

The Faculty and Staff within the School of PAES are committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of academic excellence, faculty and staff strive to develop and nurture diversity believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. Consistent with The Ohio State University’s Affirmative Action Policy (1.10), faculty and staff prohibit discrimination on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status or veteran status.

In support of the mission and core values of the College of Education, one of the primary objectives of the faculty and staff is to ensure that our graduates are prepared to be leaders and collaborators in a changing and diverse world as they work in education, health, community, social, cultural, sport employment, and government settings in Ohio, the United States, and internationally. The faculty and staff have a commitment to equity and to celebrating, promoting, and learning from our diversity as reflected in local, national, and global demographics.

Learning Objectives:

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) requires that, for doctoral students, learning experiences must go beyond the entry-level in [C.2] “theories and practices of counselor supervision.” In addition, the Ethical Guidelines for Counseling Supervisors published by the Association for Counselor Education and Supervision (1995) mandate training in supervision for all supervisors.

Student Outcomes:

By the time the student has completed the course, s/he will have demonstrated mastery of all following topics, as demonstrated through the corresponding learning activities:

|TOPIC |LEARNING ACTIVITY |

|Importance of supervision; context; ethical issues |Supervision Experience Analysis, Peer Supervision practice |

|Models of Supervision |Supervision Plan |

|Supervisory Relationship factors |Supervision Plan, Peer Supervision Practice |

|Individual and Group supervision strategies, including live |Supervision Plan, Peer Supervision Practice |

|supervision | |

Course Schedule:

The following topics are not viewed as absolute; the instructors reserve the right to change the topics scheduled based on the needs of the class.

|DATE |TOPIC |READING |HOMEWORK DUE |

| | |DUE THAT NIGHT | |

|1 |Syllabus, Introduction to Supervision; Definitions | | |

|3/29 | | | |

|2 |Evaluation, Ethical and Legal Considerations, Preparing for Supervision |1, 2, 3, 8 | |

|4/5 | | | |

|3 |Supervision Models: Grounded in Theory |4 |Supervision Experience Analysis |

|4/12 | | | |

|4 |Supervision Models: Developmental Approaches |4 | |

|4/19 | | | |

|5 |Supervisory Relationship: Learning Styles and Cognitive Complexity; |5 |Supervision Plan |

|4/26 |Preparing the Supervisee for Supervision | | |

| | | |Begin Peer Supervision |

|6 |Supervisory Relationship: The Dyad; Resistance |6 |Peer Supervision |

|5/3 | | | |

|7 |Supervision Interventions: Individual |9 |Peer Supervision |

|5/10 | | | |

|8 |Supervision Interventions: Group |10 |Peer Supervision |

|5/17 | | | |

|9 |Live supervision and the Toolbox |11, 12, Toolbox | |

|5/24 | | | |

| |TSCI CONFERENCE – WORK INDEPENDENTLY | |Final Paper on Peer Supervision |

|5/31 | | |Practice |

|10 |Final Experience | |Return of paper to you |

|6/7 | | | |

Assignments:

1. Attendance: (10% of final grade). Students are expected to attend all classes, as learning only takes place in conversation. If you are not present for the conversation, your learning will be compromised. Final grades will be affected by absences. Late Papers: Papers that are late for any reason will be reduced by ½ letter grade per day. I plan to grade your papers on Carmen, but please submit your papers in hard copy until notified. Emailed papers must be accompanied with hard copy as soon as possible and are only submitted to prove completion by the due date.

2. SUPERVISION EXPERIENCE ANALYSIS: (20% of final grade; 9-12 pages maximum). In this paper, you will examine the BEST and WORST experiences in which you received job-related feedback. This can include both academic and workplace feedback. For each of the BEST and the WORST experiences, examine the following topics IN TERMS OF THE TEXT (ch 1, 2, 3, 8):

a. The setting or context of the work involved in the feedback

b. Your investment in the process being evaluated

c. Actions of the supervisor that made it good or horrible

d. Your reactions in response to the feedback

e. Your conclusions about why it was the best or worst for you

f. Insights into ways to use this experience to improve your own supervision behaviors

3. SUPERVISION PLAN: (40% of final grade: 10-15 pages maximum; citing of text required). In this paper, you will outline a plan for supervision of your peer (doctoral students will supervise master’s students, and master’s students will be paired up for round-robin supervision of previous or current counseling tapes). You will meet with your supervisee twice, and you will audiotape yourself (submit only a tape that I can hear) at least once to submit with your Final Paper (below). In your Plan, you will outline:

a. The context of the supervision, addressing ethical considerations (ch 3)

b. Your model of supervision theory (ch 4)

c. Your model of developmental issues in supervision (ch 4)

d. The relationship variables of which you are aware (ch 5, 6, 7)

e. Your preparation, including the contract document and evaluation document (ch 2; Toolbox)

f. Your strategy/ies for supervision, in detail (ch 9)

4. FINAL PAPER ON PEER SUPERVISION PRACTICE: (30% of final grade: 6-9 pages maximum; citing of text required). After meeting with your supervisee twice and taping yourself once, you will write a paper evaluating your work as a supervisor. You will also evaluate your experience as a supervisee, meaning the paper will be written in two parts. In this paper, you will evaluate yourself AND your peer supervisor in terms of the standards outlined in the book for the following topics:

a. Use of supervision documents (contract, evaluations, notes, etc). Were they complete, detailed, used correctly? Improvements you could suggest?

b. Relationship variables. Evaluate the supervisory alliance. Improvements?

c. Use of supervision models (both theory and developmental models). To what extent did you see the model and theory utilized? Improvements you could suggest?

d. Use of supervision strategies and interventions. What strategies/interventions were used, and how effective were they? Improvements you could suggest?

e. What insights would you derive from this experience that you will use to improve your performance as a supervisor?

Final Grades

Final grades will be determined on the basis of the following percentages:

Attendance and participation: 10 %

Supervision Experience Analysis: 20%

Supervision Plan: 40%

Final Paper: 30%

TOTAL: 100%

Letter grades will be converted to a 4-point scale, averaged on the basis of the percentages

above, then re-converted into letter grades.

Grading Rubric:

In general, grades will be assigned on the basis of the following rubric:

*An A paper includes all of the following:

On time

Correct grammar

Correct formatting per APA (if required; if not, here is your chance to practice!)

Refers to class material (book, lecture, outside readings)

Refers to all material with correct in-text cites and references as outlined in APA

Presents creative or personalized applications of class material

Answers all questions posed in the assignment.

*A B paper includes all of the above but contains serious errors in one of the categories.

*A C paper includes all of the above but contains serious errors in two of the categories.

Any paper with more than two serious errors will be returned as unacceptable.

REFERENCES:

Agnew, T., Vaught, C. C., Getz, H. G., & Fortune, J. (2000). Peer group clinical supervision program fosters confidence and

professionalism. Professional School Counseling, 4, 6-13.

American Association for Counseling and Development (1990). Standards for counseling supervisors. Journal of Counseling

and Development, 69, 30-32.

American Counseling Association (1995). American Counseling Association code of ethics and standards of practice.

Alexandria, VA: Author.

Association for Counselor Education and Supervision (1993). Ethical guidelines for counseling supervisors. Alexandria, VA:

Author.

Auxier, C. R., Hughes, F. R., & Kline, W. B. (2003). Identity development in counselors-in-training. Counselor Education

and Supervision, 43, 25-38.

Baltimore, M. L., & Brown, L. (2004). On-demand interactive clinical supervision training: Using multimedia for building

basic skills in supervision. In J. W.Bloom & G. R. Walz (Eds.). Cybercounseling and cyberlearning: An encore (pp.

259-274). Greensboro, NC: CAPS Press.

Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19(1), 60-68.

Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P., & Nance, D. W. (1991). Curriculum guide for

training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision,

31, 58-80.

Borders, L. D. & Usher, C. H. (1992). Post-degree supervision: Existing and preferred practices. Journal of Counseling and

Development, 70, 594-599.

Bradley, L.J., Gould, L.J., & Parr, G.D. (2001). Supervision-based integrative models of counselor supervision. In L.J.

Bradley & N. Ladany (Eds.), Counselor supervision principles, process, and practice (pp. 93-124). Philadelphia, PA:

Brunner-Routledge.

Bradley, L.J. & Ladany, N. (Eds.). (2001). Counselor supervision principles, process, and practice (3rd ed.). Philadelphia, PA:

Brunner-Routledge.

Clingerman, T. L., & Bernard, J. M. (2004). An investigation of the use of email as a supplemental modality for clinical

supervision. Counselor Education and Supervision, 44, 82-96.

Council for the Accreditation of Counseling and Related Educational Programs (2001). CACREP accreditation manual.

Alexandria, VA: Author.

Crutchfield, L. B., & Borders, L. D. (1997). Impact of two clinical peer supervision models on practicing school counselors.

Journal of Counseling and Development, 75. Retrieved February 22, 2005 from

Freeman, B., & McHenry, S. (1996). Clinical supervision of counselors-in-training: A nationwide survey of ideal delivery,

goals, and theoretical influences. Counselor Education and Supervision, 36, 144-158.

Getz, H. G. (1999). Assessment of clinical supervisor competencies. Journal of Counseling and Development, 77, 491-497.

Haynes, R., Corey, G., & Moulton, P. (2003). Clinical supervision in the helping professions: A practical guide. Belmont, CA:

Brooks/Cole Thompson Learning.

Herlihy, B., Gray, N., & McCollum, V. (2002). Legal and ethical issues in school counselor supervision. Professional School

Counseling, 6, 55-60.

Magnuson, S., Norem, K., & Wilcoxon, S. A. (2002). Clinical supervision for licensure:A consumer’s guide. Journal of

Humanistic Counseling, Education, and Development, 41, 52-60.

Magnuson, S., Wilcoxon, S. A., & Norem, K. (2000). A profile of lousy supervision: Experienced counselors’ perspectives.

Counselor Education and Supervision, 39, 189-202.

Matthes, W. A. (1992). Induction of counselors into the profession. The School Counselor, 39, 245-250.

Nelson, M. D., & Johnson, P. (1999). School counselors as supervisors: An integrated approach for supervising school

counseling interns. Counselor Education and Supervision, 39, 80-100.

O’Byrne, K, & Rosenberg, J. I. (1998). The practice of supervision: A sociocultural perspective. Counselor Education and

Supervision, 38, 34-42.

Page, B. J., Pietrzak, D. R., & Sutton, J. M. (2001). National survey of school counselor supervision. Counselor Education

and Supervision, 41, 142-150.

Peace, S. A., & Sprinthall, N. A. (1998). Training school counselors to supervise beginning counselors: Theory, research, and

practice. Professional School Counseling, 1, 2-8.

Portman, T. A. A. (2002). A qualitative study of early-entrant school counselors.Professional School Counseling, 6, 61-69.

Schultz, J. C., Ososkie, J. N., Fried, J. H., Nelson, R. E., & Bardos, A N. (2002). Clinical supervision in public rehabilitation

counseling settings. Rehabilitation Counseling Bulletin, 45(4), 213-222.

Studer, J. R. (2005). Supervising counselors-in-training: A guide for field supervisors. Professional School Counseling, 8,

353-359.

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