Professional Documents
Culture Documents
Clinical Supervision:
A Person-Centered Approach
Audience
HOW TO RECEIVE CREDIT This course is designed for professional clinicians,
• Read the enclosed course.
including counselors, social workers, therapists, psy-
chologists, and pastoral counselors, who supervise
• Complete the questions at the end of the course.
others, clinically and/or administratively.
• Return your completed Answer Sheet/Evaluation
to NetCE by mail or fax, or complete online at Accreditations & Approvals
www.NetCE.com. Your postmark or facsimile date NetCE, #1092, is approved as a provider for social
will be used as your completion date. work continuing education by the Association of
• Receive your Certificate(s) of Completion by mail, Social Work Boards (ASWB) www.aswb.org through
fax, or email. the Approved Continuing Education (ACE) Program.
NetCE maintains responsibility for the program.
ASWB Approval Period: 3/13/2016 to 3/13/2019.
Social workers should contact their regulatory board
Faculty to determine course approval for continuing education
Jamie Marich, PhD, LPCC-S, LICDC-CS, RMT, credits.
travels internationally speaking on topics related to
This program is approved by the National Association
EMDR, trauma, addiction, and mindfulness while
of Social Workers (Approval #886531582-2005) for
maintaining a private practice in her home base of War-
Social Work continuing education contact hours.
ren, Ohio. She is the developer of the Dancing Mind-
fulness practice. Dr. Marich is the author of EMDR NetCE has been approved by NBCC as an Approved
Made Simple: 4 Approaches for Using EMDR with Every Continuing Education Provider, ACEP No. 6361. Pro-
Client, Trauma and the Twelve Steps: A Complete Guide grams that do not qualify for NBCC credit are clearly
for Recovery Enhancement, and Trauma Made Simple: identified. NetCE is solely responsible for all aspects
Competencies in Assessment, Treatment, and Working of the programs.
with Survivors. Her new book, Dancing Mindfulness: A This course is approved by the Association of Social
Creative Path to Healing and Transformation, is scheduled Work Boards - ASWB NJ CE Course Approval Program
for release in 2015. Provider #14 Course #43. Social workers will receive
Faculty Disclosure the following type and number of credit(s): Clinical
Contributing faculty, Jamie Marich, PhD, LPCC-S, Social Work Practice 9, and Social and Cultural Com-
LICDC-CS, RMT, has disclosed no relevant financial petence 1 for the approval period starting 09/09/2014
relationship with any product manufacturer or service and ending 09/09/2016.
provider mentioned. NetCE SW CPE is recognized by the New York State
Division Planner Education Department’s State Board for Social Work
Alice Yick Flanagan, PhD, MSW as an approved provider of continuing education for
licensed social workers #0033.
Division Planner Disclosure
The division planner has disclosed no relevant financial
relationship with any product manufacturer or service
provider mentioned.
Examples include: Morning prayer and meditation (at least 5 minutes), listening to favorite music on the car ride into work
instead of talking on the phone, and making sure to take a lunch break outside of the office.
Examples include: At least three 12-step meetings per week, at least two phone calls per week to a sponsor, engaging in a physical
exercise activity at least three days per week.
I agree to bring any concerns that I have about my effectiveness in dealing with clients to my clinical supervisor.
I understand that we can work to modify this plan together at any time. We will review this plan in four weeks from
the original date to gauge its effectiveness.
________________________________
Supervisee’s Signature
In most cases, formal self-care plans are not nec- Putting the plan down on paper and having both
essary. Typically, self-care discussions can be inte- the supervisee and the supervisor sign it can add
grated into our supervisory sessions. However, if a that heightened degree of accountability. And if a
supervisee continues to struggle with implement- person has an accountability partner for self-care
ing the basics of self care with this more casual plans, he or she is much more likely to follow
approach, working together on a formal plan, even through with them. Active clinical supervisors
putting it into the language of a contract, may be should consider accessing the National Institute for
warranted (Figure 1). Occupational Safety and Health’s online manual
Stress at Work for more ideas on how to create an
environment at the work place that supports self
care [38]. The ideas in this guide are especially
relevant for those in the dual role of being a clini-
cal and administrative supervisor. This manual is
available online at http://www.cdc.gov/niosh/
docs/99-101/pdfs/99-101.pdf.
CONCLUSION GLOSSARY
Supervision is the ultimate form of leadership Autonomy: a principle of motivational interview-
within the helping professions. Treating super- ing affirming one’s right and capacity for self-
visees as people, not as things, is the essence of direction and informed choice.
person-centered supervision, a concept extensively Clinical supervision: a relationship in the helping
explored in this course. professions that implies a simultaneous managerial
The course began with the basic foundations of and mentorship component. Per Falander and
defining supervision within the helping profes- Shafranske, clinical supervision is “a distinct pro-
sions, and then advanced to integrating ideas from fessional activity in which education and training
person-centered approaches to helping others to aimed at developing science-informed practice are
fully describe person-centered supervision. Specific facilitated through a collaborative, interpersonal
skills for developing empathy in supervisory work process. It involves observation, evaluation, feed-
with others were explored, using supervisee case back, the facilitation of supervisee self-assessment,
studies to guide the discussion and reflective exer- and the acquisition of instruction and skills by
cises to help integrate and personalize the learning. instruction, modeling, and mutual problem solv-
Other common supervisory issues were examined, ing” [7].
including counselor development, working with Collaboration: a principle of motivational inter-
resistant supervisees, legal and ethical issues, and viewing involving a partnership that honors the
self care as a supervision issue. client’s/supervisee’s expertise and perspectives.
Person-centered supervision is not a new model or “Compliment sandwich:” sharing with students
a radical approach to clinical supervision. Rather, or supervisees something that they are doing right,
person-centered supervision is an approach, a then inserting an area of improvement, and ending
mindset that can be implemented alongside with a compliment.
any other existing models or techniques used in
supervision. This approach embraces the notion Congruence: a Rogerian, person-centered term
that practicing some common sense logic and meaning that the supervisee and supervisor are on
honoring supervisees as people, in the same way the “same page” in terms of goals and direction for
one would honor clients, is the best way to reach the supervisory relationship.
them. Person-centeredness can bring about the Consultation: collaborating with a specialist who is
high-quality formation necessary in the helping called upon for his or her expert advice in the field,
professions. for instance, in matters of assessment, diagnosis, or
treatment planning.
Empathy: derived from Greek roots meaning “in”
and “feeling;” coined as a philosophical concept
in 1858 by a German philosopher. According
to Stedman’s Medical Dictionary, it is defined as
“direct identification with, understanding of, and
vicarious experience of another person’s situation,
feelings, and motives” [12].