The Illinois School of Professional Psychology
at Argosy University, Chicago
COURSE SYLLABUS
PP7352
Clinical Supervision
Fall 2012
Faculty Information
Faculty Name: John Tirado, Ph.D.
Campus: Chicago
Contact Information:
Office phone number: 312-777-7698
E-mail:
Office Hours: Thu 8:00-9:00, 3:30-4:30, Fri 10:00-12:00
Course Catalogue description:
The aim of this course is to provide students with an overview of theory, research and practice models for clinical supervision. Numerous conceptual models for clinical supervision are described and discussed with an emphasis on the following approaches: developmental, person-centered, psychodynamic, cognitive behavioral, skill training, systemic, and integrated. Students use role plays to begin exploring the nature of the supervisory relationship and their own emerging approach to supervising others. They also discuss common strategies modalities, training issues, and dilemmas.
Course Pre-requisites: PP8212 – Intervention Practicum and Seminar II
Required Texts:
Bernard, J.M. & Goodyear, R.K. (2009). Fundamentals of Clinical Supervision. Boston: Allyn & Bacon. ISBN: 9780205591787
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.
Course Length: 15 Weeks
Contact Hours: 22.5 Hours
Credit Value: 1.5
Course Objectives:
Course Objective / Program Goal / Method of AssessmentDemonstrate a conceptualization of the major roles and responsibilities of clinical supervision / Goal 2 – Intervention
Goal 3 – Diversity / Weekly homework, class participation and discussion & final project
Demonstrate knowledge of current theories, models and practices in clinical supervision / Goal 5 – Scholarship / Midterm journal article review and critique; Final project
Transfer knowledge of professional ethical principles and obligations to practical situations / Goal 2 –
Intervention / Final project; class participation & class discussion
Analyze, comprehend, and evaluate the contemporary literature on clinical supervision and diversity issues / Goal 3 – Diversity
Goal 4 – Scientific / Midterm journal article review and critique
Instructional Contact Hours/Credit
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group-work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.
Course Requirements:
Students are expected to attend all classes, read all designated chapters, and complete all assignments. Meaningful participation in classroom discussions is encouraged and expected. Students are invited to ask questions, express their thoughts regarding the material presented, and demonstrate respect and sensitivity to individual differences and opinions.
Individual meetings with the instructor are available during designated office hours and by appointment. A student who must miss a class or an assignment (regardless of the reason) hasto inform the instructor as early as possible.
Students’ class performance will be assessed in the following way:
· Class Participation - students will be evaluated by their attendance and their contributions to class discussions.
· Midterm Examination - student will be given a class presentation assignment that is due during the 7th week of class. Specific instructions for this examination will be provided by the 2nd week of the semester.
· Final Examination – Student will be given a take home assignment that is due December 7, 2012, the penultimate class meeting. Specific instructions for this exam will reviewed before the 12th week of the semester.
Course Format:
The format of the course is based on substantive, interactive class discussions of assigned text readings and individual supervisory experiences of the students. In addition, student presentation of selected articles from the clinical supervision literature will be used to stimulate discussion of course concepts.
Midterm Examination (Due October 19, 2012)
The Midterm Examination consists of a scholarly critique of a journal article from 2006 to the present. The student should briefly summarize the article, elaborate the topic of the article, relate this topic to readings (assigned in class and outside of class) and class discussion, assume a position related to the topic and provide a rationale for this position. The student will then present this paper in class on the 7th or 8th class meeting.
Final Examination (Due December 7, 2012)
The Final Examination consists of a mock supervision and a final paper based on this mock supervision. Each student in the class will pair up with another student (either in or out of class) and conduct a mock supervision. The mock supervision session should be approximately 30 minutes in duration and recorded. It is ideal if the supervisee in the mock supervision session selects an ongoing case in practicum and addresses specific challenges or issues that the supervisee is addressing in treatment. All identifying information regarding the supervisee’s client used in the mock supervision must be altered and disguised so as to assure anonymity.
Note that the course instructor and the student supervisor are not responsible or liable for the welfare of clients of the mock supervisee. In addition, the comments, suggestions, or recommendations provided by the student supervisor should in no way be interpreted as replacing the mock supervisee’s on-site supervisor.
As the student supervisor you will be required to submit a recording (preferably digital) of the supervision and write a narrative consisting of two sections.
The Final Examination Paper will consist of two sections
Section 1 (6 – 8 pages)
Based on this mock supervision session, write a critique of six to eight pages that
addresses the following issues and themes:
1. A description of the supervisee’s learning style, issues, and/or needs
2. An analysis of the relationship between the supervisor and supervisee
3. Summary of the themes in the session
4. Self Critique regarding skills and relational style as a supervisor
5. Recommendations for subsequent sessions
Section 2 (4 – 5 pages)
Select one of the following supervision topics below and use this topic to elaborate upon the mock supervision described in section 1 of your paper above. From theory and class readings, elaborate upon the topic as demonstrated within the mock supervision and provide supportive data from this recording where appropriate, using quoted statements. Finally, take a position or stance and provide your opinion or perspective on the theme.
Topics:
1. Parallel Processes in Supervision 4. Disclosure in Supervision
2. Diversity in Supervision 5. Selected Model of Supervision
3. Evaluation in Supervision 6. Countertransference in Supervision
7. Conflict Resolution in Supervision 8. Counseling Role in Supervision
9. Ethical and Legal Considerations
The final examination will be graded on the final paper and the quality of the mock supervision. While the substantive portion (95%) of the final examination grade will depend on the final paper, 5% of the final examination grade will be based on the nature and quality of the supervisory relationship established; the use of self in supervision, issues of power and authority, and sensitivity to issues of diversity.
Course Schedule:
Week / Topic / Reading / Assignment1
Sept
7 / Introduction and Overview to clinical supervision
An examination of supervisory experiences & expectations / Bernard: Chapter 1 Introduction to Clinical Supervision: Context and importance of supervision. Defining supervision in the preparation of mental health professionals.
2
Sept 14 / Psychotherapy, Developmental and Social Role Models and Theories of Supervision / Bernard: Chapter 4 Supervision Models: Theory in clinical supervision. Supervision models grounded in psychotherapy theory; developmental approaches to supervision; social role models
MacKinnon, C.J., et al (2011). Opening the dialogue: Implications of feminist supervision theory with male supervisees
3
Sept
21 / Supervisory Relationship: factors affecting quality supervision; Supervisory Relationship: process dynamics / Bernard: Chapter 5 The Supervisory Relationship: the influence of individual and developmental differences. Developmental constructs; cultural differences; multicultural constructs
Nye, C. (1983). Dependence and independence in clinical supervision: an application of Vygotsky’s developmental learning theory
4
Sept
28 / Supervisory Relationship: Supervisor-Supervisee Dynamics; / Bernard: Chapter 6 The Supervisory Relationship: Processes and Issues of the Supervisory Triad and Dyad; Parallel processes and isomorphism are discussed.
5
Oct
5 / Supervisory Relationship: Resistance, Shame and Anxiety / Bernard: Chapter 7 The Supervisory Relationship: The supervisee in the relationship; the supervisor in the relationship; Issues of resistance, attachment, shame, anxiety and power are discussed
6
Oct
12 / Evaluation Issues in Supervision / Bernard: Chapter 2 Evaluation: Criteria for evaluation; favorable conditions for evaluation; the process of evaluation; impairment and incompetence; additional evaluation issues
7
Oct 19 / Midterm Examination Paper Presentations / No Reading / Midterm Article Due
8
Oct 26 / Midterm Examination Paper Presentations / No Reading
9
Nov 2 / Ethical and legal Issues in Supervision; Risk Management; Client Welfare and Gate-keeping / Bernard: Chapter 3 Ethical and Legal Considerations: Major ethical issues for clinical supervisors; legal ramifications; ethical decision making; informed consent, dual relationships, competence and malpractice are examined
10
Nov
9 / Organizing and structuring the supervision experience; Confidentiality; / Bernard: Chapter 8 Organizing the Supervision Experience: The importance of competence in organizing supervision, the role of institutional culture; supervision plan; context; evaluation and debriefing are presented
11
Nov
16 / Group Supervision / Bernard: Chapter 10 Supervision Interventions: Group Supervision – A definition and conceptualization, types of supervision groups; utility, supervisor roles, tasks, and strategies are examined
12
Nov
23 / Future of Practice; Best Practices in Clinical Supervision; Clinical Supervisor Certification / Best Practices in Clinical Supervision
Adopted by the ACES Executive Council
April 22, 2011
13
Dec
7 / Diversity Issues in Supervision / Tummala-Narra, P. (2004). Dynamics of race and culture in the supervisory encounter
Yabusaki, A.S. (2010). Clinical Supervision: Dialogues on Diversity. Training and Education in Professional Psychology / Final Examination Due
14
Dec
14 / Students will articulate a
preferred theory/model
of supervision, including
the link between theory
and practice. / No Reading
Required Readings
falseMacKinnon, C.J., et al (2011). Opening the dialogue: Implications of feminist supervision theory with male supervisees. Press the Escape key to close
Possible matching author(s):
·
Smith, Nathan Grant
Department of Educational and Counselling Psychology, McGill University
Professional Psychology: Research and Practice42.2 (pp 130-136)
Nye, C. (1983). Dependence and independence in clinical supervision: an application of Vygotsky’s developmental learning theory. In The Clinical Supervisor.(pp 81-98). New York, NY:Haworth Press.
Tummala-Narra, P. (2004). Dynamics of race and culture in the supervisory encounter. Psychoanalytic Psychology, 21, 300-311.
Yabusaki, A.S. (2010). Clinical Supervision: Dialogues on Diversity. Training and Education in Professional Psychology, Vol 4, No.1 (pp 55-61) Washington D.C.: American Psychological Association
Recommended Readings:
Falendar, C.A. Shafranske, E.P. (2004) Clinical Supervision: A Competency-Based Approach.
Washington, D.C.: American Psychological Association. ISBN:1-59147-119-2
Falendar, C.A. Shafranske., E.P. (2008) Casebook for Clinical Supervision A Competency-Based Approach. Washington, D.C.: American Psychological Association.ISBN:13:978-1-4338-0342-0
Ladany, N., Frielander, M.L., & Nelson, M.L. (2005) Critical Events in Psychotherapy
Supervision – An Interpersonal Approach. American Psychological Association.
ISBN: 1-59147-206-7
Grading Criteria:
The final grade for this course will be determinedby the total points (100) earned from all assignments as follows:
Grading requirements Grading scale
Midterm Examination / 30%Final Examination / 60%
Class Participation / 10%
100%
A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 – 73
C- / 72 – 70
F / 69 and below
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 6th Edition (2009). Washington DC: American Psychological Association (APA) format. Please refer to Chapter 2 (for manuscript structure and content) and Chapter 6 (for crediting sources) in the Publication Manual of the American Psychological Association, 6th Edition. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.