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Supervisor's Journal by Anonymous, LMFT |
meeting the CA BBS & BOP requirements for Supervision and Law & Ethics
Legal and ethical issues in clinical supervision
Current laws and regulations pertaining to supervision
Supervisor's responsibilities
Records to keep
Roles and functions of Clinical Supervisor
Models of clinical supervision
Mental health related professional development
Methods and techniques in clinical supervision
Supervisory relationship issues
Cultural issues in clinical supervision
Evaluation
of supervisee competence and the supervision process
Reverberations
in the 3-dimensional Interpersonal Field
between supervisor and supervisee as it parallels the field between supervisee
and his or her patient
And,
in blue, the Journal of an anonymous supervisor, including raw and unedited
countertransference material, as well as examples of Parallel Process
in action
Featuring excerpts from DSM-S
- The DSM-Supervisors,
with a special examination of DSM-S 004.78 -Engaging
in an Act of Desperation by Desperate Supervisor
Contains
an extensive Supervision Bibliography
Please
note that many of the legal and ethical considerations are repeated in
Parts II & III of the Clinical Supervision series.
Applies
to supervising interns, trainees, social work associates, psychological
assistants; to anyone in the Helping Professions
of psychology, social work, counseling, psychotherapy, etc.
Take
the test online! Print out your own certificate! This course counts as a 'regular'
(not self-study) course by the CA BBS!
| Learning Objectives In this 6 unit course, Clinical Supervisors will: Be
able to identify components of ethical professional conduct in the supervision
of a first year intern. |
This course meets the qualifications for 6 hours of continuing education units
Cost of the course is $66, which includes the online material (which you may print out yourself), the post-test, and the certificate. Hard copies of the course material cost $30, plus shipping and handling. If you wish to read the material, but do not need units, you may order the 'e-book', or online material, for $20.)
Note: This journal appeared anonymously in our e-mail box. With it was this note:
"Please use this as a supervision course. I am staying anonymous, because it contains very raw and honest countertransference material, and I am afraid that it will ruin my reputation when therapists see how my shadow emerged when I was supervising. I am particularly embarrassed about the times when I had an urge to 'throttle my intern'. I do hope that you will publish this as a course, however. I think it will help supervisors to hear about a truthful account of supervision. I also included the law and ethics stuff, but the journal is mostly about my experience as a supervisor. Thank you."
Excerpt from:
| A
Supervisor's Journal by Anonymous, LMFT |
(Choose one or both of the following statements as true:)
There is a resonance in the field between supervisee and supervisor, a 'parallel process' that occurs in supervision, so I wanted to model for Daniel the feeling of an initial session, as he would soon be starting to see clients. Initial sessions can be problematic in supervision, as there is a lot of ground to cover regarding responsibilities, law and ethics, paperwork, things to review, as well as the most important part, which is beginning to get a sense of the person. In some ways this is akin to an initial therapy session, particularly in a clinic setting where there are intake forms, releases, notification of intern status, etc.
The concept of parallel process has its origin in the psychoanalytic concepts of transference and countertransference. The transference occurs when the counselor recreates the presenting problem and emotions of the therapeutic relationship within the supervisory relationship. Countertransference occurs when the supervisor responds to the counselor in the same manner that the counselor responds to the client. Thus, the supervisory interaction replays, or is parallel with, the counseling interaction. (Sumerel, Marie B., 1994, Parallel Process in Supervision. ERIC Digest ED372347)
My first supervisor was brutal; supervision with him was the opposite of the 'free and protected' place. When I reported to him after my first session as an intern, he told me that it was the "worst session he had ever supervised." It didn't help that all my friends had raved about him as a professor, although, years later, I realized that none had had him as a supervisor. Teaching, doing therapy and supervision are quite different at times! The person who creates the unconditional safe space of therapy may in fact be a lousy supervisor, unwilling to confront the supervisee. By the same token, the professor with many publications, who is his or her own harshest critic, may also be a poor supervisor. Such was the case with Dr. M and me. His blunt style and high expectations were a poor match for a feeling type, brand new baby therapist. I never wanted to do that to anyone I supervised.
Years later I realized that those who have been initiated cruelly will tend to be cruel in their initiation of others. It is the 'wounded who wound', unless they find within themselves the archetype of the wounded healer. Having been hurt by my first supervisor, I knew to be careful, to not repeat history. In fact, I tell my students and interns "It is a 'practice' that we do, not a perfect!"
The Journal continues in the course...
Take the test online! Print out your own certificate! This course counts as a 'regular' (not self-study) course by the CA BBS!
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