Clinical Supervision: A Person-Centered Approach
Course #76863 - $60 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
This course is a departure from traditional instruction on clinical supervision where the emphases tend to be on models of counselor development and approaches specific to clinical supervision. Taking the person-centered values of empathy, unconditional positive regard, and congruence, this workshop will teach you how to work with supervisees in a manner that will honor their perspectives and experience and thus maximize their development as counselors. Supervisors are encouraged to "step into the shoes" of their supervisees and remember what it was like to receive clinical supervision as a way of building stronger working alliances with those they supervise. Special attention is devoted to using motivational enhancement principles in working with resistant supervisees, and various legal/ethical and pragmatic scenarios are also incorporated into the content.
- INTRODUCTION
- FOUNDATIONS: TAKING A PERSON-CENTERED APPROACH TO CLINICAL SUPERVISION
- CONSULTATION AND THE PERSON-CENTERED APPROACH
- DEFINING THE PERSON-CENTERED APPROACH TO SUPERVISION
- PRACTICING EMPATHY AND THE ART OF SUPERVISION
- CLINICAL DEVELOPMENT AND FORMATION
- LEGAL AND ETHICAL ISSUES IN SUPERVISION
- SELF-CARE AS A SUPERVISION ISSUE
- CONCLUSION
- GLOSSARY
- APPENDIX
- Works Cited
This course is designed for professional clinicians, including counselors, social workers, therapists, and pastoral counselors, who supervise others, clinically and/or administratively.
The purpose of this course is to help supervisors or potential supervisors in the human services or helping professions to more effectively work with those they are entrusted to supervise.
Upon completion of this course, you should be able to:
- Identify and discuss common problems in supervising counselors/clinicians.
- Define the basic components of clinical supervision.
- Discuss the role of consultation in effective work with supervisees.
- Describe what the psychotherapeutic professions reveal about the importance of empathy and therapeutic alliance in treatment (regardless of specific method or model).
- Apply these principles of empathy to the practice of clinical supervision.
- Articulate and discuss the stages of counselor development as they relate to the person- centered approach to clinical supervision.
- Utilize motivational interviewing approaches with resistant supervisees.
- Incorporate empathetic, person-centered principles into ethical and legal decision making.
- Develop a self-care plan that takes into account empathetic approaches to self and others.
- Assist others in developing both work plans and self-care plans.
Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, (she/they) travels internationally speaking on topics related to EMDR therapy, trauma, addiction, expressive arts, and mindfulness while maintaining a private practice and online education operation, the Institute for Creative Mindfulness, in her home base of northeast Ohio. She is the developer of the Dancing Mindfulness approach to expressive arts therapy and the developer of Yoga for Clinicians. Dr. Marich is the author of numerous books, including EMDR Made Simple, Trauma Made Simple, and EMDR Therapy and Mindfulness for Trauma Focused Care (written in collaboration with Dr. Stephen Dansiger). She is also the author of Process Not Perfection: Expressive Arts Solutions for Trauma Recovery. In 2020, a revised and expanded edition of Trauma and the 12 Steps was released. In 2022 and 2023, Dr. Marich published two additional books: The Healing Power of Jiu-Jitsu: A Guide to Transforming Trauma and Facilitating Recovery and Dissociation Made Simple. Dr. Marich is a woman living with a dissociative disorder, and this forms the basis of her award-winning passion for advocacy in the mental health field.
Contributing faculty, Jamie Marich, PhD, LPCC-S, REAT, RYT-500, RMT, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Alice Yick Flanagan, PhD, MSW
The division planner has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
Supported browsers for Windows include Microsoft Internet Explorer 9.0 and up, Mozilla Firefox 3.0 and up, Opera 9.0 and up, and Google Chrome. Supported browsers for Macintosh include Safari, Mozilla Firefox 3.0 and up, Opera 9.0 and up, and Google Chrome. Other operating systems and browsers that include complete implementations of ECMAScript edition 3 and CSS 2.0 may work, but are not supported. Supported browsers must utilize the TLS encryption protocol v1.1 or v1.2 in order to connect to pages that require a secured HTTPS connection. TLS v1.0 is not supported.
The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.