Education | Supervision in Counseling
G763 | 5467 | Dr. Chalmer Thompson
Professional development in the applied psychology specialties can be
perceived as a progression, ranging from the acquisition of
micro-counseling skills in laboratory settings, to exposure to first
time interactions with real clients in the practicum, to the
experience of sustained engagements using a variety of modalities
(e.g., group, family, etc.) and approaches (e.g., remedial,
preventative, consultative, etc.). As Holloway (1992) notes: "At
each stage of this progression, supervision is the critical teaching
method; professional education depends on the supervisory process to
facilitate the development of the student from novice to autonomously
functioning professional" (p. 177).
The purpose of this course is to acquaint students with the history
and models of supervision and provide instruction for the integration
of knowledge on supervision with actual practice. Based on existing
supervision research, students will learn about the person and
contextual factors that influence effective supervision. Examples of
person factors include supervisor or supervisee demographic
characteristics and supervisor experience levels, and examples of
contextual factors include counselor/supervisee roles and supervisory
orientation. Recent research quite wisely includes an interaction of
these variables as they influence the relationship and learning
In addition to a didactic component, this course include a practicum
component. Students will be assigned to one or more pre-practicum or
master's level practicum counseling students over the course of a
semester. Importantly, because of the need to cultivate more advanced
skill training in the area of supervision, students are also required
to complete an additional semester of the practicum by supervising
counseling master's students with more sophisticated individual cases,
or with cases in different modalities, such as group counseling,
family therapy, or psychological assessment. Students are expected to
acquire a minimum of 30 hours of direct supervision hours in the
initial semester and a minimum of 20 direct contact hours in the
subsequent, more advanced supervision placement.
Supervision of your supervisee cases will be done weekly by the
instructor of the course from which you draw your supervisees.
However, this course will meet at scheduled times throughout the
semester to review selected readings, discuss lecture and reading
material, and to cultivate the integration of didactic and practicum
To learn definitions of supervision as distinguished from counseling,
psychotherapy, and consultation;
To examine demographic and other person variables that influence the
supervisory process, including race, ethnicity, experience, sexual
orientation, age, and gender;
To learn how the development of supervisory competency builds upon
counseling and psychotherapy competency and parallels professional
development in therapy;
To become acquainted with different models of supervision;
To effectively conduct supervision, assessed through measures of
supervisee ratings, instructors' ratings, and G763 instructor
observations and evaluations;
To effectively articulate and demonstrate the integration of
supervision practice using narration and videotaped demonstration; and
To learn the ethical considerations in the practice of supervision.
Bernard, J. M. & Goodyear, R. K. (1998). Fundamentals of clinical
supervision (2nd ed.). Boston: Allyn & Bacon.
Boylan, J. C., Malley, P. B., Scott, J. (1995). Practicum and
internship: Textbook for counseling and psychotherapy. Washington,
DC: Accelerated Development.
Holloway, E. L. (1992). Clinical supervision: A systems approach.
Thousand Oaks, CA: Sage.
Liddle, H.A., Becker, D., Diamond, G. M. (1997). Family therapy
supervision. In C.E. Watkins, Jr. (Ed.) Handbook of psychotherapy
supervision. New York: Wiley
Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A
conceptual model. The Counseling Psychologist, 10, 3-42.
Skovholt, T. M. & Ronnestad, M.H. (1992). Themes in therapist and
counselor development. Journal of Counseling and Development, 70,
Stoltenberg, C. D. (1993). Supervising consultant in training: An
application of a model of supervision. Journal of Counseling and
Development, 72, 131-138.
Class participation. Because class sessions are limited, attendance
is mandatory. Participation is essential to class learning; you will
get out of the class what you put in. (50 points)
Presentation of case. At the end of each semester of supervision
practicum, students must present a case of their supervision with a
supervisee. The case presentation must include a (1) description of
the case; (2) a conceptualization of the problem; (3) the supervision
model or models used with the supervisee; (4) a description of the
supervisory process, including indicators of the development of the
supervisee as well as professional-self development as a supervisor;
and (5) considerations for future supervisory sessions in general, and
with the supervisee in particular. As regarding #4, the student must
present assessment data to build a case for determining how well the
supervision went. As regarding #5, the student is asked to examine
introspectively and contextually, the factors or conditions that may
have better facilitated the supervisory process and/or outcome.
References should be used throughout the writing of the case, but
especially as related to #2 and #5.
A segment of one of the final videotaped sessions of the supervision
should be presented with the case. A paper should also accompany the
case presentation and will be due at the close of classes (no later
than Friday, December 8).
Class Participation 50
Presentation of Case 50
F Below 60