International Trauma Training Institute is an approved NBCC continuing education provider. ACEP # 6674
DELIVERY METHOD: 6-week online. Allow 2 – 3 hours per week.
CE HOURS: 13
$220. $198 (discounted by 10% thru 12/31/20). All course material is provided.
SECTIONS: Participants will be assigned to a section with no more than 15.
FACULTY OVERSIGHT: An ITTI faculty member will be assigned to each section.
DESCRIPTION & OBJECTIVES In this course, both new and seasoned supervisors will be provided with information regarding the distinct practice specialty of Supervision. Supervision is recognized as a practice focus with a clearly defined set of competencies, roles and responsibilities. It is the ethical benchmark of the behavioral health professions.
Module 1 is an introduction to the field of Supervision. The primary responsibilities of a clinical and administrative supervisor are reviewed. The definition of supervision is discussed, as is the difference between supervision and therapy. The many functions of supervision are listed and discussed in detail. The interactions between the supervisor and supervisee are complicated and include responsibility on both parties. We look at research and the components that are necessary to function as a competent supervisor.
Module 2 explores the varied approaches to supervision in the behavioral health field. Discussed are developmental approaches, psychotherapy-based approaches, person-centered approaches, feminist approaches, and cognitive-behavioral approaches. The IDM model is also addressed in detail, as is solution-focused supervision. Examples of these approaches are offered, as well as the “pros and cons”.
Module 3 explores what is perhaps the most critical role and responsibility of the social work supervisor: that of modeling and teaching ethical behavior and guidelines. We review ethics codes, the role of the supervisor as gatekeeper, and describe the standard of care. NASW ethics regulations and codes are reviewed in detail. Also reviewed are pitfalls in ethical decision making, what not to do as a supervisor and ways in which the supervisor can mitigate the potential for direct and vicarious liability.
Module 4 explores the complicated issues surrounding supervision, diversity and multicultural competence. Both the definition of culture and of a culturally competent supervisor are discussed in detail. Supervisor cultural competence is explored, as is the highly correlated interaction of the supervisee’s competence in this area, as well as the supervisor’s. We briefly review research into this area, as well as present tangible techniques and ideas for mitigating the anxiety that often accompanies diversity issues in supervision. We explore the skill set of diversity competence as a separate but equally critical component of supervisory competence.
Module 5 discusses the need for trauma informed supervision and trauma informed supervisors. This is a critical role for the supervisor who is in a unique position to be aware of potential vicarious trauma in supervisees, and role model behaviors to mitigate this problem. We briefly describe trauma and its neurological affect on the brain, as well as list and discuss the importance of the supervisory alliance with regard to balancing the clinician’s self-care and practice. The risk factors and symptoms of STS are explored and discussed. Trauma informed techniques for supervisors and supervisees are detailed.
Module 6 completes this 6-week training in supervisory metacompetence by exploring the difficult function of evaluation and feedback. Topics such as what to provide feedback on, formative vs. summative feedback and their differing purposes, feedback methods, and evaluation pitfalls. Also included in this module are the various forms of supervision, such as individual and group supervision, and structured vs. unstructured supervision. Ending the training are suggestions for the competent supervisor regarding when to seek supervision for the supervisor.