The First 10 Seats are Free

Use Coupon Code ASUP2FEB25 at Checkout

Mindfully Clinicians always join free- ask your supervisor/clinical director for your coupon code

Enroll today

Course curriculum

    1. Welcome!

    2. Downloads for this course (Handouts, etc.)

    3. Key Links/Downloads for the Course

    4. PDF Downloads for the course

    5. Assessment in Sup Part 2

    6. Course Evaluation

    7. Thanks for joining us!

About this course

  • $60.00
  • 7 lessons
  • 0 hours of video content

Modality

100% Virtual via Zoom: Live Interactive Session with Activities & Discussion

NOTE: This is a live, interactive, training presented through Zoom as an online Webinar. Zoom recommends having a broadband wired/wireless connection, speakers, and a microphone to effectively participate via this platform. (requirements listed on zoom’s website here: https://support.zoom.us/hc/en-us/articles/201362023-Zoom-system-requirements-Windows-macOS-Linux).

Program Summary:

Join us for the second part of our assessment in supervision series. Where Assessment in Supervision Part 1 focuses on assessing (and remediating) documentation practices, part two focuses more on the less tangible professionalism and interpersonal concerns. This program will discuss strategies for identifying and discussing sensitive topics with an emphasis on setting the stage for developing growth and stronger competencies.

Learning Objectives:

  • Participants will be able to define problems with professional competence (PCP) that are subject to assessment/evaluation/remediation in supervision.

  • Participants will be able to recall strategies for assessing and broaching the topic of addressing PCP’s in supervision.

  • Participants will be able to develop a plan for addressing PCPs and promoting professional growth.

Audience & Skill Level

Intermediate

This session is designed to introduce mental health clinicians (Counselors, Social Workers, Marriage & Family Therapists and related professions) to the topic. The content is most specific and applicable to those practicing clinical supervision. These providers may benefit the most from this content; however, those with little to no experience or previous training in this area will benefit.

Course Outline & Agenda

1:00 -1:30  Definitions & Foundations

1:30 - 2:15  Identifying a Concern

2:15 - 3:00 Assessing Concerns

        ~Mindfulness & Stretch

3:00 - 3:45 Breaking the Ice & Due Process

3:45 - 4:00 Remediation

4:00 Q&A, Course Evaluations, & Discussion

To receive course credit, participants must complete the following:

  • Attend the Entire Program

  • Complete the Course Evaluation

  • Certificates will be emailed to you within seven business days of completing course requirements

Instructor

Charles J. Potter

PHD, LPCC-S

Charles J. (CJ) Potter is one of the clinical directors at Mindfully and a practicing Licensed Professional Clinical Counselor, Supervisor (LPCC-S). Part of CJ’s responsibilities at Mindfully includes staying abreast of best practices (including legal and ethical considerations) that impact clinical practice. In this session, CJ shares those insights as they relate specifically to clinical supervision of mental health providers (Counselors, Social-Workers, and Marriage & Family Therapists).

Program Approvals

Ohio CSWMFT Approval 

This training is approved for counselor, social work, and marriage and family therapy continuing education. In addition, it is approved by the Ohio Chemical Dependency Board for chemical dependency continuing education. Check CE Broker for detailed breakdown of CE types (provider number 50-24074). 


ASWB ACE Approval 

Mindfully (ACEP provider #1862), is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 6/27/2023 – 6/27/2024. Social workers completing this course receive 3 clinical continuing education credits. 


NBCC ACEP Approval

Mindfully Academy has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7322. Programs that do not qualify for NBCC credit are clearly identified. Mindfully Academy is solely responsible for all aspects of the programs.

Future Offerings

Future offerings of this course are still TBD

For more information

Individuals with comments/questions/concerns can contact Mindfully Academy via the information provided below:

[email protected] 

513-939-0300

Charles Potter (Program Coordinator) [email protected] 


  • Grievance policy: If you are dissatisfied with your experience, please feel free to share this with us via email: [email protected] or via telephone: 513-939-0300, or via your program evaluation.  All complaints will receive a response within seven business days outlining actions taken and proposed responses which may include issuing a refund, credits for future trainings, updating course content or taking appropriate action with presenters, among others. 
  • Request for Accommodations: Should any accommodations enhance your program experience, please contact us via email: [email protected] or via telephone: 513-939-0300, to explore what options you may have. 

References

Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson. ISBN 9780134752518 

Blodgett, E. G., Schmidt, J. F., & Scudder, R. R. (1987). Clinical session evaluation: The effect of familiarity with the supervisee.  The Clinical Supervisor, 5, 33-43.

Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007).  When values collide: Field instructors’ experiences of providing feedback and evaluating competence.  The Clinical Supervisor, 26(1/2), 99-117. 

Burkard, A. W., Knox, S., Clarke, R. D., Phelps, D. L., & Inman, A. G. (2014). Supervisors’ experiences of providing difficult feedback in cross-ethnic/racial supervision.  The Counseling Psychologist, 42, 314-344. 

Ekstein, R., & Wallerstein, R. S. (1972). The teaching and learning of psychotherapy (2nd ed.). New York, NY: International Universities Press.

Elman, N. S., & Forrest, L. (2004). Psychotherapy in the remediation of psychology trainees: Exploratory interviews with training directors.  Professional Psychology: Research and Practice, 49, 123-130.

Forrest, L., Elman, N. S., Huprich, S. K., Veilleux, J. C., Jacobs, S. C., & Kaslow, N. J. (2013).  Training directors’ perceptions of faculty behavior when dealing with trainee competence problems: A mixed method pilot study.  Training and Education i Professional Psychology, 7, 23-32.

Foster, V. A., & McAdams, C. R. III (2009). A framework for creating a climate of transparency for professional performance assessment: Fostering student investment in gatekeeping. Counselor Education and Supervision, 48, 271-284.

Gilfoyle, N. (2008). The legal ecosystem: Risk management in addressing student competence problems in professional psychology training.  Training and education in professional psychology, 2, 202-209.

Gonsalvez, C. J., Bushnell, J., Blackman, R., Deane, F., Bliokas, V., Nicholson-Perry, K., Shire A., Nasstasia, Y., Allan, C., & Knight, R. (2013). Assessment of psychology competencies in field placements: Standardized vignettes reduce rater bias. Training and Education in Professional Psychology, 7(2), 99.

Jacobs, S. C., Huprich, S. K., Grus, C. L., et al. (2011).  Trainees with professional competency problems: Preparing trainers for difficult but necessary conversations.  Training and Education in Professional Psychology, 5(3), 175-184.

Kaplan, M. (1983). A woman’s view of DSM-III.  American Psychologist, 38, 786-692. 

Kaslow, N. J., Rubin, N. J., Forrest, L., et al. (2007). Recognizing, assessing, and intervening with problems of professional competence.  Professional Psychology: Research and Practice, 38, 479-492.

Kerl, S. B., Garcia, J. L., McCullough, C. S., & Maxwell, M. E. (2002). Systemic evaluation of professional performance: Legally supported procedure and process.  Counselor Education and Supervision, 41, 321-334.  

Ladany, N. (2004). Psychotherapy supervision: What lies beneath.  Psychotherapy Research, 14, 1-19.

Lambie, G. L. (2020). Counseling Competencies Scale—Revised.  

Lehrman-Waterman, D., & Ladany, N. (2001). Development and validation of the Evaluation Process within Supervision Inventory [Special issue]. Journal of Counseling Psychology, 48(2), 168-177.  

Lumadue, C. A., & Duffey, T. H. (1999). The role of graduate programs as gatekeepers: A model for evaluating student counselor competence.  Counselor Education and Supervision, 39, 101-109.

Magnuson, S., Wilcoxon, S. A., & Norem, K. (2000). A profile of lousy supervision: Experienced counselors’ perspectives.  Counselor Education and Supervision, 39, 189-202.

McAdams, C.R. III, Foster, V.A., & Ward, T. J. (2007) Remediation and dismissal policies in counselor education: Lesson learned from a challenge in federal court.  Counselor Education and Supervision, 46, 212-229.

Motley, V., Reese, M. K., & Campos, P. (2014). Evaluating corrective feedback self-efficacy changes among counselor educators and site supervisors.  Counselor Education and Supervision, 53, 34-46.

Mullen, P. R., Lambie, G. W., Poandl, M. M., Frawley, C., & Burgin, E. (2024). Analysis of the Counseling Competency Scale-Revised Using Trainees’ Self-Assessment Data. Counseling Outcome Research and Evaluation, 16(1), 24–38. https://doi.org/10.1080/21501378.2024.2404845

Phelps, D., Burkard, A., Knox, S., Clarke, R., & Inman, A. G. (2009). Difficult feedback in cross-cultural supervision.  Presented at the American Psychological Association Convention.  Washington, DC.

Robiner, W. N., Fuhrman, M., & Risvtvedt, S. (1993).  Evaluation difficulties sin supervising psychology interns.  The Clinical Psychologist, 46, 3-13. 

Robiner, W. N., Saltzman, S. R., Hoberman, H. M., Semrud-Clikeman, M., & Schirvar, J. A. (1997). Psychology Supervisor’s bias in evaluations and letters of recommendation.  The Clinical Supervisor, 16(2), 49-72.

Shen-Miller, D. S., Schwartz-Mette, R., Van Sickle, K. S., Jacobs, S., C., Grus, C. L., Hunter, E. A., & Forrest, L. (2014). Professional competence problems in training: A qualitative investigation of trainee perspectives.  Training and education in professional psychology, 9, 161-169.