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Course curriculum

    1. Welcome!

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

    3. Models of Supervision DEC

    4. Course Evaluation

    5. Thanks for joining us!

About this course

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

Modality

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:

Mental health providers are expected to provide evidence-based care for their clients. This program takes popular models of mental health care and applies them in a supervision setting. Additional models that shape, structure, or otherwise guide supervision are also reviewed. Participants will leave with a better understanding of how models can inform their supervisory practice and improve the quality of growth supervisees experience.

Learning Objectives:

  • Participants will be able to describe the value of having a model to support supervision practices.

  • Participants will be able to recognize multiple different models of supervision.

  • Participants will feel capable of modifying current practices to include benefits of specific supervision models.

Audience & Skill Level

Intermediate-

Audience: This program is designed for individuals who are either actively practicing supervision of other mental health providers, or those who are interested in doing so in the future. Mental health providers who are actively providing clinical supervision of other providers will benefit the most from this material. Others (including those who are seeking to provide such supervision in the future) may also benefit.

Course Outline & Agenda

  • 9:00-9:30  Why are Supervision Models Important? 
  • 9:30-11:15 Models Review
    • Models rooted in psychotherapy
      • Spotlight: The CBT Model
    • Models rooted in supervisee development
      • Spotlight Integrated Developmental Model
    • Process Oriented Models

  • 11:15-12:00  Group Supervision

  • Peer Supervision

  • 12:00 Q&A, Discussion, Evaluations

To receive course credit, participants must complete the following:

  • Attend the Entire Program

  • Complete the Course Evaluation

  • Certificates will be available through the course webpage on Thinkific once all requirements are met.

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.

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

Alfonsson, S., Parling, T., Spannargard, A., Andersson, G., & Lundgren, T. (2018) The effects of clinical supervision on supervisees and patients in CBT: a systematic review.  Cognitive Behaviour Therapy, 47(3), 206-228. https://doi.org/10.1080/16506073.2017.1369559

Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor education and supervision, 19(1), 60-68.

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

Hawkins, P. & Shohet, R. (2012). Supervision in the helping professions. McGraw Hill Open University Press.

Li. D., Duys, D. K., & Vispoel, W. P. (2020). Transitional dynamics of three supervisory styles using markove chain analysis.  Journal of Counseling & Development, 98, 363-375. DOI: 10.1002/jcad.12339

Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. The counseling psychologist, 10(1), 3-42. 

Prasko, J., Marija, A., Marie, O., Gecaite-Stonciene, J., Liska, R., Juskiene, A., Slepecky, M. & Bagdonaviciene, L. (2024). Building skills in cognitive behavioral supervision. Neuroendocrinolgoy letters. 197-214. 

Putney, M. W., Worthington, E. L., & McCullough, M. E. (1992). Effects of supervisor and supervisee theoretical orientation and supervisor-supervisee matching on interns' perceptions of supervision. Journal of Counseling Psychology, 39(2), 258.

Rigazio-DiGilio, S. A., & Anderson, S. A. (1995). A cognitive-developmental model for marital and family therapy supervision. The Clinical Supervisor, 12(2), 93-118.

Shelton, D., & Zazzarino, A. (2020). Infusing counseling theories with the integrated developmental model: Strengthening supervision practices. Journal of Human Services: Training, Research, and Practice, 6(1), 4.

Stoltenberg, C. D., & McNeill, B. W. (2011). IDM supervision: An integrative developmental model for supervising counselors and therapists. Routledge.

Vala, S. (2017). Registered counsellors' experiences of their professional career development (Doctoral dissertation, University of the Free State).