Fundamentals of Clinical Supervision 6th Edition by Janine M. Bernard, ISBN-13: 978-0134752518

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Fundamentals of Clinical Supervision 6th Edition by Janine M. Bernard, ISBN-13: 978-0134752518

[PDF eBook eTextbook] – Available Instantly

• Publisher: ‎ Pearson; 6th edition (January 12, 2018)
• Language: ‎ English
• 448 pages
• ISBN-10: ‎ 0134752511
• ISBN-13: ‎ 978-0134752518

The standard for clinical supervision.

Fundamentals of Clinical Supervision, 6th Edition offers a comprehensive, interdisciplinary approach that makes it the most highly cited publication in the field and an authoritative resource for anyone seeking certification as an Approved Clinical Supervisor. Readers gain a thorough view of clinical supervision as they explore central themes from a variety of mental health professions, as well as the important topics of supervision models and modalities, administrative issues, and professional concerns.

Retaining its accessible style, the 6th Edition includes additional coverage of multicultural supervision and competence, emerging supervision models, use of technology in supervision, new sections on group work and ethics, increased attention to client outcomes, and a significant focus on supervision beyond training. A new appendix includes supervision examples to help readers connect theory to practice. Its one-of-a-kind supervision toolbox, scholarly approach, and thorough topic coverage sets Fundamentals of Clinical Supervision apart.

Table of Contents:

Preface

New to this Edition

Organization of the Sixth Edition

Brief Contents

Contents

Part I Introduction and General Approaches to Supervision

Chapter 1 Introduction to Clinical Supervision

Foundational Premises

Terminology

Supervision’s Importance to the Professions

Supervision’s Importance to Regulatory Boards

Supervision’s Importance to Credentialing that Professional Organizations Provide

Supervision’s Importance to Program Accreditation

Supervisee Competence As a Goal

Supervised Practice: The Pathway to Competence

The Importance of Supervisor Competence

Defining Supervision

Differentiating Supervision from Overlapping Functions

Teaching versus Supervision

Counseling or Therapy versus Supervision

Consultation versus Supervision

Typically a Member of the Same Profession

Supervision is Evaluative and Hierarchical

Supervision Extends over Time

Supervisors’ Functions

Supervisor Functions in All Supervision

Supervisor Functions in Some Supervision

Supervisees’ perceptions of supervision

A Conceptual Framework for Supervision

Parameters of Supervision

Supervisee Developmental Level

Supervisor Tasks

Using the Framework

Conclusion

Chapter 2 Supervision Models: Psychotherapy-Based and Developmental Models

Psychotherapy-Based Models of Supervision

Psychodynamic Supervision

Humanistic–Relationship Oriented Supervision

Cognitive–Behavioral Supervision

Systemic Supervision

Feminist Supervision

Postmodern/Constructivist Supervision

Narrative Supervision

Solution-Focused Supervision

Integrative Supervision

Conclusions about Psychotherapy-Based Supervision Models

Developmental Approaches to Supervision

The Loganbill, Hardy, and Delworth Model

The Integrated Developmental Model

Level 1

Level 2

Level 3

The Systemic Cognitive–Developmental Supervision Model

Reflective Developmental Models

Research on Supervisee Development

Cognitive Complexity and Cognitive Development.

Experience as an Indicator of Developmental Level.

Supervision Environment

Implications of Research

Conclusions about Developmental Models

Conclusion

Chapter 3 Supervision Models: Process Models and Second-Generation Models

Supervision Process Models

The Discrimination Model

Styles versus Roles

The Critical Events in Supervision Model

The Hawkins and Shohet Model

The Systems Approach to Supervision Model

Relationship

The Supervisor and Supervisee

Contextual Dimensions of Supervision

Supervisory Process Dimensions

Conclusions about Supervision Process Models

Second-Generation Models of Supervision

Combined Models

Pearson (2006)

The Transtheoretical Model of Clinical Supervision

Experiential Processes

Behavioral Processes

Gaete and Ness (2015)

Conclusions about Combined Models

Target Issue Models

The Synergistic Model for Multicultural Supervision

The Attachment-Caregiving Model of Supervision

Attachment System Activation

Safe Haven

Attachment System Deactivation

Secure Base

Competence/Learning

Integrative Spiritual Development Model

Concrete and Graduated Orientation

Interpersonal Assessment and Personally Relevant Application

Skill Development

Guided Reflection and Integration

Supportive Collaborative Feedback

Mentoring/Continuity and Follow-up

Conclusions about Target Issue Models

Common Factors Models

Lampropoulos (2002)

Morgan and Sprenkle (2007)

Domains and Supervision Activity

Dimensions of Supervision

Supervision Roles

Learning-Based Model of Psychotherapy Supervision

Alliance Building/Maintenance

Educational Interventions: The Cognitive Domain

Learning/Relearning: The Psychomotor Domain

Conclusions about Common Factors Models

Empirically Supported Supervision

Pulling it all Together

Conclusion

Part II Dimensions of the Supervision Relationship

Chapter 4 Supervisory Relationships: Triadic and Dyadic Systems

Supervision as a Three-Person System

Parallel Processes and Isomorphism

Parallel Process

Addressing Parallel Processes in Supervision

Research Concerning Parallel Processes

Concluding Comments about Parallel Processes

Isomorphism

Interpersonal Triangles

Interpersonal Triangles in Supervision

Supervision as a Two-Person System: The Working Alliance

Factors That Predict Effective Supervisory Alliances

Supervisor Factors Affecting Quality of Supervisory Alliance

Social Skills

Mindfulness

Supervisor Style

The Supervisor’s Use of Expert and Referent Power

The Supervisor’s Use of Self-Disclosure

The Supervisor’s Attachment Style

Multicultural Competence

Gender-Related Discrimination

The Supervisor’s (Un)Ethical Behavior

Supervisee Factors Affecting Quality of Supervisory Alliance

Openness to Experience and Extraversion

Supervisee Stress and Anxiety

Maladaptive Perfectionism Combined with Higher Counseling Self-efficacy

Supervision Processes Affecting Quality of Supervisory Alliance

The Use of a Supervision Contract

Clear and Fairly Conducted Evaluation Practices

Discussions of Racial and Ethnic Differences

Interacting Racial Identity Levels

Supervisor–Supervisee Complementarity

The Supervisee’s Experience of Negative Supervision

Role Conflict and Ambiguity

Impacts of the Supervisory Alliance

Effects of Strong Alliances on Supervision-Related Outcomes

Supervisees’ Willingness to Disclose

Supervisees’ Satisfaction with Supervision

Supervisees’ Ratings of Supervision Outcomes

Effects of Strong Alliances on Therapy-Related Outcomes

Supervisees’ Alliances with Their Clients

Adherence to Treatment Protocols

Effects of Strong Alliances on the Supervisee

Managing Alliance Fluctuations: Addressing and Resolving Conflict

Conflict Origins and Type

Conflicts Arising from Miscommunications or Mismatched Expectations

Normative Conflicts

Conflicts Arising from Participants’ Interpersonal Dynamics

Cultural Ruptures

Preparing Supervisees to Address Alliance Ruptures

Conclusion

Chapter 5 Supervisory Relationships: Supervisee and Supervisor Factors

Supervisee Engagement

Supervisee Resistance

Level of Trust in the Supervisor

Level of Agreement with the Supervisor about Tasks and Goals

Supervisee Developmental Level

Supervisee Countertransference and Parallel Processes

Supervisor Style

Supervisor Focus

Summary Comments about Supervisee Resistance

Supervisee Attachment

Supervisee Shame

Supervisee Responses to Shame or the Threat of Shame

The Supervisor’s Role in Minimizing Supervisee Shame

Supervisee Anxiety

Effects of Anxiety on the Supervisee

Anxiety Affects Supervisee Learning

Anxiety Affects Supervisee Performance

Anxiety Affects Quality of Engagement with the Supervisor

Supervisor Management of Supervisee Anxiety

Role Induction

Normalizing Anxiety and Giving Permission to Make Mistakes

Optimizing Levels of Supervisor-Offered Support and Challenge

Supervisees’ Need to Feel and Appear Competent

Supervisee Transference

Implications for Supervisors

Supervisor Factors

Supervisor Attachment Style

Interpersonal Power

Social Influence Theory

An Interactional Perspective on Power

Implications for Supervisors

Supervisor Countertransference

Conclusion

Chapter 6 Multicultural Supervision

Four Dimensions to Which Multiculturally Competent Supervisors Attend

The Intrapersonal Dimension of Identity

An Interpersonal Dimension: Expectations, Bias, and Prejudice

An Interpersonal Dimension: Responding to Others’ Cultural Identity and Behavior

Acculturation

The Sociopolitical Dimension: Privilege, Oppression, and Institutionalized -isms

Working Multiculturally with Specific Populations

Supervision Multicultural Competence: Race and Ethnicity

Racial Identity Development

Racial Identity in Supervision

Ethnic Differences

Supervision Multicultural Competence: Gender

Different Voices

Differences between Male and Female Supervisors

Gender as a Variable Affecting Supervisee and Supervisor Evaluations and Satisfaction

Supervisors’ Evaluations of Supervisee Competence

Supervisees’ Evaluations of Supervisors

Supervisee Satisfaction

Supervisor Power

Supervision Multicultural Competence: Sexual Minority Status

Supervision Multicultural Competence: Religion and Spirituality

Religious Beliefs versus an LGBT-Affirmative Stance

Supervision Multicultural Competence: International Students

Supervision Multicultural Competence: Students with Disabilities

Supervision Multicultural Competence: Political Diversity

Training, Assessment, and Research in Multicultural Supervision

Pulling it All Together

Conclusion

Part III The Delivery of Clinical Supervision

Chapter 7 Organizing the Supervision Experience

The Importance of Competence in Organizing Supervision

The Role of Institutional Culture

The Essential Ingredient: A Supervision Plan

Contexts for Supervision: Two Different Worlds

The Graduate Program as Context for Supervision

The Field Site as Context for Supervision

Goals

Communication

Foundational Tasks for Organizing Supervision

Initial Communication between Graduate Program and Site

The Interview

Orientation

The Supervision Contract

The Supervisee Bill of Rights

Professional Disclosure Statements

Ongoing Organizational Tasks

Communication, Communication, Communication

Communication and Evaluation

Supervisor as Agency Representative

Managing Time

Time Management and Choosing Supervision Methods

Record Keeping

Planning for the Exceptions

Evaluation and Debriefing

Some Final Thoughts

Get Support

Know Yourself

Gather Resources

Get Feedback

Be Intentional

Conclusion

Chapter 8 Individual Supervision

Initial Criteria for Choosing Supervision Interventions

Structured Versus Unstructured Interventions

Methods, Forms, and Techniques of Supervision

Self-Report

Process Notes and Case Notes

Transcripts

Live Observation

Audio and Video Recordings

Using Video in Supervision

Picking a Video Camera

Video Recording on Mobile Devices

Ensuring Adequate Audio

Video Playback

Storing Digital Videos

Picture-in-Picture Video

Consent

How to Introduce Video to Clients

Planning Recording-Based Supervision

Issues Specific to Video Recordings

Routine Outcome Monitoring

Uses of Routine Outcome Measurement in Supervision

Implementation and Limits of Routine Outcome Measurement

Interpersonal Process Recall

Written Feedback

Methods to Stimulate and Teach Reflection

Socratic Questioning and Thinking Aloud

Journal Writing

Reflecting Teams

Other Strategies

Identifying and Responding to Personal Dilemmas

Reflecting on the Supervision Session

Nonlinear Supervision Strategies

Sandtray

Using Metaphor

Other Strategies

Supervision Using the Internet

Videoconferencing

E-mail and Text Chat Supervision

Legal, Regulatory, and Ethical Issues

Security

Timing of Supervision

Triadic Supervision

Benefits Associated with Triadic Supervision

Challenges Associated with Triadic Supervision

Methods for Conducting Triadic Supervision

Favorable Conditions for Triadic Supervision

Time Allotted

Choosing Pairs Carefully

Having a Distinct Role for the Nonpresenting Supervisee

Orienting Supervisees

Supplementing with Individual Supervision

Training Supervisors

Concluding Comments

Putting It All Together

Conclusion

Chapter 9 Group Supervision and Live Supervision

Group Supervision

Definition, Advantages, and Limitations of Group Supervision

Benefits and Limitations of Group Supervision

Benefits

Limitations

Group Supervision: A Unique Blend of Supervision and Group Dynamics

Style, Experience, and Goals of the Group Supervisor

Supervisees’ Developmental Levels

Group Stages and Group Supervision Processes

Forming Stage

Frequency of Meetings

Attendance

Norming Stage

Performing Stage

Group Supervision Models

Borders’s Structured Peer Group Supervision Model

Structured Group Supervision

Edwards and Heshmati Model of Group Supervision

Additional Thoughts about “Performing” Group Supervision

Adjourning Stage

The Time-Limited Group

The Ongoing Supervision Group

Evaluation of the Supervisory Experience

Supervision of Group Work

Peer-Supervision Groups

The Process of Peer-Supervision Groups

Advantages and Disadvantages of Peer-Supervision Groups

Evaluation of Peer-Group Supervision

Technology and Group Supervision

Summary: What Enhances—and What Hinders—Group Supervision

Conclusions about Group Supervision

Live Supervision

Methods of Live Supervision

Using Computers, Interactive Television, and Notebooks for Live Supervision

Using Distance Technologies for Live Supervision

The Live Supervision Intervention

Phone-In Interventions

Consultation Break Interventions

Presession Planning and Postsession Debriefing

Additional Thoughts Regarding Live Supervision

Advantages and Disadvantages of Live Supervison

Advantages

Disadvantages

Team Supervision

The Reflecting Team

Team Dynamics

In-Session (Midsession) Dynamics

Presession and Postsession Dynamics

Advantages and Disadvantages of Team Supervision

Advantages

Disadvantages

Research and live supervision

Conclusions about Live Supervision

Conclusion

Part IV Professional Responsibilities of Clinical Supervisors

Chapter 10 Evaluation

Favorable Conditions for Evaluation

Criteria for Evaluation

The Process of Evaluation

Negotiating a Supervision–Evaluation Contract

Choosing Supervision Methods for Evaluation

Communicating Formative Feedback

Choosing Evaluation Instruments

Seeking Client Input

Encouraging Self-Assessment

Communicating Summative Evaluations

Supervisees with Problems of Professional Competence

Definitions

Identifying Supervisees with PPC, Due Process, and Risk Management

Incidence

Remediation

Additional Evaluation Issues

The Subjective Element

Similarity

Familiarity

Priorities and Bias

Evaluation of Supervision

Conclusion

Chapter 11 Ethical and Legal Foundations for Supervision Practice

The Close But Imperfect Relationship Between Ethics Codes and the Law

Ethical Issues in clinical Supervision

Due Process

Informed Consent

Informed Consent with Supervisees Regarding Their Supervision

Conflicts of Conscience

Informed Consent with Clients Regarding Therapy

Informed Consent with Clients Regarding Supervision of Their Therapy

Multiple Relationships

Multiple Relationships between Supervisees and Clients

Preventing Supervisee Ethical Transgressions

Multiple Relationships between Supervisor and Supervisee

Sexual Attraction

Sexual Harassment

Intimate Committed Relationships

Nonsexual Multiple Relationships

Preventing Supervisor Transgressions

Supervisor and Supervisee Competence

Supervisor Competence

Competence in the Area Being Supervised

Competence in Supervision

Remaining Competent

Developing and Monitoring Supervisee Competence

Supervisor as Evaluator and Gatekeeper

Confidentiality

Confidentiality with Respect to Supervisee Information and Disclosures

Confidentiality with Respect to Client Information and Disclosures

Business-Related Issues in Supervision

Legal Issues in Clinical Supervision

Malpractice

The Duty to Warn

Direct Liability, Vicarious Liability, and Strict Liability

Risk Management: Preventing and Preparing for Claims of Malpractice

Preparing Ethical Decision Makers

Lessons from Cognitive Science

Implications for Teaching Ethical Decision Making

Explicitly Focusing on Personal Values

Mastering the Content of Ethical Codes

Teaching Explicit Ethical Decision-Making Models

Taking Opportunities to Apply Ethical Knowledge

Modeling Ethical Behavior

Conclusion

Part V Supervising Practitioners

Chapter 12 Facilitating Career-Long Professional Development

Fostering Continual Improvement: Helping Counselors and Therapists to Become Increasingly Better at What They Do

Consultation and Supervision: Overlapping but Distinct Functions

Being Competent versus Becoming Increasingly Effective

Deliberate Practice

The Expertise-Development Model

Being Guided by a Teacher or Mentor

Receiving Immediate and Ongoing Performance Feedback

Engaging in Solo Practice Outside of Day-to-Day Performance

Putting It All Together: The Expertise-Development Model in Action

Illustration 1

Illustration 2

Becoming an Expert Counselor or Therapist: A Developmental Perspective

Concluding Comments

Fostering Professional Development Through Role Expansion: From Therapist to Clinical Supervisor

Ensuring that Supervisors Are Trained for Their Role

The Limitations of Relying Solely on Continuing Education Workshops

Imparting Knowledge: The Supervision Training Curriculum

Developing Skills

Reflection on Role and Training Goals

Skill Facilitation

Integrating Knowledge and Skills into a Supervisory Style

Group Metasupervision

Balancing Responsibility

Learning to Think Like a Supervisor

Parallel Process

Facilitating the Development of an Identity as a Supervisor

Stage Models of Supervisor Development

Supervisor Development as Dimensional Change

Does Supervisor Training Work?

Conclusion

Appendix A Supervision Case Studies

Appendix B Supervision Toolbox

Toolbox Resource 1

Counseling Supervision Contract*

Toolbox Resource 2

Reciprocal Supervision Agreement

Toolbox Resource 3

Example of a Professional Disclosure Statement Prepared by Course Instructor for Practicum Supervision

Toolbox Resource 4

Supervisee’s Bill of Rights

Introduction

Nature of the Supervisory Relationship

Expectations of the Initial Supervisory Session

Expectations of the Supervisory Relationship

Ethics and Issues in the Supervisory Relationship

Expectations of the Supervisory Process

Expectations of Supervisory Sessions

Expectations of the Evaluation Process

Toolbox Resource 5

Supervision Agreement

Based on the Supervisee’s Bill of Rights

Introduction and Expectations of the Supervisory Experience

Expectations of the Supervisory Relationship

Expectations of the Supervisory Process

Expectations of Supervisory Sessions

Expectations Regarding Evaluation

Toolbox Resource 6

Supervision Record Form (SRF-1)

Toolbox Resource 7

Supervision Record Form (SRF-2)

Toolbox Resource 8

Supervisory Satisfaction Questionnaire

Toolbox Resource 9

Supervision Outcome Scale

Toolbox Resource 10

Leeds Alliance in Supervision Scale (LASS)

Toolbox Resource 11

Supervisory Working Alliance (SWA)—Supervisor Form

Toolbox Resource 12

Supervisory Working Alliance (SWA)—Supervisee Form

Toolbox Resource 13

The Brief Supervisory Alliance Scale—Supervisor Form (BSAS-SF)*

Toolbox Resource 14

The Brief Supervisory Alliance Scale—Trainee Form (BSAS-TF)*

Toolbox Resource 15

Collaborative Behavior Supervision Scale

Toolbox Resource 16

Supervisee Needs Index

SNI Scoring Procedures

Toolbox Resource 17

Supervisee Levels Questionnaire–Revised

Toolbox Resource 18

Anticipatory Supervisee Anxiety Scale (ASAS)

Directions: Complete before your supervision session

Toolbox Resource 19

Supervisor Self-Efficacy Scale

Toolbox Resource 20

Supervisor Competency Self-Assessment

Toolbox Resource 21

Multicultural Supervision Competencies Questionnaire

Toolbox Resource 22

Supervisory Styles Inventory

Toolbox Resource 23

Role Conflict and Role Ambiguity Inventory

Toolbox Resource 24

Evaluation Process within Supervision Inventory

Toolbox Resource 25

Group Supervision Scale

References

Name Index

Janine M. Bernard, Ph.D., is Professor Emeritus of Counseling and Counselor Education at Syracuse University, a licensed mental health counselor in NY, and a nationally certified Approved Clinical Supervisor. Dr. Bernard is the author of the well-known Discrimination Model of supervision and has published extensively in the area of clinical supervision. Dr. Bernard has made presentations on a variety of topics in supervision throughout the US and Canada, and in Europe, Asia, and Australia. She is a Fellow of the American Counseling Association, served as the Chair of the Board of Directors for the National Board for Certified Counselors, and was recently given the Legacy Award by the Association for Counselor Education and Supervision.

Rodney Goodyear, Ph.D., is a Professor and Department Chair at the University of Redlands as well as Emeritus Professor of Counseling Psychology, University of Southern California. He was the 2015 President of the Society for the Advancement of Psychotherapy. Clinical supervision has been a primary focus of his scholarship. He was a member of the task group that developed the American Psychological Association’s clinical supervision guidelines, and he received the American Psychological Association’s 2015 award for Distinguished Lifetime Contributions to Education and Training. He has been increasingly active in the training of supervisors internationally, including multi-year work with the Hubei Oriental Insight Mental Health Institution in Wuhan, China.

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