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Tolerance of ambiguity and openness to new ideas; and Personal organization, personal hygiene, and appropriate dress. It is important to review these documents carefully as this is a standard of practice, establishing criteria for individuals entering the field of psychology.
They are exemplary and are excellent evaluation and monitoring tools used by many schools of social work and field placements. They address foundational and advanced practice levels. The latest version is the revision: In the CalSWEC documents, there is a significant focus on culture and linguistically competent practice.
Every discipline should find these competencies useful, as they are expansive and comprehensive — and very enlightening.
Supervisors will find it useful to self-assess on each document used with supervisees as the presumption is that supervisors will be at least as competent — and hopefully more so — as the supervisees they oversee.
The CalSWEC document goes on to describe competencies for practice with individuals, families, groups, community, human behavior and the social environment, and workplace management.
This is also a critical document to examine if you are training social workers. Many universities are using it, or a derivative, for evaluation purposes. It can be accessed online here: Competencies are organized around six primary domains and five secondary areas: Admission to treatment interactions leading to establishing the therapeutic contract ; Clinical assessment and diagnosis; Treatment planning and case management; Therapeutic interventions; Legal issues, ethics, and standards; and Research and program evaluation.
Types of skills and knowledge are conceptual, perceptual, executive, evaluative, and professional.
The document is available at the following website: Although graduates may not be performing as well as supervisors might like, they are following the general trend of importance that is set by the expectations of the supervisors.
Supervisors may also not be keeping pace with training needs in the current healthcare environment and may need to be prepared to help trainees develop skills that may not have been as important as they were before some of the changes occurred.
Following are two helpful articles that it is recommended for supervisors to read. You will find these in the reference section of this course: An article explaining the development of core competencies, by Nelson, T. Summary Remember that self-assessment is a core value of supervision.
There is a growing international movement to have individual practitioners self-assess to identify areas in which continuing education would enhance competency. Remember that continuing education is actually a means of ensuring ongoing professional competency.
Each supervisor should download a copy of the respective documents for the disciplines she supervises as well as the respective codes of ethics for those disciplines.
Direct Observation in the Assessment of Competence The American Psychological Association now requires each supervisee in practicum, internship, and post-doctoral fellowship to undergo direct observation by a supervisor during each training period.
This author strongly advocates direct observation for ALL supervisees at least once during each training term or rotation. Interprofessional Supervision Increasingly, supervisors are conducting interprofessional supervision, supervising individuals who are from different disciplines with varying scopes of practice.
These might include social work, marriage and family therapy, psychology, psychiatry, alcohol and drug treatment counseling, and other mental health and health professions.
Complexity arises when the supervisor is from a different discipline and views the clinical work through a different lens.
Four core competencies are essential: Competency 1 Work with individuals of other professions to maintain a climate of mutual respect and shared values. Teams and Teamwork Interprofessional Education Collaborativep.
Other Models and Theories of Supervision Before you begin this section, think about what models and theories of supervision influence your practice. Then as you progress through this section, think about which of these relate most readily to your own practice. Theory-based Models Among the approaches to supervision are psychotherapy-based approaches; including psychodynamic, cognitive-behavioral, intersubjective or narrative, and dialectical behavioral therapies; and systemic and family systems.
In these models, supervision typically mirrors the therapy process reflected in the theoretical orientation.
A concern with such supervision is that it may not systematically address all the areas critical for supervision e. There are multiple models that reflect the psychodynamic orientation, and Eckstein and Wallerstein were very influential in describing the relationships among the three parties in supervision — client, therapist, and supervisor — and how the relationships reflect upon each other.
Interest in transference, countertransference, and working alliance and parallel processes have all been exceptionally important to the understanding of supervision and are discussed throughout this course.
A compendium of psychotherapy-based approaches cognitive therapy [Beck], family therapy [Barenstein], and psychodynamically-oriented therapy [Sarnat] are presented in Chapter 4 of Falender and Shafranske Sarnat describes the relational psychoanalytic model in which client, therapist, and supervisor are considered as cocreators of the clinical and supervisory relationship that are intertwined.
Symbolic communication between supervisor and supervisee — a widely neglected aspect — addresses unsymbolized affective states that arise.
The supervisor is encouraged to set limits on exploration. The supervisor has the shared responsibility of exploration of personal dynamics as they impact the supervision and therapy.2 UNCG Undergraduate Bulletin 4 Notices Equality of Educational Opportunity The University of North Carolina at Greensboro is com-mitted to equality of educational opportunity and does not.
The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. The Belmont Report was written by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research.
The Commission, created as a result of the National Research Act of , was charged with identifying the basic ethical principles that should underlie the conduct of biomedical and behavioral research involving human subjects and developing guidelines to.
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Helping Students After Crisis: Get resources for helping students in the aftermath of hurricanes and floods. Get resources for helping students in the aftermath of a shooting. The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.