978-0135183816 Chapter 15

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Chapter 15

Supervision and Consultation

FOCUS QUESTIONS

1. How are counseling, supervision, and consultation similar? How are they different

from each other?

Points instructors may want to make:

• They are different in that:

2. What would you do if you believed your clinical supervisor was not competent to

provide you with quality supervision services?

Points instructors may want to make:

3. As a beginning counselor, under what circumstances do you think you might seek

consultation? Under what circumstances do you think others might seek you out for

consultation?

Points instructors may want to make:

o You have difficult cases to contend with, such as suicidal clients or clients who

may be a danger to others;

o You need help making other complex professional decisions;

o You need to talk with one of your client’s other service providers, such as his or

her psychiatrist; or

o You need to talk to a client’s family member.

• You will probably be a consultant to others when:

IN-CLASS ACTIVITY

Title: Trying on the Consultant Hat

Learning

Goal: To begin the process of thinking, interacting, investigating, and planning from

the perspective of a professional consultant.

Procedures: Group students into pairs. For five minutes, ask Student A to describe to his or

her partner (Student B) an organization (e.g., business, school, agency) that

Student A knows fairly well that has at least one major problem or challenge.

The setting described could be a current or previous place of employment,

internship site, university setting, etc. Student B should take notes regarding the

relevant descriptive information and may probe for additional information.

Student B should take five minutes to generate in writing (1) what Student B

believes to be the central issues for the selected organization, (2) additional

information he or she thinks is needed in order to fully understand this

organization, and (3) from whom and how he or she might gather this

information. Next, ask Student B to assume the role of consultant in the selected

organization, and ask questions in the manner he or she might use if indeed he

or she was a paid consultant (10 minutes). Finally, given the extent of the

information that has been gathered, the student should generate a draft plan of

how he or she might approach facilitating solutions or changes aimed at the

problem (20 minutes).

Discussion

Questions: What were the key points you learned from this exercise?

How were you different in your approach to the problem as a consultant than

how you might have acted in your role as a professional counselor?

Point/Counterpoint (Debate) Topics

Title: Relationship Boundaries in Supervision

Learning

Goal: To evaluate the considerations that must be taken into account when managing

the boundaries of the supervisory relationship.

Procedures: Assign (or allow students to volunteer) 2 groups of students (preferably 3-5

students per group) to each take one of the positions described below and

prepare a 5-minute argument in favor of that position. Have each group present

its argument. Next, allow the groups to confer for 2 minutes and then have each

group present its rebuttal to the other group’s argument. Lastly, have the class

members who served as the audience vote for which side was most persuasive.

Point: The boundaries of the supervisor/supervisee relationship should be much the

same as the boundaries that are set and maintained in counseling relationships.

vs.

Counterpoint: The boundaries of the supervisor/supervisee relationship should be

more flexible and different from the boundaries that are set and maintained in

counseling relationships.

Title: Credentials and Experience of Supervisors

Learning

Goal: To consider the advantages and disadvantages of supervisors having the same or

different specialty areas than supervisees.

Point: Supervisees will get the best supervision from a supervisor who practices in

the same specialty area (e.g., school counseling, agency counseling, addiction

counseling) as the supervisee.

vs.

Counterpoint: Supervision will be a richer experience if the supervisor practices in a

different specialty area, or is even from a different mental health profession, than the

supervisee.

OUTSIDE CLASS ACTIVITY

Title: Supervisor Interview

Learning

Goal: To facilitate an opportunity for a supervisor in training to “get–to–know” the

supervision experiences and approaches of an experienced supervisor. This

exercise will facilitate networking and collegial connection.

Procedures: Select an experienced clinical supervisor and spend some time getting to know

his or her role as a supervisor. Your time together may include an interview,

shadowing their supervision activities, talking with their supervisees, or general

discussion about supervision. Ensure that you have a solid understanding of

your selected supervisor’s supervisory style, orientation, approach,

documentation methods and approach to evaluation. Either give an oral report in

class or write a paper composed of two parts: Part I should describe the

interview you had with your selected supervisor and what you learned about

him or her as a supervisor. Part II should comprise your reflections on this

activity, what the experience means for you in your role as a future supervisor,

and how your perceptions and understanding of the supervision process might

have expanded or changed as a result of this experience.

Topic for Self-Reflection/Journaling

Topic: Reflect on the characteristics you want in a supervisor when you are completing your

post-master’s supervision experience toward your licensure or certification. What are

the competencies, personal and interpersonal characteristics, work style, and approach

to supervision of a potential supervisor that you believe would provide the best

supervision experience for you?

CASE STUDY

Darla is a master’s-level counseling student just beginning her internship. She has multiple

supervisors—an on-site supervisor, a group supervisor at the university, and a different

individual supervisor at the university. Her individual and group university supervisors are

doctoral-level counseling students at the same university. One of Darla’s clients is a 7-year-

old boy who attends special education classes. One evening, during university group

supervision, Darla shares her concerns about possible verbal and physical abuse within her

client’s school. When asked, Darla explains that she has not discussed this issue with her

individual university supervisor. She did, however, inform her on-site supervisor, who

directed her to document her findings. She also reports that her on-site supervisor said that

if the information was reported to child authorities, the likelihood of anything being done

was small to nonexistent. The incidents occurred more than two weeks ago.

Case Study Discussion

What are the group supervisor’s responsibilities, liability, and necessary actions? What

legal and ethical issues add complexity to this situation? What are important guidelines for this

situation? What would you do and why?

An on-site supervisor has the ultimate responsibility for anything an intern does. In the

situation described, the university supervisors have educational roles, not roles of authority over

what occurs on the site. Thus, the group supervisor’s responsibility is to recommend that the

supervisee continue to consult and follow the recommendations of the on-site supervisor. In the

event the group supervisor believes unethical or illegal activities are occurring on-site,

consultation with the on-site supervisor should be the next step. If counselor educators believe

sites are allowing unethical or illegal practices, practicum or internship students should be

removed and future students should not be assigned to that site.

SHORT PAPER OR ORAL CLASS PRESENTATION TOPICS

1. Discuss the benefits and challenges of consultation. Describe two different possible

consultation situations. Be sure to include examples that demonstrate potential approaches

to handling the issues involved.

2. Supervision involves what some have described as a paradox, that is, the supervisor is in a

position of power, conducts evaluation, provides feedback, and serves as coach, teacher,

and consultant. However, at the same time, the supervisor’s job is to facilitate the

development of their future professional colleagues. Discuss the most relevant issues and

include reflections on your future role as a supervisor. How might you manage such a

balancing act?