A Practical Guide to Clinical Supervision in Genetic Counseling provides a comprehensive overview of clinical supervision, emphasizing the supervision of genetic counseling students. The book draws on theory and research in genetic counseling, psychology, counselor education, and Dr. Veach's many years of experience in supervision practice.
Chapters address key issues in clinical supervision, including the infrastructure required for effective supervision; relationship dynamics inherent in supervision; and critical supervision processes, such as goal setting, feedback, evaluation, culturally-responsive supervision, and common clinical supervision challenges. Additional chapters cover models of supervisor and supervisee development, strategies to promote student wellness, how to recognize and address problematic performance, and supervision delivery models.
Each chapter contains instructional objectives, illustrations of major topics with supervision vignettes and examples, and descriptions of specific strategies for promoting self-reflective supervision practice. Experiential activities at the end of each chapter provide opportunities for readers to strengthen and maintain competencies associated with effective supervision processes and outcomes. The activities are appropriate for both current and future supervisors at all levels of experience and are suitable for use in the classroom and by individuals engaged in self-study.
A Practical Guide to Clinical Supervision in Genetic Counseling also features three contributed chapters by experts in supervision, education, and research and an appendix with instructional tips for designing and conducting supervision training opportunities to facilitate participants' learning experiences.
Author(s): Patricia McCarthy Veach
Series: Genetic Counseling in Practice, 3
Publisher: Oxford University Press
Year: 2023
Language: English
Pages: 436
City: New York
Cover
Series
A Practical Guide to Clinical Supervision in Genetic Counseling
Copyright
Contents
Preface
About the Authors
Contributors
1. Introduction to Supervision Theory and Practice
Objectives
What Is Clinical Supervision?
Who Does Supervision Serve?
Reciprocal Engagement Model of Supervision
REM-S Tenets and Goals
REM-S Supervisor Strategies
Supervisor Competencies
Supervision Is Hierarchical
Why Serve as a Supervisor?
Closing Thoughts
Learning Activities
Activity 1.1 Supervisor Self-Assessment
Activity 1.2 Reflecting on Supervision
Activity 1.3 Wearing Different Supervisor Hats
Activity 1.4 Genetic Counseling Supervisor Competencies
Activity 1.5 REM-S Goals
Appendix 1A: Genetic Counseling Supervisor Competencies
Appendix 1B: The Psychotherapy Supervisor Development Scale
2. Supervisory Styles
Objectives
Stylistic Differences
Consultation Style
Teaching Style
Counseling Style
Evaluation Style
Style Limitations
Additional Comments About Supervisory Styles
Behaviors Common to Supervisory Styles
Closing Thoughts
Learning Activities
Activity 2.1 Identifying Supervisory Styles
Activity 2.2 Using Supervisory Styles
Activity 2.3 Supervisory Focus and Style
Activity 2.4 Supervision Metaphors
Activity 2.5 The Counselor Supervisory Style
Activity 2.6 Supervisory Styles: Triad Role Plays
Appendix 2A: Learning Activities Answer Key
3. Setting the Stage for Supervision
Objectives
Initiating the Supervisory Relationship
Building a Supervision Working Alliance
Prepping for Supervision: Anticipatory Guidance Strategies
Student and Supervisor Questions
Supervision Information Statements and Agreements
Additional Strategies to Set the Stage for Supervision
Closing Thoughts
Learning Activities
Activity 3.1 Working Alliance Factors
Activity 3.2 Prepping for Supervision—Getting Started
Activity 3.3 Prepping for Supervision—Anticipating Student Questions
Activity 3.4 Challenging Student Questions
Activity 3.5 Supervision Information Statement/Agreement
Appendix 3A: Genetic Counseling Student Questions About Supervision
Appendix 3B: Genetic Counselor Supervisor Questions About Students
Appendix 3C: Sample Information Sheet
Appendix 3D: Sample Information Agreement
4. Culturally Engaged Supervision
Objectives
Introduction
Important Terminology
Culture
Cultural Competence
Cultural Humility
Cultural Engagement
Additional Terms
Foundations in Theory and Research
Culturally Engaged Supervision: Applications and Strategies
Starting Point: Cultural Self-Awareness
Entry Points: Communication
Challenging Issues: Microaggression/Racism
Continuing the Work
Closing Thoughts
Learning Activities
Activity 4.1 Cultural Self-Awareness
Activity 4.2 Communication Style Dimensions
Activity 4.3 Culture Sharing in Supervision: Dyad Role Plays
Activity 4.4 Challenging Situations: Dyad Role Plays
Activity 4.5 Culturally Engaged Supervision
Appendix 4A: Cultural Identities and Their Intersection
Appendix 4B: Communication Style Dimensions
Appendix 4C: Culture Sharing Worksheet
5. Models of Supervisor and Student Development
Objectives
Supervisor and Supervisee Developmental Models
Supervisor Models
Common Themes in Supervisor Models
Supervisee Developmental Models
Supervisor and Supervisee Developmental Challenges: Parallel Processes
Developmentally Based Interventions for Supervisors
Developmentally Based Interventions for Students
Engage in Assessment
Match Interventions to Developmental Level
Use Examples
Assign Scaffolding Tasks/Experiences
Counseling Independently
Assess Student Readiness
Prepare Students to Counsel Independently
Prepare Yourself for Students to Counsel Independently
Closing Thoughts
Learning Activities
Activity 5.1 Supervisor Development Self-Reflection
Activity 5.2 Supervisor Development Self-Assessment
Activity 5.3 Experiential Evolutionary Scaffolding
Activity 5.4 Addressing Student Developmental Issues: Triad Role Plays
Activity 5.5 Supervisor and Student Developmental Stages
6. Setting Goals in Supervision
Objectives
What Are Goals and Why Are They Useful?
Types of Performance Goals
Characteristics of Viable Goals
Goal-Setting Processes
Determining Goal Content
Establishing Goal Levels: Bloom’s Taxonomy
Goal-Setting Strategies
Establish Long- and Short-Term Goals
Regularly Review Long- and Short-Term Goals
Make Goal Setting a Collaborative and Focused Process
Modify Goals as Appropriate
Recognize and Manage Common Goal-Setting Pitfalls
Evaluate Your Goal-Setting Skills
Strategies for Promoting Goal Accomplishment
Mind Mapping
Closing Thoughts
Learning Activities
Activity 6.1 Writing Viable Goals
Activity 6.2 Connecting Goals to Behaviors and Goal Measurement
Activity 6.3 Writing Goals Using the Discrimination Model and Bloom’s Taxonomy
Activity 6.4 Mind Mapping to Promote Goal/Strategy Accomplishment
Activity 6.5 Setting and Prioritizing Short-Term Goals
7. Giving and Receiving Feedback
Objectives
Types of Feedback
Positive Feedback
Corrective Feedback
Characteristics of Helpful Feedback
Strategies for Promoting Helpful Feedback Interactions
Create a Framework for Feedback
Use Evocative Feedback Strategies When Feasible
Shape Students’ Self-Critique Skills
Provide Timely Feedback
Be Honest and Direct
Provide Sufficient, Balanced Feedback
Be Strategic, Selective, and Sensitive to Student Reactions
Provide Specific Feedback and Place It in a Context
Recognize Corrective Feedback May Take Time to “Land”
Provide Oral and Written Feedback
Feedback Regarding the Supervisor and Supervision Relationship
Supervisor Self-Feedback
Student Feedback
Closing Thoughts
Learning Activities
Activity 7.1 Reflecting on Feedback
Activity 7.2 Feedback Challenges and Strategies
Activity 7.3 Challenging Student Responses to Feedback
Activity 7.4 Challenging Supervisor Feedback Statements
Activity 7.5 Giving Feedback: Triad Role Plays
8. Evaluation in Supervision
Objectives
Evaluation Functions and Criteria
Formative Versus Summative Evaluation
Evaluation Criteria
Approaches to Student Evaluation
Likert-Style Evaluations
Anchored Rubrics
Qualitative Feedback
Client Feedback
Student Self-Evaluation
Evaluation Challenges
Subjectivity
Power Dynamics
Strategies for Promoting an Effective Evaluation Process
Evaluating the Supervisor
Closing Thoughts
Learning Activities
Activity 8.1 Summative Versus Formative Evaluation
Activity 8.2 Skill-Specific Anchored Rubrics
Activity 8.3 Evaluating Student Goals
Activity 8.4 Qualitative Final Evaluation: Triad Role Plays
Activity 8.5 Client Feedback Forms
Appendix 8A: Genetic Counseling Self-Efficacy Scale
9. Supervision for Self-Reflective Practice
Objectives
What Is Self-Reflective Practice?
Self-Reflection in Supervision
Strategies for Promoting Student Self-Reflective Practice
Cultivate and Model Your Own Self-Reflection Skills
Set the Stage with Directed Self-Reflection Protocols
Work on Minimizing Barriers to Student Reflective Practice
Use Evocative Strategies
Give Students Self-Reflection Assignments to Complete Outside of Supervision Meetings
Debrief Role Plays and Counseling Sessions Using Interpersonal Process Recall
Use Processes from Socratic Dialogue During Supervision
Closing Thoughts
Learning Activities
Activity 9.1 Creating a Self-Directed Protocol
Activity 9.2 Engaging in Socratic Dialogue
Activity 9.3 Supervision Self-Reflection
Activity 9.4 Interpersonal Process Recall Debriefing: Role Plays
Activity 9.5 Using Evocative Strategies in Supervision: Triad Role Plays
10. Fostering Psychosocial Skill Development
Objectives
What Are Psychosocial Skills and Why Are They Important?
Types of Psychosocial Skills
Strategies for Building Students’ Psychosocial Skills
Discuss Definitions and Perspectives
Recognize and Address Barriers to Using Psychosocial Skills
Assess Student Psychosocial Skills
Set Developmentally Appropriate Goals
Model Psychosocial Skills
Use Directed Self-Reflection Protocols
Assign Psychosocial Case Preparations
Engage in Role Playing
Debrief with Interpersonal Process Recall Methods
Use Mind Mapping Methods
Connect Psychosocial Skills to Their Effects
Closing Thoughts
Learning Activities
Activity 10.1 Addressing Student Misperceptions About Psychosocial Skills
Activity 10.2 Psychosocial Case Preparations
Activity 10.3 Directed Self-Reflection Protocol
Activity 10.4 Mind Mapping
Activity 10.5 Addressing Students’ Use of Psychosocial Skills: Triad Role Plays
11. Ethics and Professionalism in Supervision
Objectives
Supervisor Responsibilities
Ethical Considerations in Clinical Supervision
Supervision Agreement
Modeling
Multiple Relationships
Boundary Crossings and Boundary Violations
Additional Issues
Strategies to Promote Ethical and Professional Supervision Practice
Make a Lifelong Commitment to Ethical Awareness, Sensitivity, and Behavior
Set and Maintain Clear Boundaries Around the Supervision Relationship
Manage Multiple Relationships in an Ethical Manner
Delineate and Enforce Your Expectations of Students
Develop a Strong Supervisory Working Alliance
Closing Thoughts
Learning Activities
Activity 11.1 Addressing Student Questions About Ethical and Legal Aspects of Supervision
Activity 11.2 Boundaries in Supervision Discussion
Activity 11.3 Strategies for Addressing Boundary Issues in Supervision
Activity 11.4 Addressing Ethical Situations: Triad Role Plays
Activity 11.5 Ethical Decision-Making
12. Promoting Student Wellness
Objectives
What Is Wellness?
Resilience
Self-Care
The Role of Supervision in Promoting Student Wellness and Self-Care
Stress and Distress
Supervisor Responsibilities
Wellness and Self-Care Strategies
General Strategies
Genetic Counselor Wellness Strategies
Specific Strategies
Tips for Promoting Student Self-Care Practices
Closing Thoughts
Learning Activities
Activity 12.1 Self-Care Practices
Activity 12.2 Assessing Student Wellness
Activity 12.3 Setting Wellness Goals
Activity 12.4 Sources of Stress and Stress Management
Activity 12.5 Self-Care Behavior
Appendix 12A: Self-Care Behavior Inventory
13. Recognizing and Addressing Student Problematic Performance
Objectives
What Is Problematic Performance?
Problematic Performance Indicators
Types of Problematic Performance
Addressing Problematic Performance
Identify Barriers to Addressing Student Behaviors
Follow a Deliberate Process
Prepare Yourself for Initial Conversations
Be Planful and Deliberate During Conversations
Additional Strategies to Support Remediation Efforts
Closing Thoughts
Learning Activities
Activity 13.1 Remediation Conversations
Activity 13.2 Problematic Performance
Activity 13.3 Barriers to Supervision
Activity 13.4 Addressing Student Problematic Performance
Activity 13.5 Developing an Intervention to Improve Student Problematic Performance
14. Common Clinical Supervision Challenges
Objectives
Supervisor–Student Conflict
Types of Supervision Conflicts
Conflict Management Strategies
Example of Addressing a Conflict: Student Autonomy Versus Imitation
Supervisor Countertransference
Sources of Supervisor Countertransference
Types of Countertransference
Behaviors That Suggest Countertransference
Strategies to Manage Countertransference
Example of Addressing Countertransference: Disliking a Student
Student Anxiety
Types and Sources of Anxiety
Behaviors Suggestive of Anxiety
Anxiety Management Strategies
Example of Addressing One Source of Student Anxiety: Multiple Supervisors
Closing Thoughts
Learning Activities
Activity 14.1 Conflict in Supervision
Activity 14.2 Countertransference Self-Reflection
Activity 14.3 Addressing Countertransference
Activity 14.4 Student Anxiety
Activity 14.5 Addressing Student Anxiety
15. Supervision Delivery Methods
Objectives
Live Supervision
Live Supervision Advantages
Live Supervision Challenges
Other Considerations Regarding Live Supervision
Self-Report
Self-Report Advantages
Self-Report Challenges
Integrating Self-Report into Genetic Counseling Supervision
Standardized Patients
Standardized Patient Advantages
Integrating Standardized Patients into Genetic Counseling Supervision
Peer Group Supervision
Peer Groups for Professionals
Peer Groups for Students
Peer Observation and Feedback
Remote Supervision
Closing Thoughts
Learning Activities
Activity 15.1 Reflections on Supervision Delivery Methods
Activity 15.2 Challenges in Live Supervision
Activity 15.3 Client Reactions to Student Involvement
Activity 15.4 Generating Questions for Self-Report
Activity 15.5 Creating Guidelines for Peer Supervision Groups
Appendix: Instructional Tips for Building Supervision Training Opportunities
References
Index
