{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

Getting the Most from Supervision

Getting the Most from Supervision - Journal of Mental...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
Journal of Mental Health Counseling Volume 26/Number 4/October 2004/Pages 361-373 Getting the Most Out of Clinical Supervision: Strategies for Mental Health Counseling Students Quinn M. Pearson Strategies are presented for helping mental health counseling (MHC) students navigate the process of receiving clinical supervision, from preparing for and initiating supervision to participating actively within and between sessions. Information from supervision practices and principles pro- vides the foundation for guiding students in making the most of their first experiences in clinical supervision. Within the field of counseling and psychotherapy, clinical supervision has only recently been recognized as a specialty in its own right (Bernard & Goodyear, 1998). No longer viewed as merely an extension of the therapeu- tic process, some licensing boards (e.g., Alabama and Louisiana) are requir- ing clinicians to receive specialized training in clinical supervision before cre- dentialing them as approved supervisors. Actual training in supervision, how- ever, still lags far behind available knowledge and research, resulting in wide variability of styles and quality. Moreover, even with extensive training and optimum conditions, supervision is a challenging and sometimes daunting enterprise. One way to mitigate the impact of the varying quality of supervi- sion is through education of the consumer, the supervisee. Although the literature is sparse, a few authors (N. Berger & Graff, 1995; S.S.Berger & Buchholz, 1993; Bernard, 1994) have emphasized the impor- tance of preparing mental health counseling (MHC) students to receive supervision and have provided suggestions for such preparation. Without exception, these authors suggested that a basic component of learning how to be supervised involved being exposed to the fundamentals of providing supervision. Recognizing that many supervisors lack formal training in such fundamentals as supervisor roles and stages of supervision (Nelson, Johnson, & Thorngren, 2000) and that poor supervision (Magnuson, Wilcoxon, & Quinn M. Pearson, Ph.D., is an associate professor. Counselor Education, University of North Alabama, Florence. E-mail: [email protected] 361
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
362 JOURNAL OF MENTAL HEALTH COUNSELING Norem, 2000) is an unfortunate occurrence, MHC trainees can also benefit from knowing problems that can arise. Thus, preparing MHC students to receive supervision can help them know what to expect or what to promote in ideal or less than ideal situations. The purpose of this manuscript is to empower MHC students, who are entering their first practicum, by providing information and practical strate- gies for embracing the possibilities and avoiding the pitfalls of receiving supervision, that is, for getting the most out of their clinical supervision expe- riences. Using foundational supervision principles and practices as a back- drop, strategies will be presented for preparing for the supervision experi- ence, launching the supervision relationship, preparing for supervision ses- sions, and working between sessions.
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

Page1 / 14

Getting the Most from Supervision - Journal of Mental...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon bookmark
Ask a homework question - tutors are online