Basic Ingredients; Relationships; Purpose and Goals; Roles

Unit 1:
Basic Ingredients; Relationships; Purpose and Goals; Roles
In this Unit, we cover a variety of basic topics. As with
any good program, we begin by considering the anticipated outcome. That is, it
is important to know our purposes, goals, an understanding of relationships,
and our roles in order to develop a map for supervision.
This unit addresses topic areas 2, 3, and 8 of the
Philosophy of Supervision Paper (Top Areas are located in the uploaded files below)
Assignments for Unit 1:
Required Reading
Lee & Nelson, Chapters
1 & 2
AS Designation: Standards
Handbook
AAMFT Code of Ethics
Other reading: read
at least one of the articles from the resource list that has an asterisk and at
least one other, although you may want to read more than that in preparation
for your Unit papers and your Philosophy of Supervision paper. Your interactive
instructor may ask for very brief reports on articles.
Required assignments:
Find the Philosophy of Supervision Paper Guide – this is the paper that will give you instructions and suggestions
for writing your Philosophy of Supervision paper. Read carefully to get a sense
of the whole course and the requirements for the paper. You have now started
your Philosophy of Supervision Paper!
We suggest you use this document throughout your Unit work
and during your interactive sessions, taking notes for each area.
Write
a one-page, single-apaced paper: on the topic below (a), (*match
areas of the Philosophy of Supervision paper):
a.
*Purpose and Goals for Supervision. Purpose:
The reason for doing something. Goals: What is expected to be
accomplished. An example purpose for supervision is enhancing and
overseeing the clinical work of the trainee. Goals should include both
short-term and long-term accomplishments. A short-term goal might be related to
meeting clients on time and conducting appropriate initial interviews. A longer-term
goal might be improvement in scores in an evaluation that demonstrate clinical
competence. Include a process you might use to help the trainee accomplish the
goal. A process example might be reviewing interventions through discussion or video
recording, practice in role play, and comments after live supervision sessions.
This paper is about the reason
for supervising trainees, what we expect them to accomplish
during their time supervision, and how you will help them reach their
goals.
Think about the following
questions in your response: What do you see is the overall purpose of
supervision for trainees? That is, why do we supervise new therapists (e.g., to
ensure client care, assist trainees in professional growth)? What measurable or
observable goals do you have for trainees in supervision during your time with
them and by the time they are finished? How will you help them reach those
goals? What will tell you that a trainee has succeeded in supervision? Purposes
and goals for yourself are helpful but this area’s focus is the trainee.
Most people make this area much harder and laborious than it needs to be. It
does not need to include roles or relationships – just the purpose (reason for)
supervision, appropriate goals, and your process for helping them reach the
goals. It actually can be one or two short paragraphs!
Supervision is defined as
an intervention provided by a
more senior member of a profession to a more junior member or members of that
same profession. The relationship is evaluative and hierarchical, extends over
time, and has the simultaneous purposes of enhancing the professional
functioning of the more junior person(s), monitoring the quality of
professional services offered to the clients that she, he, or they see, and
serving as a gatekeeper for those who are to enter the particular profession.
(emphasis added, Bernard & Goodyear, 2009, p. 7)
To reiterate, the purpose of
supervision is to
1.
Enhance the professional functioning of
the trainee
2.
Monitor quality of services to clients
3.
Serve as a gatekeeper to the field
4.
?
You may think of additional
purposes. Goals for supervision tend to flow from designated purposes.
Another example:
One purpose of supervision is
to become aware of one’s self and potential blind spots that might negatively
affect supervision. A goal related to this purpose is ability to evaluate
oneself in therapy and take corrective action when recognizing blind spots. I
will do this by using cultural genograms, helping trainees through discussion
and exercises to recognize their social locations and how those might be
different from their clients’, and discussing ways to be sensitive to those
differences.
(Area 2 of the Philosophy of
Supervision Paper)
All papers must include at least two scholarly
citations/references, at least one other than Lee & Nelson (located in uploaded files below).

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