Healthcare Training Institute - Quality Education since 1979
CE for Psychologist, Social Worker, Counselor, & MFT!!

Course Learning Objectives/Outcomes

By the end of the course, the Counselor, Marriage and Family Therapist, Social Worker or Psychologist will be able to:

I. Application of the Development Model of Supervision
-Name the three problematic approaches.

II. The role of supervision in the practice environment
-Explain the required Knowledge, Skills, and Abilities of a Mental Health Supervisor/Specialist.

Applications & Examples of Supervisory Models and Roles
-Name three reasons why clinical supervision is used in training.
-List five benefits of having a clinical supervision contract.
-Name four parts of reflective practice in supervision.
-Name three perspectives in multicultural counseling.
-Name seven points regarding supervisee self-evaluation.
-Describe ten steps in suicide-related training.
-List three responses for client sexual behaviors.
-Name four characteristics of effective goal setting in supervision.
-Identify five steps related to managing difficulties in supervision.
-Name four types of resistance in supervisees.
-Name three considerations for ethical supervision.
-Name four steps in facilitating therapist-client relationship of a supervisee.
-Explain two ways on how to overcome supervisor-employee relationship conflicts.
-Name three skills regarding the empowerment of subordinates.
-Name two of the four types of supervisees that are resistant to improvement.
-Name three main ethical issues involved in the supervision of a therapist.
-Name two ways to correct problems resulting in the supervisor-therapist and therapist-client relationship.
-Name two of the three basic skills that you may wish to utilize to empower your supervisee.
-Name the six levels in Bloom's Taxonomy hierarchy that provide essential skills for supervisees wishing to become critical thinkers.
-Explain the solution-focused approach based in a constructivist epistemology.
-Explain the characteristics of a "scientific thinker."
-Name the four phases representing the developmental process of counseling supervision in reflective learning-based supervision.
-Explain what appears to suffer when Technical adherence is improved with manualized training.
-Explain a key element in using supervision to facilitate the acquisition of multi-cultural counseling competence.
-Explain how African American supervisees anticipated that their supervisors are to act towards them. (This concept is referenced in the following article: Hird, Jeffrey, Cavalieri, Consuelo, Dulko, Jeffrey, & Algernon Felice; Visions and Realities: Supervisee Perspectives of Multicultural Supervision.)
-Name the five possible sources of threat for MHC Students.
-Name the three stages of counselor development. (This concept is referenced in the article by Thompson, Jill; A Readiness Hierarchy Theory of Counselor-in-Training.)
-Explain why does Work with inner-city children, adolescents, and their families often calls for and involves collaborative efforts with another service agency.
-Name the five classic questions of supervisee discipline.
-Explain the barriers to Implementing Clinical Supervision.

III. Legal and Ethical Issues in Supervision
-Explain when you can reveal confidential information in order to prevent a significant threatened danger.
-Name the first response of the therapist should be to: Susie (12 years old) tells the therapist during a session that she has been sexually abused by her father. Susie immediately breaks into tears as she fears the therapist will report it.
-Explain how you can help Linda, a battered woman, informs you that her husband has threatened to kill her. He owns a gun. She has been unable to sleep soundly and has developed generalized anxiety. She is afraid that if her husband finds out that she has told you about his abuse, that he will follow through on his threat.
-Name the three aspects regarding ethical boundaries related to ethics versus the law.
-Name the three confidentiality boundaries to consider when treating self-harming clients.
-Explain the concepts of consulting colleagues in relation to a client’s confidentiality.
-Name the three controversies resulting from concerns about confidentiality boundaries.
-Name the 5-Step Confidentiality and Risk Avoidance Procedure.
-Name the three concepts regarding confidentiality boundaries related to very young children.
-Name the three strategies that you might be able to use in order to protect a client’s right to confidentiality if subpoenaed by the court.

IV. Cultural competency & supervision
-Name the Four Stages of Cultural Competence Development.
-Name the three approaches to moving beyond stereotypes in multicultural counseling.
-Name the four common approaches to multi-cultural training.
-Name the five cultural adaptation methods.
-Name the five factors that regulate the relationship between acculturation and stress.
-Name the three Counseling Microskills for Treating Culturally Different Clients.
-Name the three important issues to consider in starting a multicultural group.

V. Transference and countertransference in clinical practice & supervision
-Name the four risk factors to the development of Secondary Traumatic Stress found in supervisees treating battered women and batterers.
-Name what four factors can determine whether a battered woman will leave her situation.
-Name the three shields that can prevent burnout when working with battering relationships.
-Name the Five areas of domestic violence education, when met with client resistance, which may be fostering burn-out for you.
-Name the 3 Main Traps of Arrogance Your Supervisee May Exhibit.
-Name the four environmental strategies that a therapist can use to ensure personal safety when working with a battering client.
-Name the five ways that culturally different clients experiencing transference may react to a therapist.

"The instructional level of this course is introductory, intermediate, or advanced depending on the learners clinical area of expertise."