Clinical supervision in alcohol and drug abuse counseling


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Clinical supervision in alcohol and drug abuse counseling

  1. 1.  Based on the highly acclaimed author, DavidJ. Powell Originally printed in 1993 and revised in 2004 Makes the case for substance abusecounseling as a unique discipline with its ownmodel of supervision Disputes the notion that a good counselorautomatically makes a good supervisor
  2. 2.  Confusing clinical supervision with casemanagement, focusing on the client’s ratherthan the counselor’s needs Counseling the counselors giving rise to roleconfusion Taking a laissez-faire attitude Becoming judgmental, authoritarian, andoverly demanding
  3. 3.  Most counselors need a mentoring andsupport system, which translates into acoach, cheerleader, handholder, and wiseadvisor According to studies, better clinicalsupervision led to greater job satisfactionand better retention rates Good clinical supervision improves clientoutcomes
  4. 4. A good supervisory relationship is one of themost satisfying aspects of the counselor’s work
  5. 5.  Openness to feedback (supv. & counselor) Supv.’s helping the counselor feel relaxed &open to criticism Supv’s ability to listen to the counselor &respect the counselor’s therapeutic style Consistency of therapeutic orientations Emotional support provided by supervisor Sharing clinical responsibilities
  6. 6.  Managers of tx facilities need to be trainedin the value of good clinical supervision Clinical supervisors need more thoroughtraining in how to supervise More sophisticated mechanisms are neededfor supervising counselors
  7. 7. Towards a Working Definition of Supervision
  8. 8.  Firstly, understanding the differencebetween administrative and clinicalsupervision. The administrative supervisor helps thesupervisee function more effectively withinthe organization, with the overall intent ofhelping the organization run smoothly Addresses areas such as caserecords, referral procedures, continuity ofcare, accountability, hiring/firing, andperformance evaluations.
  9. 9.  Clinical supervision focuses on thedevelopment of the supervisee specifically asan interpersonally effective clinician(Hart, 1982) Clinical supervision attends to thesupervisee’s professional and personal needsas they directly affect the welfare of theclient.
  10. 10.  Supervision as a Therapeutic Process –becoming aware of one’s personal issues andits impact on clients Supervision as Education – learning skillsand developing professional competence
  11. 11. “Clinical supervision is a disciplined, tutorialprocess wherein principles are transformedinto practical skills, with four overlapping foci:administrative, evaluative, clinical, andsupportive.”
  12. 12.  Disciplined – regularly scheduled, timelimited, specific agenda & expectations Tutorial – instruction and guidance with anindividualized training plan A Process – supervisor ascoach, cheerleader, mentor, friend, handholder, educator, and colleague Principles into practice – help counseloridentify what they did and why they did it
  13. 13.  Administrative – involves organizationalmanagement issues Evaluative – assess counselor’s skills, clarifyperformance standards, negotiate objectivesfor learning, utilize sanctions for poorperformance. Involves goal setting &feedback
  14. 14. Clinical – the clinical, educational, andtraining functions of supervision include: Developing counseling knowledge & skills, Identifying learning issues & problems, Determining counselor strengths &weaknesses, Promoting self-awareness & professional &personal growth and, Transmitting knowledge for practical use.
  15. 15.  The best supervisor teaches by example – notjust instructing but modeling clinicalcompetencies The most effective way to teach: to let thestudent watch you work
  16. 16.  Supportive – the supportive functions ofclinical supervision includehandholding, cheerleading, coaching, moralebuilding, burnout prevention, andencouragement of personal growth When a counselor reveals a personal issuethat is impeding the clinical process, thesupervisor must see that he/she gets thesupport needed to resolve the impasse
  17. 17.  Leadership is not the same asmanagement, and management is not thesame as supervision Leadership transforms people by raising theirsights & aspirations to a higher level, therebyengendering a greater sense of purpose
  18. 18.  To establish trust with co-workers &subordinates To serve as a team leader To define & set dept. & organizational goals& communicate these goals companywide To inspire staff by encouragement &motivation To communicate enthusiasm & capability To keep up staff morale, including one’s own To take appropriate risks & be decisive inaction
  19. 19.  To possess the ability to change in responseto needs To have vision, drive, clearjudgment, initiative, poise, and maturity ofcharacter To commandenthusiasm, loyalty, sincerity, courtesy, andconfidence To exercise control through inspiration ratherthan command
  20. 20.  get work done through staff make effective use of dept. resources get results in achieving goals & objectives control through command identify, analyze, and solve problems adapt to change & growing needs of org. organize work as needed to get the job done Intervene to bring about positive results See all aspects of operations
  21. 21.  Know the responsibilities of staff Clearly communicate these responsibilities Effectively utilize the performance appraisalsystem to get max. productivity of staff Write clear job descriptions & quarterly &annual goal & work statements for all staff Delegate responsibilities to all staff Promote staff’s professional development
  22. 22.  Take full responsibility for decisions youmake Always put the well-being of those reportingto you above your personal well-being Give subordinates full credit for successes Don’t be afraid to take risks when they’re inthe best interest of the company or client Protect your supervisees to superiors whenthey’re being unfairly attacked or punished
  23. 23. 6. Take a personal interest in the welfare ofyour staff7. Make decisions promptly even if, attimes, you don’t have full information8. Be a teacher9. Do not play favorites10. Don’t give orders just to prove you’re theboss
  24. 24.  Good supervision is largely a matter of caringfor staff Supervision is not about structures, butabout people: their needs, concerns &growth The ultimate goal of leadership is to create asense of community at work
  25. 25.  The leader is a servant first. That’s the keyto the leader’s influence The power to lead comes from giving uppersonal need for power in order to serve thegroup “Leaders bear pain. They do not inflict it.” The servant leader cares for people The goal is to motivate people; tap into it
  26. 26.  Owners Employees Customers – most critical element of agency Vendors Competitors The Community at Large
  27. 27. “When organizations empower employees tobe part of the decision-makingprocess, establish a bottom-up managementstructure, practice servant leadership, andbalance the needs of all stake-holders, theybecome great places to work.”
  28. 28.  Camaraderie De-emphasis on Politics (throughtrust, openness, & fairness throughoutcompany) Growth Values (employee empowerment) Family and Community (give a sense ofbeing part of a family)
  29. 29. The Four A’s of supervision1. Available: open, receptive, trusting, nonthreatening2. Accessible: easy to approach and speakfreely with3. Able: having real knowledge & skills to give4. Affable: pleasant, friendly, reassuring
  30. 30. Two Essential Qualities1. Sound Clinical Experience – must be agood clinician2. A Passion for Counseling – the sourcebeing a desire to help others
  31. 31. Models of Supervision