Intensive Course: Clinical Supervision

CPD

Handouts

Faculty

George Haarman, PsyD, LMFT Related seminars and products

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GEORGE B. HAARMAN, PSY.D., LMFT, is a Licensed Clinical Psychologist and a Licensed Marriage and Family Therapist with more than 40 years of experience. A member of the American Psychological Association and Kentucky Psychological Association, Dr. Haarman is currently in private practice in Louisville, Kentucky, and serves as a consultant to several school systems and non-profit agencies regarding assessment. For 24 years, Dr. Haarman worked in the Department of Human Services in Louisville, serving in a variety of clinical capacities, and as the Deputy Director for the last 12 years of his tenure. His prior experience with DHS included working with youth detention centers, juvenile group homes, child protective services, and juvenile probation. Dr. Haarman received his doctorate in clinical psychology from Spalding University and has been an instructor at Jefferson Community College, Bellarmine University, and Spalding University. As a result of his years of experience in mental health, he has presented seminars regionally and nationally on psychopathology, depression, and emotional disorders in children and adolescents. He is also the author of School Refusal: Children Who Can’t or Won’t Go to School, Clinical Supervision: Legal, Ethical, and Risk Management Issues, and Mastering the DSM-5.

Speaker Disclosures:
Financial: Dr. George Haarman maintains a private practice and is an adjunct professor Spalding University, Jefferson Community College, and Bellarmine University. He receives a speaking honorarium and recording royalties from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: Dr. George Haarman is a member of the American Psychological Association and the Kentucky Psychological Association.

Additional Info

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For a more detailed outline that includes times or durations of time, if needed, please contact cepesi@pesi.com. 

Objectives

1. Develop best practices for providing clinical supervision, including the use of a written supervisory contract and thorough documentation procedures.
2. Analyze models of clinical supervision, including advantages and disadvantages of each.
3. Apply the six building blocks of providing competent supervision.
4. Conduct a self -assessment of your competencies as a supervisor.
5. Demonstrate the use of constructive feedback strategies as they relate to clinical supervision practice.
6. Utilize various observation methods for the purpose of providing ongoing feedback for supervisees to improve their clinical skills.
7. Create a detailed professional development plan for supervisees.
8. Establish standards for identifying and addressing cultural or contextual bias within both the supervisory and the therapeutic relationship and developing “cultural humility”.
9. Identify personal values, bias and expectations and use skills, techniques and strategies for supervising diverse populations.
10. Use specific strategies for dealing effectively with an impaired supervisee.
11. Provide timely, clear, descriptive feedback to supervisees using multiple formats, methods and techniques.
12. Recognize the key legal issues and risks involved in being a clinical supervisor, particularly vicarious liability.
13. Articulate the major ethical issues involving supervision including: Competence, due process, informed consent, confidentiality, and multiple/dual relationships.
14. Summarize risk management strategies for supervision.

Outline

• Establish roles and responsibilities
• How to write a comprehensive Informed Consent Agreement and Supervisory Contract
• Setting clear expectations for supervision
• Documentation: If it’s not in writing, it didn’t happen
• Types of supervision: Individual, group, team, peer, case consultation
• Practice Exercise: Writing a Supervisory contract for Ned Newbie

• 10 myths about clinical supervision
• Supervision versus consultation
• Must-have knowledge, skills and attitude of the competent supervisor
• 10 factors contributing to the “best” and “worst” supervisors
• The Supervisee’s Bill of Rights
• The Building Blocks of Effective Supervision:
  • Competency
  • Diversity
  • Supervisee relationship
  • Professionalism
  • Assessment/evaluation/feedback
• Practice Exercise: Competency-Based Supervisor Self-Assessment

• Administrative versus clinical supervision
• Models of supervision:
  • The “No-Model” model
  • Apprentice-master
  • Expert
  • One-size-fits all
  • Psychotherapy-based
  • Parallel process
  • Interactional
  • Relationship
  • Developmental
  • Holistic

• Legal and ethical implications
• Formats, methods, and techniques
• Formative evaluation versus summative evaluation
• 6 steps for handling a negative evaluation

• Six guiding principles for giving feedback
• How to structure constructive feedback
• Improve your constructive feedback skills
• ”Unhelpful” constructive feedback
• Practice Exercise: Role Play – The Supervisor From Hell Provides Feedback To The Problematic Supervisee
• Practice Exercise: Role Play – The Constructive and Effective Supervisor Meets the Open Supervisee with an Issue

• The 8000 pound elephant in the room
• 20 practical prevention strategies to avoid problems
• Common problems in supervision
• How to assess for supervisee limitations and impairment
• Strategies for dealing with an impaired supervisee
• Impairment and gatekeeping
• How to write a Professional Development Plan
• Practice Exercise: Writing a Performance Improvement Plan for Peter Problematica

• When the supervisor-supervisee dyad is impacted
• Methods for introducing the topic of multicultural differences
• A continuum of cultural competence
• Cultural humility

• Legal primer for mental health practitioners
• Standard of Care for supervision
• Supervisory negligence/malpractice
• Who’s responsible? Direct and vicarious liability
• Ten activities required for ethical supervision
• Core ethical principles
• Supervisory ethical violations
• Major ethical issues related to supervision
  • Competence
  • Due process
  • Informed consent
  • Confidentiality
  • Multiple/dual relationships
  • And more!
• Boundary crossings versus boundary violations
• Sexual misconduct
• Social boundaries: Factors to consider
• Limitations of the research and potential risks

Target Audience

• Counsellors
• Social Workers
• Psychologists
• Case Managers
• Addiction Counsellors
• Marriage & Family Therapists
• Psychotherapists
• Other Mental Health Professionals