Thursday Morning Session A: Clinical Supervision Conference

Thursday, June 15, 2017, 10:45 a.m.–11:30 a.m., Ruth S. Harley University Center

 


Feminist Supervisory Practices And Their Impact On The Working Alliance And Supervisee Nondisclosure

Room 211

This presentation will review findings from a recent investigation of supervisees’ perceptions of feminist supervision practices to address power differentials in supervision. Clinical supervision is inherently hierarchical which may influence supervisees’ perception of the supervisory relationship and their willingness to disclose in supervision. Presenters will discuss strategies supervisors can utilize to infuse feminist supervision practices into their clinical supervision in order to strengthen the working alliance and to address nondisclosure.

Ryan M. Cook, Ph.D., LPC, ACS, The University of Alabama
W. Bradley Mckibben, Ph.D., NCC, ACS, The University of Alabama
Kenya G. Bledsoe, LPC-S, NCC, NCSC, The University of Alabama


Supervisors’ Perception On Factors That Can Hinder Quality Clinical Supervision In Botswana

Room 212

This qualitative study intended to identify counselling supervisor’s perceptions on factors that hinder quality clinical supervision at the University of Botswana. The study has established that even though supervisors would want to have quality clinical supervision there are limited structures to effect quality clinical supervision.

Bakadzi Moeti, University of Botswana


Client Risk Assessments And The Supervisory Dyad: Navigating Client Welfare, Training Needs, And The Supervisory Relationship

Room 213

This workshop explores the challenges that exist in training supervisees in risk assessment. The presentation will include a discussion around the complexity of developing supervisees’ competencies, navigating differences in risk tolerance between supervisors and supervisees, maintaining and nurturing the supervisory relationship, all while attending to client welfare.

Soumya Madabhushi Ph.D., University of Pennsylvania
Jerome Andrew Farrell, Ph.D., Lehigh University
Cyndy Boyd, Ph.D., University of Pennsylvania


Supervising Trauma Treatment: A Contextual Model For Fostering Professional And Personal Development

Room 214

Working with trauma survivors can be an extremely difficult population to work with, which presents a challenge for both trainee and supervisor. In the Contextual Supervision model, trainees can experience the opportunity to develop a sense of competence and autonomy that fosters personal and professional growth. Contextual Supervision will be explored from recordings and examples as a means to clarify how to effectively apply this model.

Michael Quinones, M.S., Nova Southeastern University
Steven N. Gold, Ph.D., Nova Southeastern University
Amy Ellis, Ph.D., Nova Southeastern University


Supervising With Intention: Matching Supervision To Trainee Development

Room 215

Presenters will share their experience in facilitating discussions to elicit developmental levels while also demonstrating supervision strategies intentionally matched to supervisee development. Participants will have the opportunity to engage in discussion while also building their knowledge and skill in assessing developmental level and matching supervision style. In addition, participants will have an increased awareness and understanding of the novice’s developmental journey and how supervision aids in the supervisee’s journey from novice to engage professional.

Tamarine Foreman, Ph.D., LPCC-S, NCC, Ohio University
Julie Oates, LPCC-S, RPT-S, The Child Protection Center/ Ohio University


Enhancing The Supervision Of Counseling Services For College Students With Autistic Spectrum Disorder Using Universal Design

Room 216

This presentation describes a supervision methodology of college counseling services utilizing case management support program comprised of mental health professionals and peer mentors for students on the Autism Spectrum attending a commuter based public community college in an urban setting. The program provides assistance to students on the Autism Spectrum throughout their community college experience. The lived experience of students involved in this case management program demonstrates how using universal design preserves the accessibility of higher education for this at risk student population.

Regina Varin-Mignano, LCSW-R, Ph.D., Laguardia Community College

 
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School of Social Work
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