Friday Concurrent Session B: Clinical Supervision Conference

Friday, June 16, 2017, 9:30- a.m. –10:15 a.m., Ruth S. Harley University Center

Fundamentals Of Constructive Clinical Supervison

Room 210

In this presentation, an overview of the Constructive approach to supervision will be presented. Constructive Supervision is an approach that integrates constructivist principles of human growth, change, and development with several theories of psychotherapy. It is designed to serve as a practical, integrative meta-theory for supervisors of any theoretical orientation and from a wide range of mental health and educational settings who are seeking to enhance their clinical supervision practice. Additionally, the presenter will describe how to the approach can be tailored for use with supervisees from all developmental levels, from beginning graduate students to seasoned veterans.

Douglas Guiffrida, Ph.D., University Of Rochester

Supervisees’ Experience of Social Work Supervision

Room 211

The grounded theory approach was used to analyze interviews with 28 supervisees about their experience of supervision. Supervisees’ experiences are grouped according to the ‘type’ of supervision session, that is, whether agency-orientated, case-orientated, worker-orientated or person-orientated. Experiences are shown to differ and be linked to the ‘type’ of supervision provided.

Maureen Cole, Ph.D., University of Malta

Gatekeeping and Remediation Strategies for Clinical Supervisors And Educators

Room 212

The purpose of this presentation is to provide clinical supervisors and educators of mental health professionals with an increased understanding of the importance of gatekeeping and remediation for clients, students, and the field. Further, various strategies for effective remediation and gatekeeping will be discussed, including objective methods of evaluation.

Janet Muse-Burke, Ph.D., Marywood University

Listening/Experiencing Perspectives in Clinical Supervision: Applying Insights From Self Psychology

Room 213

Drawing on the self-psychology supervision literature, I will identify and describe three supervision listening/experiencing perspectives: Subject-centered, other-centered, and the supervisor’s own self-perspective. Two case examples will be used to illustrate how the listening/experiencing perspectives impact supervisory work.

Ed Watkins, Ph.D., University of North Texas

The Role of Cognitive Load Theory and Instructional Design in the Construction of Computer-Assisted, Web-Enhanced Undergraduate & Graduate Field Orientation Sessions

Room 214

University initiated field orientations are crucial to effectively prepare prospective field students with the administrative, educational, and professional expectations for success in field placements. The amount of information to be communicated to prospective field students during field orientations often result in cognitive overload, the amount of mental effort used exceeding the capacity of working memory (short-term memory). Designing relevant, effective, and interesting field orientations that seamlessly integrate learning and instructional theories with both undergraduate and graduate social work students entering their field education experience can transform an overwhelming and less than interesting experience for both participants and facilitators.

Naomi White, M.S.W., The University of Akron

Identifying and Meeting Attorney’s Needs for Interdisciplinary Supervision

Room 216

Interdisciplinary supervision is good for professionals, and good for clients, but is there room in the model to incorporate lawyers? This workshop aims to collaboratively answer this question, in the context of involuntary mental commitment cases. In that field, what can clinical supervisors offer that lawyers need? What would lawyers have to offer other professionals in return? How could adding their insights and effort to the mix benefit clients?

Lawrence Peterson, J.D., M.A., Department Of Counseling Psychology, University at Albany, State University of New York 

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For further information, please contact:

School of Social Work
p – 516.877.4300