Consultation and Supervision © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Consultation Defined  “[consultation is] me and you talking about him or her with the purpose of some change” (Fall, 1995, p 151)  “When a professional (the consultant), who has specialized expertise, meets with one or more other professionals to improve the professionals’ work with current or potential” (p 258)  See all different kinds of consultation pp 258-259 (bulleted)  See Figure 8.1, p 259  Consultants intervene at the primary prevention, secondary prevention, and tertiary levels  Consultation is developmental and systemic © 2007 Thomson Brooks/Cole, a division of Thomson Learning  The Beginning  1940s and 1950s: ▪ Consultant as “expert” ▪ Direct-service approach: The consultee and consultant have little contact Consultant pretty left to his or her own devices to solve the problem  End of 1950s, consultee included in process  A little later, consultant asked to train others and “give away” his or her expertise to staff  Latter part of twentieth century: Expansion of Models of Consultation © 2007 Thomson Brooks/Cole, a division of Thomson Learning   Consultant-Centered  Expert consultant  Prescriptive consultant (doctor-patient mode)  Trainer and/or educator consultant System-Centered  Collaborative Consultation  Facilitative Consultation  Process-oriented consultant © 2007 Thomson Brooks/Cole, a division of Thomson Learning    Most theories of counseling could be applied to consultation When choosing a theory one should consider:  The fit of the theory with your personality style  Whether the theory will work with the problem at hand Some theories that have been used include  Person-centered  Learning Theory (behavioral, cognitive, modeling)  Gestalt  Psychoanalytic  Social Constructionist  Chaos © 2007 Thomson Brooks/Cole, a division of Thomson Learning       Stage 1: Pre-entry Stage 2:Entry, Problem Exploration, and Contracting Stage 3: Information Gathering, Problem Confirmation, and Goal Setting Stage 4: Solution Searching and Intervention Selection Stage 5: Evaluation Stage 6: Termination © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Consultation and the College Counselor  See kinds of college consulting, pp 265-266  Cooper (2003) cube model (see Figure 8.2, p 266)  Consultation and the Agency Counselor  Gerald Caplan ▪ Consulting Outward ▪ Consulting Inward (See Box 8.1, p 268)  The School Counselor as Consultant  See kinds of school counseling consultation, pp 220-221 © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Supervision Defined  An intensive, extended, and evaluative interpersonal relationship in which a senior member of a profession ▪ enhances the professional skills of a junior person ▪ ensures quality services to clients ▪ provides a gate-keeping  Not therapy, but can be therapeutic  A Systemic Perspective ▪ Supervisor (supervisee/counselor) client ▪ Also, client can affect family, community, world?  Parallel process (Box 8.2, p 271) © 2007 Thomson Brooks/Cole, a division of Thomson Learning  “ counselors who are trained to oversee the professional clinical work of counselors and counselors-in-training.”  Trained in characteristics identified by the Standards of Counseling Supervisors (ACES, 1990) (see p 272)  Supervisor: ▪ ensures welfare of the client ▪ meets regularly with supervisee ▪ oversees clinical and professional development of supervisee ▪ evaluates the supervisee ▪ is empathic, flexible, genuine, open, concerned, and supportive © 2007 Thomson Brooks/Cole, a division of Thomson Learning  Supervisor:  ensures welfare of the client  meets regularly with supervisee  oversees clinical and professional development of supervisee  evaluates the supervisee  is empathic flexible, genuine, open, concerned, and supportive © 2007 Thomson Brooks/Cole, a division of Thomson Learning 10   a professional counselor or counselor-in-training whose counseling work or clinical skill development is being overseen in a formal supervisory relationship by a qualified trained professional (ACA, 2005, glossary) A person who will experience some resistance at some point in supervision Amount and kind the result of:  Attachment and trust with supervisor  Supervisor style  Supervisee sensitivity to feedback  Amount of countertransference (see Figure 8.3, p 273)  Developmental level of supervisee  Supervisor characteristics © 2007 Thomson Brooks/Cole, a division of Thomson Learning 11  Individual, Triadic, or Group Supervision?  Models of: ▪ Developmental Models: Integrated Developmental Model (see Table 8.1, p 275; Figure 8.4, p 276) ▪ Psychotherapy-Based Models ▪ Integrative Models (Meta-theory Models) ▪ Bernard’s Discrimination Model (see Table 8.2, p 277) ▪ Interpersonal Process Recall (IPR)  See questions, top of page 278 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 12 GRADUATE STUDENTS PROFESSIONAL COUNSELORS  In “Skills” Classes   In Practicum, Internship   Recording   Feedback (e.g., bug-in-the-ear)   Case notes Professional responsibility Professional growth Part of job? Pay for it on your own?  One-way mirrors  E-mail, real-time video linkups, Skype © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13  Multicultural Consultation Within a System  Important to understand cultural differences within a system  Know own biases, know other cultures, know kinds of intervention strategies for systems  Consultant can advocate for change by empowering those who may be oppressed in a system and helping others in the system find new ways to those who are different from them © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14 Be up to speed on how multicultural issues affect supervision Be aware of and address how issues of diversity affect the supervisory relationship Model cross-cultural sensitivity Be willing to ask supervisees about their cultural background Be open to discussing cross-cultural differences with supervisees Be aware of how power and privilege may affect the supervisory relationship © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15 Help supervisees see how power and privilege may affect their counseling relationships Assist supervisees in being able to conceptualize clients from a multicultural perspective Be able to build a strong working alliance with your supervisee 10.Have and share your knowledge and skills specifi c to crosscultural issues 11.Be a model and provide examples of social advocacy 12.Be able to use models of cross-cultural supervision (e.g., Ancis & Ladany, 2001; Ober, Grannello, & Henfi eld, 2009) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16  Ethical Issues in Consulting (Section B.8 and D.2 of ACA ethics code):  Agreements  Respect for Privacy  Growth toward Self-Driection  Disclosure of Confidential Information  Multiple Relationships  Informed Consent  Consultant Competency  Understanding the Consultee © 2007 Thomson Brooks/Cole, a division of Thomson Learning 17  Ethical Issues in the Supervisory Relationship  Supervisor Preparation  Client Welfare  Informed Consent  Multicultural Issues  Relationship Boundaries  Sexual Relationships  Dual and Multiple Relationships  Responsibility to Clients  Limitations of Supervisees  Evaluation and Accountability  Endorsement © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18  Professional Issues: Professional Association  Join ACES? ▪ Journal of Counselor Education and Supervision  Legal Issue: Liability in Consultation and Supervision  Tarasoff © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19  Committed to Ongoing Consultation and Supervision © 2007 Thomson Brooks/Cole, a division of Thomson Learning 20 [...]... alliance with your supervisee 10.Have and share your knowledge and skills specifi c to crosscultural issues 11.Be a model and provide examples of social advocacy 12.Be able to use models of cross-cultural supervision (e.g., Ancis & Ladany, 2001; Ober, Grannello, & Henfi eld, 2009) © 2007 Thomson Brooks/Cole, a division of Thomson Learning 16  Ethical Issues in Consulting (Section B .8 and D.2 of ACA... Relationships  Dual and Multiple Relationships  Responsibility to Clients  Limitations of Supervisees  Evaluation and Accountability  Endorsement © 2007 Thomson Brooks/Cole, a division of Thomson Learning 18  Professional Issues: Professional Association  Join ACES? ▪ Journal of Counselor Education and Supervision  Legal Issue: Liability in Consultation and Supervision  Tarasoff © 2007 Thomson... (Meta-theory Models) ▪ Bernard’s Discrimination Model (see Table 8. 2, p 277) ▪ Interpersonal Process Recall (IPR)  See questions, top of page 2 78 © 2007 Thomson Brooks/Cole, a division of Thomson Learning 12 GRADUATE STUDENTS PROFESSIONAL COUNSELORS  In “Skills” Classes   In Practicum, Internship   Recording   Feedback (e.g., bug-in -the- ear)   Case notes Professional responsibility Professional... oppressed in a system and helping others in the system find new ways to those who are different from them © 2007 Thomson Brooks/Cole, a division of Thomson Learning 14 1 Be up to speed on how multicultural issues affect supervision 2 Be aware of and address how issues of diversity affect the supervisory relationship 3 Model cross-cultural sensitivity 4 Be willing to ask supervisees about their cultural background...  a professional counselor or counselor- in-training whose counseling work or clinical skill development is being overseen in a formal supervisory relationship by a qualified trained professional (ACA, 2005, glossary) A person who will experience some resistance at some point in supervision Amount and kind the result of:  Attachment and trust with supervisor  Supervisor... open to discussing cross-cultural differences with supervisees 6 Be aware of how power and privilege may affect the supervisory relationship © 2007 Thomson Brooks/Cole, a division of Thomson Learning 15 7 Help supervisees see how power and privilege may affect their counseling relationships 8 Assist supervisees in being able to conceptualize clients from a multicultural perspective 9 Be able to build... Supervisee sensitivity to feedback  Amount of countertransference (see Figure 8. 3, p 273)  Developmental level of supervisee  Supervisor characteristics © 2007 Thomson Brooks/Cole, a division of Thomson Learning 11  Individual, Triadic, or Group Supervision?  Models of: ▪ Developmental Models: Integrated Developmental Model (see Table 8. 1, p 275; Figure 8. 4, p 276) ▪ Psychotherapy-Based Models ▪... growth Part of job? Pay for it on your own?  One-way mirrors  E-mail, real-time video linkups, Skype © 2007 Thomson Brooks/Cole, a division of Thomson Learning 13  Multicultural Consultation Within a System  Important to understand cultural differences within a system  Know own biases, know other cultures, know kinds of intervention strategies for systems  Consultant can advocate for change by empowering... (Section B .8 and D.2 of ACA ethics code):  Agreements  Respect for Privacy  Growth toward Self-Driection  Disclosure of Confidential Information  Multiple Relationships  Informed Consent  Consultant Competency  Understanding the Consultee © 2007 Thomson Brooks/Cole, a division of Thomson Learning 17  Ethical Issues in the Supervisory Relationship  Supervisor Preparation  Client Welfare  Informed... Counselor Education and Supervision  Legal Issue: Liability in Consultation and Supervision  Tarasoff © 2007 Thomson Brooks/Cole, a division of Thomson Learning 19  Committed to Ongoing Consultation and Supervision © 2007 Thomson Brooks/Cole, a division of Thomson Learning 20 ... me and you talking about him or her with the purpose of some change” (Fall, 1995, p 151)  “When a professional (the consultant), who has specialized expertise, meets with one or more other professionals... professionals to improve the professionals’ work with current or potential” (p 2 58)  See all different kinds of consultation pp 2 58- 259 (bulleted)  See Figure 8. 1, p 259  Consultants intervene at the. .. The consultee and consultant have little contact Consultant pretty left to his or her own devices to solve the problem  End of 1950s, consultee included in process  A little later, consultant