Renewal Information for Maryland Psychologists

Maryland psychologists have an upcoming license renewal deadline of March 31, 2019 (for odd-numbered licenses).

Maryland Psychologists Renewal Requirements:

CE Required: 40 hours every 2 years 
Online CE Allowed: 20 hours (independent study – must have posttest and certificate)
License Expiration: 3/31, every 2 years (even/odd license numbers due even/odd years) 
National Accreditation Accepted: APA 
Notes: 3 hours in ethics, laws, or risk management & 3 hours in cultural diversity due each renewal. If licensee holds a supervisory position – 3 hours in clinical supervision also required.

Maryland psychologists can earn up to 20 hours required for renewal through online courses offered @pdresources.org. Over 100 courses are available to choose from.

Order now and save 20% on CE:

Maryland psychologists enjoy 20% off online CE courses @pdresources.org

Click here to view online courses available.

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Georgia State Board of Occupational Therapy; the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors (#MHC-0135); the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

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Consider This Before Offering Supervision

supervision

For many clinicians there is nothing more satisfying than taking on an intern. It is the opportunity to pass down hard-earned knowledge, tricks of the trade, and invaluable clinical wisdom. However, the process of supervision is one that relies on a sound base of knowledge on the part of the supervisor – not just about how to assist the process of learning, but also about how best to provide supervision.

There are many factors that come into place. For one thing, not every intern learns the same way, or utilizes the same technique. Moreover, not every technique is appropriate for every diagnosis.

And then there are boundaries. Let me give you an example. Let’s say that the intern begins describing a case that is causing her anxiety, and triggering some of her own issues. What would be the best response here? Should the supervisor act in the role of therapist to help the intern better navigate her issues in order to work more effectively with her client? Should the supervisor simply focus on the relationship between the intern and her client and the dynamic interaction that is ensuring? Should the supervisor refer the intern to another therapist for personal counseling? Or should she advise that the intern refer her client to another therapist altogether?

There is also the relationship between the supervisor and the intern, which many recognize as vital to the success of supervision. How should this relationship be handled? What structure, boundaries, and ethics should define it? And how should the supervisor handle subjects such as performance evaluations, termination, or self-care?

As you can see, there are many possible issues that arise in the supervision process just between the intern and her client.

Thankfully, there are developmental models that guide the supervisory process from setting appropriate goals, managing ethics and risk, using technology in supervision, and becoming aware of cultural diversities. Providing a structure to the supervision process, these models can help clinicians better provide what is truly an invaluable service to the intern and a very rewarding one for the supervisor. Moreover, understanding the best practices in supervision will help clinicians deal with the variety of issues that can arise – much like a skilled therapist would with a client – in a way that preserves the relationship between the supervisor and intern and allows for growth of the intern’s clinical and relational skills.

Click here to learn more.

Clinical Supervision for Healthcare ProfessionalsClinical Supervision for Healthcare Professionals is a 3-hour online continuing education (CE) course that will outline best practices in psychotherapy supervision and review the structure of the supervisory relationship. Topics presented include developmental models of supervision, goals of the supervisory experience, ethics and risk management in the supervision process, using technology in supervision, and diversity awareness training for the supervisee. The vital and, at times, challenging relationship between supervisor and supervisee will be discussed and compared to the therapy relationship. The important topic of self-care of both the supervisee and the supervisor will be presented. A review of the type and structure of performance evaluations will be included, along with information about successful termination. Although this course is primarily written for psychotherapists, many of the essential facets of supervision apply to other disciplines such as occupational therapy and social work. Use this information to further your own competency as a clinical supervisor. Course #30-92 | 2017 | 48 pages | 20 posttest questions

Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. We are approved to sponsor continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within a few days of completion).

Target Audience: PsychologistsCounselorsSocial WorkersMarriage & Family Therapist (MFTs)Speech-Language Pathologists (SLPs)Occupational Therapists (OTs)Registered Dietitian Nutritionists (RDNs)School Psychologists, and Teachers

Earn CE Wherever YOU Love to Be!

Technology in Supervision

Course excerpt from Clinical Supervision for Healthcare Professionals

Technology in SupervisionTechnology can be a valuable asset in clinical supervision. It can also, however, detract from both treatment and supervision if the technology itself becomes the focus due to novelty – or worse to poorly functioning technology. As technology use becomes more common and the technical aspects are resolved, it may become a standard part of supervision.

The American Psychological Association recommends, “Supervisors should use live observation or audio or video review techniques whenever possible, as these are associated with enhanced supervisee and client/patient outcomes.” Memory and cognitive processing, as well as the supervisee’s biases and self-protective distortions, affect the supervisee’s self-report, making live or recorded supervision more objective and thus more effective than the supervisee’s recall of treatment (APA, 2014). Self-report is easy; there is no equipment to manage, no explanations to give the patient, and no concerns about HIPAA issues. But it is not the most effective means of supervision.

The practice setting may not have two-way mirrors or other ways to provide synchronous supervision during a therapy session. However, improved technology can provide new methods for supervision that benefit both therapists and supervisors. For example, remote access is available through teleconferencing technology. Therapists who previously had to travel to visit a supervisor can link electronically for virtual supervision. Therapy sessions can be livecast, with the supervisor providing input to the therapist via an earpiece or text. Videotaping also allows for review of a therapy session after the fact, when the therapist and supervisor have had time to mentally review the session.

Telesupervision

Telesupervision works for many disciplines. Chipcase (2014) found it effective when used in conjunction with face-to-face clinical supervision for occupational therapists, physical therapists, and speech-language pathologists. Most therapists reported satisfaction with telesupervision as long as it was not the sole means of supervision. As expected, there are barriers to this type of supervision. Low bandwidth and erratic connectivity can make sessions difficult. Ambient noise can be an issue; multiple cameras and microphones can often compensate for audio problems. Chipcase noted that “cyclical problem solving” by supervisors and supervisees improved the learning experience.

Research has found that live video consultation increases positive client outcomes when a therapist is learning a new evidence-based treatment strategy. While phone consultation is helpful, live video consultation had a small but significant advantage over telephone-only consultation (Funderburk, 2014). Rousmaniere (2016) reports the efficacy of remote live supervision using internet videoconferencing. The supervisee could be in another part of the same building as the supervisor, or in another city. Equipment needed includes a computer, webcam, and external microphone (wired or wireless). It is important that sound quality be maximized so all conversation is clearly understood. Rousmaniere noted that this equipment would cost less than $250 total from an electronic retail store.

Most national professional organizations now approve the use of technology for supervision: telephone or video conferencing and recording, Skyping, text messaging, and other forms of technology to make the process more convenient and efficient. The American Association of Marriage and Family Therapists approves the use of technology for supervision and mentoring as long as it is secure and meets AAMFT ethical standards in their Code of Ethics. The organization says that it added technology provisions for the following reasons: “requested by members, fits contemporary standards, assists with access for distance difficulties, and enhances philosophical fit between MFT trainees and supervisors” (AAMFT, 2014).

The American Psychological Association recommends that psychotherapists be aware of and follow any relevant laws and regulations in regard to practice and technology as well as supervision and technology (APA, 2014). It is important for any technology system to meet HIPAA standards. The rewards are worth the investment of time and money. A study of pediatric mental health services found HIPAA-compliant video teleconferencing allowed direct patient care in a familiar setting for children and families in rural areas. The number of children served increased as early identification spotted children in need of services through remote screenings (Schroepfer, 2014).

  • Research carefully any technology used for client information or communication. HIPAA compliance rules may change over time, and not all companies providing technology services keep up with healthcare regulations. Videoconferencing has the highest risk. Ask for guarantees of safety for protected health information under HIPAA. If the vendor is not fluent in the latest HIPAA requirements, find another vendor (Gurung, 2015).


Telesupervision does not work for every client. Chipcase (2014) reported that therapists working with children found that many children liked the idea of being “on television.” But some patients do not understand or like technology involved in treatment sessions. Some patients will not be able to give informed consent. It is important to communicate clearly the reason telesupervision is being used. For example, “My supervisor is an expert in helping people with your diagnosis. Her feedback could be very helpful for us both.” Written consent forms should be used. The patient should have the right to decline further telesupervision activity at any time (Rousmaniere, 2016).

Likewise, not all supervisees are appropriate for remote live telesupervision. During telesupervision, the supervisee must split attention between the patient and the feedback given (via earpiece or on a screen) by the supervisor. A supervisee who is very anxious or has attention issues may have problems focusing on the session. Rousmaniere discusses the supervisee who becomes confused or lost, and then follows the supervisor’s suggestions without processing the implications for future practice. Not all supervisors are effective in telesupervision, either. Telesupervision is recommended for experienced supervisors who are comfortable using technology and can manage the divided attention required for effective supervision and client treatment.

Clinical Supervision for Healthcare ProfessionalsClinical Supervision for Healthcare Professionals is a 3-hour online continuing education (CE) course that will outline best practices in psychotherapy supervision and review the structure of the supervisory relationship. Topics presented include developmental models of supervision, goals of the supervisory experience, ethics and risk management in the supervision process, using technology in supervision, and diversity awareness training for the supervisee. The vital and, at times, challenging relationship between supervisor and supervisee will be discussed and compared to the therapy relationship. The important topic of self-care of both the supervisee and the supervisor will be presented. A review of the type and structure of performance evaluations will be included, along with information about successful termination. Although this course is primarily written for psychotherapists, many of the essential facets of supervision apply to other disciplines such as occupational therapy and social work. Use this information to further your own competency as a clinical supervisor. Course #30-92 | 2017 | 48 pages | 20 posttest questions

CE Credit: 3 Hours

Target Audience: Psychologists | Counselors | Social Workers | Occupational Therapists | Marriage & Family Therapists

Learning Level: Intermediate

Course Type: Online
Professional Development Resources is a nonprofit educational corporation 501(c)(3) organized in 1992. Our purpose is to provide high quality online continuing education (CE) courses on topics relevant to members of the healthcare professions we serve. We strive to keep our carbon footprint small by being completely paperless, allowing telecommuting, recycling, using energy-efficient lights and powering off electronics when not in use. We provide online CE courses to allow our colleagues to earn credits from the comfort of their own home or office so we can all be as green as possible (no paper, no shipping or handling, no travel expenses, etc.). Sustainability isn’t part of our work – it’s a guiding influence for all of our work.
We are approved to offer continuing education by the American Psychological Association (APA); the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board and Board of Speech-Language Pathology and Audiology; the South Carolina Board of Professional Counselors & MFTs; the Texas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners; and are CE Broker compliant (all courses are reported within one week of completion).

 

Ethical Considerations for Clinical Supervisors

By Janet T. Thomas, PsyD

clinical supervisionClinical supervision is integral to graduate student training, postdoctoral licensure preparation and psychologists’ development of new competencies. Supervision may be mandated by licensing boards or employers to remediate psychologists’ practices following ethical violations. In these contexts, the impact of supervision on supervisees and their clients – for better or worse – can be momentous.

Supervisees’ experiences with and observations of their supervisors likely contribute more to learning the fundamental ethical principles they internalize than anything read or explained (Tarvydas, 1995). The following ethical considerations should be considered before entering into a supervisory experience.

Competence

Given the importance of the supervisory experience, supervisors must develop and sustain their knowledge and skills to execute their duties competently (Standard 2.03, APA, 2010). Supervisory competence necessarily includes expertise in supervision, in the areas of practice supervised and in professional ethics. Postgraduate training, regular review of professional literature and consultation with colleagues are good strategies for strengthening and refining competence.

A corollary responsibility involves attention to the competence of supervisees. To protect client welfare, supervisors must accurately assess supervisees’ evolving skills and ensure that they can effectively manage assigned cases with the supervision available to them (Standard 2.05, APA, 2010).

Another aspect of supervisors’ competence involves teaching ethical practice and monitoring supervisee compliance. Beyond the abstraction of graduate ethics courses, practica and internships provide clinical contexts in which the ethical nuances and complexities of practice emerge. (Handelsman, Gottlieb, and Knapp, 2005).

Supervisors must identify and capitalize on teachable moments to help supervisees understand and apply ethical precepts. The potential for misunderstanding and misapplication by novice professionals is significant (Thomas, 2010), but experienced professionals may also be vulnerable to ethical missteps. For example, latter-career ethical errors may arise from mismanaged countertransference, lack of knowledge about evolving ethical standards, personal problems compromising objectivity and effectiveness or other factors.

Clinical Oversight

Fulfilling supervisory duties requires substantive oversight of supervisees’ clinical work. Focusing on supervisees’ self-reporting and on their selected work samples is useful but insufficient. Supervisees may withhold pertinent information from supervisors for various reasons (Mehr, Ladany and Caskie, 2010/2015).

Therefore, supervisors are advised to employ supplementary monitoring methods, such as reading reports and other records, reviewing recordings of clinical work, surveying client satisfaction, seeking feedback from other sources and conducting live observation. Information gleaned through such activities assists supervisors in meeting their obligation to provide timely specific evaluative feedback to supervisees about their work performance (Standard 7.06, APA, 2010).

Another task of supervision is to delineate clearly the types of cases, clinical events and circumstances that supervisees are expected to discuss with supervisors (Thomas, 2007). Examples include emergency situations, allegations of unethical conduct, contact with clients outside professional settings and countertransference or strong feelings toward clients (such as anger, pity, sexual feelings). Educating supervisees about critical topics for supervisory discussion and probing for such content can help supervisees identify or avoid ethical pitfalls, make course corrections and mitigate or repair harm when errors occur.

Informed Consent

Incorporating these strategies necessitates obtaining informed consent from both supervisees (Standard 3.10, 7.06 a, APA, 2010) and their clients (Standard 10.01c, APA, 2010). Ethical Standards (APA, 2010) stipulate that supervisees be informed about what is expected, how and when they will be evaluated, the limitations of confidentiality in supervision, complaint procedures and other factors affecting their participation (Thomas, 2010). Supervision contracts can convey such information and document supervisees’ informed consent (Thomas, 2007).Clients must be informed about trainees’ status as learners (Standards 4.02; 10.01(c), APA, 2010). Carefully documented, these steps serve not only as an effective means of modeling ethical practice but also as a risk management strategy for supervisors and supervisees.

Resources for Supervisors

Supervisors seeking to ensure their own and supervisees’ ethical practice will find guidance from several sources. The APA Ethical Principles of Psychologists and Code of Conduct (2010) includes ethical requirements applicable to supervisors. More detailed guidance recently has become available in Guidelines for Clinical Supervision in Health Service Psychology (APA, 2014).

These aspirational guidelines offer recommendations related to supervisor and supervisee competence, the supervisory relationship, professionalism, supervisee evaluation and legal and ethical considerations.

Finally, as the professional literature more comprehensively addresses supervision issues, supervisors have increasing resources to help them develop and maintain ethical supervisory practice.

Source: http://nationalpsychologist.com/2015/07/ethical-considerations-for-clinical-supervisors/102928.html

This article is included in the July/August 2015 edition of The National Psychologist: https://www.pdresources.org/course/index/1/1247/The-National-Psychologist-JulyAugust-2015

Related Online CEU Course:

Clinical Supervision: Framework for Success is a 3-hour online continuing education course that outlines best practices in psychotherapy supervision and reviews the structure of the supervisory relationship. Topics presented will include developmental models of supervision, goals of the supervisory experience, ethics and risk management in the supervision process, and diversity awareness training for the supervisee. The vital and, at times, challenging relationship between supervisor and supervisee will be discussed and compared to the therapy relationship. The important topic of self-care of both the supervisee and the supervisor will be presented. A review of the type and structure of performance evaluations will be included, along with information about successful termination. Essential resources for the supervisor to utilize throughout the training experience will be provided at the end of the course. Closeout Course #30-21 | 2006 | 35 pages | 39 posttest questions

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. Professional Development Resources maintains responsibility for all programs and content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC); the Association of Social Work Boards (ASWB); the American Occupational Therapy Association (AOTA); the American Speech-Language-Hearing Association (ASHA); the Commission on Dietetic Registration (CDR); the California Board of Behavioral Sciences; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy, Psychology & School Psychology, Dietetics & Nutrition, Speech-Language Pathology and Audiology, and Occupational Therapy Practice; the Ohio Counselor, Social Worker & MFT Board; the South Carolina Board of Professional Counselors & MFTs; and by theTexas Board of Examiners of Marriage & Family Therapists and State Board of Social Worker Examiners.

Constructive Clinical Supervision – New CE Course

By Douglas Guiffrida, PhD

Constructive Clinical Supervision in Counseling and Psychotherapy is a 6-hour continuing education (CE/CEU) course written for supervisors from all backgrounds, from beginning graduate students who are learning about supervision for the first time, to seasoned veterans who are exploring ways to deepen their clinical practice.

Constructive Clinical Supervision in Counseling and PsychotherapyThis CE test is based on the book “Constructive Clinical Supervision in Counseling and Psychotherapy” (2015, 145 pages). The text articulates a practical, theoretical approach to supervision that integrates salient elements of a number of diverse but complementary theoretical perspectives from the fields of human development, psychotherapy, and clinical supervision to assist in facilitating supervisee growth and change from a constructivist framework. Constructive Clinical Supervision is written in a way that is highly accessible and inviting to supervisors who are new to constructivist ideas, while also offering sufficient theoretical depth and practical utility for those already well versed in constructivism. It is written for supervisors from all backgrounds, from beginning graduate students who are learning about supervision for the first time, to seasoned veterans who are exploring ways to deepen their clinical practice. Course #60-99 | 42 posttest questions


This test-only course provides instant access to the CE test that enables you to earn CE credit for reading a published course book (NOT included in your course enrollment) or share course books with colleagues. You get instant access to the CE test and a direct link to purchase the book from Amazon if you choose. In some cases you have a choice between a print book and an e-book. Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. You can print the test (download test from My Courses tab of your account after purchasing) and mark your answers on while reading the course book. Then submit online when ready to receive credit.

Professional Development Resources is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists; the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the California Board of Behavioral Sciences (#PCE1625); the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635); the Ohio Counselor, Social Worker & MFT Board (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); and the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678).