Participants will learn about effective leadership programs that can be applied to professional supervision in speech-language pathology and audiology at any level or setting. The presenter looks at how to determine a supervisee’s level of competence and confidence, allowing the supervisor to differentially supervise and address their unique needs.
Models of supervision (including Anderson’s Continuum of Supervision; the Supervision, Questioning and Feedback (SQF) Model of Clinical Teaching; and the Cognitive Apprenticeship Instructional Model) are discussed, highlighting the supervisor’s role in the process.
A variety of effective feedback types are described and self-evaluation techniques for both the supervisor and supervisee are explained. The presenter also shares methods of supporting the supervisee in setting up and measuring goals for self-directed professional supervision. Examples for assisting with goals to improve limited areas of performance are included.
The topic of professional supervision is much too extensive to cover every aspect in detail. This course is an overview, which may help the speech-language pathologist or audiologist identify areas for further study. Course #21-39 | 2020 | 2-Hour Audio Course with Handout | 15 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 this program and its content. Professional Development Resources is also approved by the National Board of Certified Counselors (NBCC ACEP #5590); the Association of Social Work Boards (ASWB Provider #1046, ACE Program); the American Occupational Therapy Association (AOTA Provider #3159); the Commission on Dietetic Registration (CDR Provider #PR001); the Alabama State Board of Occupational Therapy; the Florida Boards of Social Work, Mental Health Counseling and Marriage and Family Therapy (#BAP346), Psychology & School Psychology (#50-1635), Dietetics & Nutrition (#50-1635), and Occupational Therapy Practice (#34); 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 (#RCST100501); the South Carolina Board of Professional Counselors & MFTs (#193); the Texas Board of Examiners of Marriage & Family Therapists (#114) and State Board of Social Worker Examiners (#5678); and is CE Broker compliant (all courses are reported within a few days of completion).
Among the changes, a handful apply to the continuing education (CE) requirements of current licensees:
4757-9-01 Continuing education requirements for renewal of a marriage and family therapist or independent marriage and family therapist license:
Reduced required supervision CE from five to three hours per renewal
4757-9-03 Continuing education requirement for renewal of a certificate of registration as a social work assistant or a license as a social worker or an independent social worker: Corrected required CE to thirty hours, aligning the rule with the Revised Code. Removed a reference to renewal requirements for persons licensed with a related degree. Persons with related degrees are no longer eligible for a Social Work license.
4757-9-04 Clock hours for continuing professional education: Removed restriction on the number of online CE hours Counselors and MFTs can earn. (Meaning that all counselors, social workers and MFTs may now earn all of their CE credits online!)
4757-9-06 Sources of continuing professional education: Added volunteer service as a source of continuing education credit. The language mirrors the Board of Psychology proposed rule, which is based on input from the Ohio Association of Free Clinics.
4757-9-07 Documentation of continuing professional education required for renewal of a license or certificate of registration: Modified to require transcripts for non-credit/audited courses.
The Ohio CSWMFT Board has also partnered with CE Broker to simplify your license renewal process. Using CE Broker you can find courses, report completions, and track your compliance free of charge. When you report all of your completed requirements in CE Broker, you are eligible for exemption from continuing education audits.
Continuing Education (CE) Requirements:
Ohio Counselor, Social Worker & MFT (CSWMFT) Board CE Required: 30 hours every 2 years Online CE Allowed: No limit (effective 3/5/2018) License Expiration: DOI, every 2 years National Accreditation Accepted: Professional Development Resources is approved by ASWB, NBCC and the Ohio Counselor, Social Worker and Marriage & Family Therapist Board (Provider #RCST100501) to provide online CE courses to Ohio counselors, social workers & MFTs
Notes: 3 hrs ethics required each renewal for all; 3 hours supervision required for those with the supervising counselor designation. Date of Info: 3/26/2018
Ohio counselors, social workers, and MFTs can earn all 30 hours required for renewal through online courses offered @pdresources.org.
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).
Technology 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 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 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. 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).
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.
This 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).