Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from essay:
Supervisee should have a clear view on what to expect during the supervision process.
Supervisor: Are there any courses or resources that would develop your standards in relation to services delivery?
Supervisee: Learning provides room for improvement, and that would be no different to my scenario. I would attend to relevant courses to boost my confidence and expertise level in dealing with clients on a daily, weekly, and monthly basis. Structural coaching on relevant issues would enhance my development to tackling therapeutic problems in the clinical field of study. The structural coaching would supplement the pertinent information from this and the previous supervision programs. Much exposure such as working in large organizations would improve the level of standards in dealing with cultural problems among different clients.
Supervisor: What are the six dimensions of multicultural competencies supervision?
Supervisee: The first dimension is the Supervisor-Focused Personal Development that reflects examination of the supervisor in relation to the personal values, biases, and limitations. The second dimension is Supervisee-Focused Personal Development that focuses on the personal development of the supervisor. In this dimension, supervisor takes the opportunity to enhance the identity development relative to the supervisee. The third approach or dimension revolves around conceptualization. This dimension improves the understanding of the internal and external factors affecting the clients' lives. Supervisor also promotes the essence of over-reliance or under-reliance in the cultural factors to solve psychological difficulties. The fourth dimension focuses on skills of the supervisee in attending to psychological needs. The dimension encourages the flexibility by formulation of interventions to curb psychological problems. The fifth dimension reflects on the process (connection between the supervisee and the supervisor) of the multicultural competencies. The relationship between supervisee and supervisor promotes the essence of openness and respect in the process of communication. The sixth dimension focuses evaluation of the competence of the supervisee in the process of multicultural psychotherapy. This represents the outcome of the interaction between the supervisor and the supervisee. The supervisor has the capacity to suggest appropriate guidance to the supervisee who fails to show multicultural counseling competence.
Supervisor: Why should clinicians attend multicultural competencies supervision programs?
Supervisee: Practitioners need to attend multicultural competencies for several crucial reasons. The first, vital reason to attend supervision programs is to comply with the obligations and mandatory principles of the governing or regulating body. The governing body requires clinicians to attend supervision process thus crucial to the development of the practitioner in context. Attendance of supervision programs allows practitioners to focus on the client related care issues thus enhancing the standards of service delivery in the process of role execution. Supervision process enables practitioners the opportunity to acquire or adopt new skill from the new environment. This would promote the development of the practitioner as he or she executes roles in the relevant field of study. Supervision program or process reflects on the disciplinary action within the clinical field or return to the routine procedures in relation to service delivery. This reflection makes it crucial to all practitioners plying their trade within the clinical field. The last reason to attend supervision process is to enable practitioners to integrate evidence-based practices in performance of the role in relation to therapeutic events.
Supervisor: Would you reflect on your experience as a student? What goals do you have for the clinical practice?
Supervisee: My encounter as a student enabled me to acquire the theoretical aspect of the clinical field of study. This was the foundation level to have effective and efficient career in dealing with clients under therapeutic conditions or circumstances. Education as a student was also crucial in learning the values, beliefs, and principles governing the body monitoring and evaluating therapeutic practices. My goal for the clinical practice is to promote high standards of service delivery through acquisition of relevant cultural information from the supervision program. The other goal is to integrate evidence-based practices in to constant interaction with clients. The other goal is to focus on client-centered care units thus improvement on the level of service delivery to relevant clients. The overall objective within the clinical practice would be to enhance higher standards of service delivery according to the requirements of the principles of the governing body.
Supervisor: Thank you for your cooperation
Supervisee: I am glad to be of any assistance to the supervision program.
Discuss the potential impact of the competencies on the supervision relationship
Supervision represents an applicable intervention under the jurisdiction by more senior member of the regulation body with respect to junior member or individuals within the same field of concern. The aim of this kind of interaction or association is to evaluate, monitor, and promote quality in the service delivery, in relation to future involvement with clients. Supervision relationship represents the interaction between the supervisor and the supervisee with the aim of enhancing standards of service delivery in a multicultural environment. The supervisor and the supervisee engage in crucial discussion on how to promote the level of service delivery within the context of therapeutic field practices. The interaction between supervisor and supervisee brings association of different or diverse cultural and ethnic entities. This is because supervisor and supervisee come from different cultural and ethnic roots. This creates room for the development of cultural aspects from the two parties (supervisor and supervisee). The diverse cultural attributes (beliefs, ideologies, and values) might be negative, positive or neutral in relation to the context of application. The implication of negative cultural attributes might affect the communication growth and development during the supervision process or model. This might also transfer to the relationship between clients and the supervisee in the future therapeutic interactions. The aim of the supervision process is to promote multicultural competence of the supervisee in applicable ways of the recent or contemporary interest. Application of multicultural competencies in relation to cross-cultural supervision increases diverse cultural understanding and knowledge between the shareholders (supervisor and supervisee). The increase in understanding enables the clinician or supervisee to execute his or her roles in the future interaction with clients.
According to the professional, ethical standards (governing supervisors and supervisees), it is crucial to enhance the competencies of educators, counselors, and supervisors in relation to services or roles they execute. It is mandatory according to the act governing therapeutic or clinical field for supervisors and counselors to possess multicultural understanding and effective influences of multicultural competence in the supervision process or relationship. Multiculturalism reflects on the dynamic and rapid force in association with the supervision interactions. This makes it critical for supervisors to hold appropriate awareness of the multicultural competence to aid the process of supervision. Implementation of multicultural competencies is crucial to the development of services to ethnic and minority clients. This makes it significant for clinicians and technical supervisors to adopt effective knowledge, understanding, and expertise in dealing with therapeutic cases in the future interaction with clients. Multicultural competencies possess three vital elements according to the principles and guidelines of the governing body (American Counseling Association). The first element of multicultural competencies involves the awareness of assumptions, biases, and values of clinicians and supervisors. The second element focuses on the understanding of the global perspective of the client participating in the interaction. The third element of multicultural competencies involves the development of applicable interventions and strategies in providing solutions to clients in the future interactions. Adoption of culturally centered view during the supervision process is crucial to the embracement of the global perspective of the client.
Culture plays a crucial role in the supervision process making it one of the most valuable aspects of the model. Clinicians and Supervisors bring to the interaction diverse cultural conditioning reflecting the prospects of different expectations on unique cultural and ethnic backgrounds. Culture supplements the significance of authority and power in the process of supervision. Gaining of cultural awareness between supervisor and clinician, in relation to race, sexual orientation, age, and socioeconomic status have a significant impact on the cross-cultural supervision process. Cultural awareness during the supervision process might influence the perception of the multicultural competencies supervision. In connection with the change in perception, cultural awareness might result into development of changes in association with the supervision model. Interchanges within the supervision model might provide negative or positive influence to the model thus mixture of implication relevant to cultural awareness. Ability of the clinician to address and understand cultural issues reflects on the development of the supervisee. This indicates the development of standards of ethics to enhance future relationship with clients within the clinical field of concern. Culture is the main component of clinical field thus tackling it during the supervision is the best method to ensure its implementation in the industry. Failure to address cultural issues such as age, race, and gender could prove to be fateful thus limiting the opportunity to grow and development. To achieve development and growth within the clinical field of study, it is indispensable to oversee the implementation of multicultural competencies supervision. This is because it…[continue]
"Counselor Supervision Counseling Supervision Represents" (2012, July 26) Retrieved October 22, 2016, from http://www.paperdue.com/essay/counselor-supervision-counseling-upervision-74916
"Counselor Supervision Counseling Supervision Represents" 26 July 2012. Web.22 October. 2016. <http://www.paperdue.com/essay/counselor-supervision-counseling-upervision-74916>
"Counselor Supervision Counseling Supervision Represents", 26 July 2012, Accessed.22 October. 2016, http://www.paperdue.com/essay/counselor-supervision-counseling-upervision-74916
(Awe, Portman & Garrett, 2005) Mutual empowerment also includes the kind of encouragement and inspiration that is provided by mentors to other counselors. Mentors can have an enormously positive and regenerative effect on professional counselors and their work, as shown by the study conducted by Sandy Magnuson, Ken Norem, and S. Allen Wilcoxon. Study participants described mentors' input as "validating." They joined professional organizations, or expanded the scope of
Another way to reinforce teaching is through quizzes and classroom participationg. Quizzes do not only test student knowledge, but also evaluate comprehension, which is a good measure of the job that the counselor educator is doing. Likewise, having students engage in classroom presentations and other peer-to-peer teaching is important because that opens up the opportunity for students to put theory into practice. Techniques and Methods to Engage Students Anything that can encourage
Notably, such groups are applicable in nonmedical atmosphere to help people not diagnosed with mental health issues. Given the significance of interpersonal and personal issues, the group leaders must work in unity with the clients to settle on the group sessions and its direction. Participants will be allowed to discuss their familial and interpersonal issues or stressors that they can determine that link to divorce and its effects. In
Child and Adolescent Counseling Child & Adolescent Psychology Golden, L.B. (2002). Case Studies in Child and Adolescent Counseling Sean Sean's early life was exceptionally fragmented, leaving him with substantive levels of abandonment and fears regarding his well-being. The life his family led before he went to live with his grandmother was not ordered or structured. Sean did not develop the ability to make predictions about what happens in life, in games, and in
In certain countries, an effective supervisor possesses basic teaching skills, facilitation skills, negotiation and assertiveness skills, counseling and appraisal skills, mentoring skills, and knowledge of learning resources and certification requirements (Kilminster). The most important aspect of the role of an effective supervisor is giving supervisee responsibility and the opportunity to practice it (Kilminster, 2000). Supervisees come to view the supervisor as a colleague and this leads them to become self-directed.
However, more empirical studies have been published in recent years which have both reported outcomes but also have acknowledged the complexity of the interaction of the number of variables involved in predicting outcome effects on children whose parents are substance abusers (Dworkin & Hirsch, 2004). This literature is particularly important because of the large number of children affected by substance abuse of various kinds and the social policy directed
You can't simply say you're going to integrate the science of psychotherapy with scripture." Moore argues, "because there are only sciences and theories of psychotherapy that are contradictory and incoherent." The implication that pastoral care and counseling and not and have not been Biblical, Vicki Hollon, executive director of the Wayne Oates Institute in Louisville, insists, was creating a false dichotomy. Hollon contends that Southern officials created the proverbial straw