Goal statement development and articulation

Clinical supervision is a cornerstone of counselor education and a critical part of my professional practice. I have invested a tremendous amount of time and resources in the development of my supervisory skills by taking part in my own individual supervision with Dr. Jim Eaton and participating in a monthly supervision group with a variety of licensed clinicians. In addition, I have obtained both the Supervisory License and Approved Clinical Supervisor Certification from the Board of Behavioral Sciences.

My personal approach to supervision draws from Solution-focused Supervision (de Shazar) and Cognitive-Behavioral Supervision (Beck & Ellis). I view my supervision role as one of teacher and consultant that emphasizes hands-on learning. I encourage supervisees to remain mindful of how their thoughts, feelings, and behaviors can impact their clinical work. I also like to examine specific interventions from a theoretical and developmental framework.

I recently supervised a clinician who presented me with a complex series of countertransferential challenges. I had immediate reservations about supervising Lilly (pseudonym). First, it was apparent that Lilly had strong conservative Christian views and morals given the fact that she graduated from Liberty University and attended a conservative church. She asked me specific information about my church and my religious views, and noted that her church owned a home for unwed teenage mothers. We addressed my concerns at the initial meeting, and she assured me that she was able to separate her religious views from her clinical work. I clearly communicated that, while I am a Christian, I am not a Christian counselor. While she seemed to appreciate the distinction, it took her several months for her to fully comprehend it.

Lilly's values and beliefs immediately surfaced in her clinical work, posing possible barriers to the development of positive client-therapist rapport. For example, she gave one client a book about God's "disapproval of divorce," told another client she should remain responsible to her marriage despite her husband's affair, and told a gay client that God could "heal him from his brokenness." While these situations were upsetting and often disorientating, I encouraged her clients to communicate their feelings and concerns around her actions (clarification -you're in the sessions?). I informed her that she needed to monitor her countertransference and not impose religious values on clients in a clinical setting. In addition, I noted that if her behavior continued unchecked, I would make an (ethics?) report to the board (BBS?), and terminate our supervision contract.

Lily's church owns a facility for unwed teenage mothers. There were several incidents of verbal aggression and physical violence from the clients (towards children or staff? How did you address?). Lily's clients lived in impoverished backgrounds, while the church owned a home in an upper middle class neighborhood. From what I learned in supervision, it became clear that Lily and other staff members were trying to impose their values on the clients, especially in relation to parenting skills. We specifically discussed how these values might differ across cultures and socio-economic groups, and how this often impacts a therapeutic relationship. Lily's views regarding adoption were of particular concern to me. African-American female clients who were considering adoption frequently utilized the facility's services. I wanted to know if the church's own ethical perspectives impacted the facility's policies, thus forcing her to take a position in her counseling. I also addressed my own concerns about cross-cultural adoptions, improper boundaries and power. (say more here? Who's boundaries? Who's power? Was the church promoting cross-cultural adoption, and are you suggesting that the African-American clients were encouraged to place their children with white parents?)?