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Clinical Supervision: Skill Building and Empowering Supervisees
A half-century ago, Arbitrator Carroll Daugherty, in rendering his decision in the Grief Bros. Cooperage arbitration case, provided a series of tests to determine "whether employer had just and proper cause for disciplining an employee." As Daugherty explained it, "a no answer to any one or more of the following questions normally signifies that just and proper cause did not exist." These tests can be boiled down to five questions that every supervisor should ask himself before proceeding with a disciplinary discussion.
questions are these:
Reviewing these questions and getting affirmative answers to each one assures you that you are on solid ground in taking the action you have planned. Even more important, if any disciplinary action or discharge is ever challenged, the organization's ability to demonstrate that all supervisors consider Daugherty's tests before taking action greatly increases the defensibility of whatever action was taken.
the Meeting Be Held?
When Should the
Meeting Be Held?
Another scheduling issue involves getting all the necessary approvals before beginning the discussion. In almost every organization a supervisor must get higher management approval before proceeding with one of the more serious steps of the Discipline Without Punishment procedure. No organization I have ever worked with allows a supervisor to place an employee on Decision Making Leave or terminate the individual without at least a review by the Human Resources function and a member of the senior management team. These reviews frequently take time, and as the time between the commission of the act and the discussion of the issue expands, the impact of the discussion on the employee may decrease.
implementation of the complete Discipline Without Punishment procedure always
simplifies the approval process, but time obstacles created by out-of-town trips,
vacations of key approvers, and other schedule dilemmas may still interfere with
discussing the matter with all deliberate speed. When time delays occur, it may
be wise to say to the employee, "This situation is one that concerns me a
great deal and we will need to talk about it seriously. I will get back to you
as soon as I can and set a time for a meeting to discuss it. In the meantime,
it is important that you immediately follow all job procedures."
Best Practices in Clinical Supervision
- Wilson, Geoff, Best Practices in Clinical Supervision, Ridge Behavioral Health Services ,3050 Rio Dosa Drive, Lexington, KY 40509.
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Table of Contents
The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.
The authors analyzed data from 5,528 American Counseling Association members to examine advocacy beliefs and behavior regarding Medicare reimbursement and advocacy for counselors. Nearly half (49.3%) of the respondents had participated in one or more forms of Medicare reimbursement advocacy. Advocacy participation differed significantly by professional status.
The authors examined the publication patterns of 821 counselor educators across 174 comprehensive universities for the years 2008 through 2017. Nearly half of the sample did not have any journal article publications, and the median number of publications was 1. Several institutional variables were useful for predicting article publication counts.
The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application‐specific consultation activities and assignments.
Coursework in teaching, fieldwork, and supervised teaching experiences were examined as predictors of counselor education doctoral students’ (N = 149) self‐efficacy toward teaching. Results revealed that all 3 variables related significantly to self‐efficacy toward teaching. Results suggested that students’ satisfaction with supervision of teaching was particularly important in strengthening self‐efficacy.
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