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Clinical Supervision: Skill Building and Empowering Supervisees
As an effective coach, you will begin to experience very specific, very real results - and results make coaching exciting. When you see supervisees growing and changing, and you know you are contributing to that growth - that's one of the most exciting things that can happen to you as a supervisor and StaffCoachTM.
you recall, you should use your coaching role for supervisees who are performing
above their fob standards. In the coaching role, your primary goals are to practice
involvement that builds trust, clarify and verify your team communications, affirm,
motivate and inspire. Here are some of the results you can expect to see when
you are effectively performing that role.
Clarification of performance expectations
2. Changes In point of view
Insight Into behavior and feelings
Why? Because it reinforces the subconscious idea that supervisees are valuable only when they perform at expected levels. And, as we've discussed, that kind of message does not "free" people to be people!
three-step process to monitor the "knee-jerk" response tendency:
" What part of this problem is the employee's and what part may be mine?"
b. "What is the specific
feeling that I'm choosing to feel because of this action?"
is the root reason for my feelings?'
None of us
approaches any experience totally free of experiences that preceded it. And that's
good. After all, if we didn't learn from bad experiences and use that knowledge
to avoid repeating them, we would be in trouble. But, if we're not careful, we
can also allow experiences from the past to hinder or prevent positive responses
in the present.
Have you ever been upset and
not really known why? Someone asks, "What's wrong?" and you say, "I
don't know." And you really don't. You're not in control. When you ask yourself
the three questions listed previously, you're getting yourself under control so
you can talk to supervisees as an adult and not as an irate parent trying to punish
a child for doing something wrong. Act ... don't react!
Her first act as director was
to call a Saturday morning meeting (well before any of the food facilities were
expected to be active) of the entire food-service staff to do five things:
she covered her first three points, Nancy passed out a list of her short-term
goals. She also placed them on an overhead projector while she spoke. Her goals
The time Nancy had anticipated for the question session proved too short. Many members had questions. It was apparent that loyalties to the associate who resigned existed - as well as much anger at the president over treatment and salary issues.
Nancy noted each remark or complaint on overheads for all to see. By the time the session was over, she had 11 note-packed overhead transparencies! Nancy concluded the meeting by promising to transcribe each remark, to study each and to report her conclusions to everyone within one month.
The days ahead were busy ones for Nancy. She asked for and was given an office in the Student Union building instead of the office of the past director. She met daily with the five supervisors to discuss operations and to brainstorm methods to improve service and profitability. She met daily with at least two members of the food-service team, with one during breakfast and the other over lunch, getting to know more about each, and generally covering the three areas she had outlined for them in her introductory meeting.
month later, Nancy called another early morning team meeting. She opened that
meeting by welcoming the "Food Brood." At that point, she turned the
meeting over to the Food Service Administrative Committee, who passed out folders
titled, "Where We Are & Where We're Going Together!" covering:
Included in each folder was an "Impressions and Evaluations" form employees were encouraged to complete and return to their team leaders in one week.
Then the meeting was opened for questions. Committee members answered the surprisingly few questions that were asked. When it was apparent that there were no more questions, Nancy stood to conclude the meeting. She began by requesting a round of applause for members of the Administrative Committee. It was their efforts, she assured the group, that made the many positive new steps a reality. Then she expressed her gratitude to the president, who had reviewed the entire plan just presented and had approved it wholeheartedly. She then thanked the entire group for the fun of working alongside them, for allowing her to get to know them and for the loyalty and commitment she saw in each person. She concluded by telling the group that in only a short time every member had made her feel like "family."
may be thinking, "If only this coaching business was as easy to do as it
is to write about." Agreed! But the encouraging fact is that real-life situations
... much more chaotic and potentially disastrous than Nancy's case study ... have
been and are being handled capably by StaffCoachingTM principles. This is not
pie-in-the-sky thinking - it can mean cake-in-the-plate results.
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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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