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Clinical Supervision: Skill Building and Empowering Supervisees
Great Strides by "Walking Alongside"
Think of a mentor as a person who walks alongside someone else. In the mentoring role, you "come alongside" the supervisees on your team. You work with them side by side, giving instruction - and not just verbal instruction. It's "hands-on" instruction. It's doing the task together. You lead by example.
Why? One reason is that every team follows what its coach "models." If supervisors tell team members to come to work on time but come to work late themselves, what will team members do? Show up late, of course. Whatever the coach does, to a greater or lesser degree, team members will emulate. Like it or not, you are the example.
Besides instructing and supervising by example, your other task as a mentor is to develop new abilities in the supervisees you work with. You'll help supervisees develop new skills ... help them do things they never knew they could do. You'll teach each person how to be more competent in more areas.
with Productive Purpose
1. Mutual trust and commitment
This should tell you something about the mentoring process in general. It is slow. Hard words to hear, perhaps, but nonetheless true. Some supervisors make the mistake of believing that their intentions to mentor are 90 percent of the battle, and that the other 10 percent involves the actual work.
Two dangers exist in harboring this illusion:
2. Patient leadership
Impatience would tempt anyone to say something like, "Earth to Rob: Wake up ... this process is lots more important than where a dumb door goes!" But remember, your mentoree's perceived response to information may have no bearing whatsoever on how well she processes it. And, more importantly, it may be totally unlike your own. No one will ever mirror your values or priorities perfectly. Don't expect it.
Naturally, if inattentiveness becomes a real problem, you will have to deal with it - but be ready to exercise patience by giving your mentoree the benefit of the doubt.
o Pressure to attend to "business as
And where does patience
come into play in this area? The inclination to resent or begrudge the time you
spend away from "normal" job activities will grow as you progress in
your mentoring projects. It's a natural tendency. You will be tempted to postpone
or skip mentoring opportunities in the interest of "more important things."
When that happens, remember:
you do that? Volumes have been written dealing with the issue of emotional control.
There are nearly as many methods as there are supervisors - but here are three
that continue to deliver results for supervisors in a wide variety of organizational
Schedule mentoring sessions to end with "rewards."
In Uganda, farmers pair the young beginner ox with
an older ox. The two oxen are tied together with a special harness. The device
is called a training yoke -and it is configured to make sure the older ox pulls
most of the burden. The older ox has the control. If the farmers don't do that,
the younger ox tends to go too fast or too slow. The older ox has the control,
so it'll go at the right pace. The younger one must work at the same pace. The
young ox learns from the experience of "walking alongside." Can you
see the wisdom in that from a mentoring standpoint? If you've never mentored before,
keep this illustration in mind in the days and years ahead. It will begin to have
special relevance as you interact with mentorees.
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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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