In this segment of the series, we will discuss the rationale behind selecting a model of supervision or theory-based approach to developing your supervisee and the nine model styles of supervision. We will practice implementing different styles with supervisee case studies. We will also explore the theory-based approach to supervision in order to help supervisors identify and align their supervisory style according to their therapeutic approach. The discussion in this webinar aims to help clinicians identify which models/theories of supervision can provide successful outcomes for their supervisees.
Upon completion of this training, participants will be able to:
- Differentiate between the nine models of supervision and how to choose the best method for optimal supervisee learning.
- Define the implications of using and applying the VARK Questionnaire to determine supervisee learning style.
- Identify how to determine a theory-based supervision approach.
- Articulate the rationale for using a variety of methods and techniques in supervision.
Social workers completing this course will receive 3 Clinical recorded distance learning asynchronous continuing education credits.
For other board approvals, this course qualifies for 3 hours of Ethics, Clinical, and General Skill Building continuing education training.
Course Format: This course is a recorded asynchronous distance learning course delivery with downloadable presentation slides and, if applicable, course supplemental handouts. The learner is required to complete an evaluation assessing the applicability of the course to meet their learning and development needs, and pass a quiz based on course content with a 70% or higher to achieve the CE certificate of completion. The learner is able to reset the test as needed until a satisfactory score is achieved. Once the learner has completed the evaluation and successfully passed the quiz, they will be able to return to their account dashboard and view/download their certificate.
Target Audience: Licensed Social Workers, Licensed Mental Health Counselors, Licensed Marriage & Family Therapists.
For all other questions not addressed, please visit our FAQs page.
Course Syllabus:
I. Introduction and Overview
- Welcome and review of learning objectives
- Emphasis on participation and engagement
- Icebreaker activity to promote discussion
- Introduction to supervision models and self-reflection questions
II. Models of Supervision
- Review of the nine major supervision models
- “No Model” Model: lack of structure, replicating previous experiences
- Apprentice-Master Model: hierarchical, skill by observation
- Expert Model: top-down control, risk of supervisee concealment
- One-Size-Fits-All Model: lack of adaptation to supervisee level
- Therapist-as-Patient Model: overemphasis on personal issues
- Parallel Process Model: dynamics mirrored in therapy and supervision
- Interaction/Relationship Model: mutual needs, trust, and authority
- Developmental Model: individualized supervision based on growth
- Holistic Model: strength-based, supportive, and growth-focused
- Breakout session to discuss model preferences and applications
III. Learning Styles and Supervision
- Introduction to the VARK Questionnaire for assessing learning preferences
- Overview of learning types: Visual, Auditory, Reader/Writer, Kinesthetic
- Importance of aligning supervision with supervisee learning style
- Intern perspectives on feedback and supervision approaches
- Discussion on adapting supervision to different learning needs
- Strategies for introducing VARK in supervisory relationships
IV. Theory-Based Supervision Approaches
- Client/Supervisee-Centered Model: empathy, genuineness, non-directiveness
- Ethical challenges of non-directive supervision
- Case study: “I just want to help” and issues of oversight and naiveté
- Behavioral Supervision: structured, goal-oriented, skills-based
- Five-step model for behavioral supervision
- Case study: “I don’t do transference!” and missed learning opportunities
- Cognitive Behavioral Supervision: focus on thought patterns, learning, and feedback
- Identifying and challenging supervisee self-defeating beliefs
- Case study: “I want to be just like you!” and supervisor countertransference
- Ethical considerations in directive and cognitive approaches
V. Integrative Supervision Models and Rationale
- Rationale for using multiple supervision models
- The need for supervisors to articulate their approach clearly
- Supervisory roles: teacher, counselor, and consultant
- Key areas of focus: therapeutic process, case conceptualization, personalization
- Benefits of tailoring supervision to individual supervisee needs
- Encouragement of eclectic and evidence-informed supervision practices
VI. Closing
- Final reflections and group discussion
- Encouragement to integrate personal learning into supervision practices
- Reminder to complete evaluation for CEU certification
Recording Date: 2/26/2024
CEUS On-Demand, LLC, provider #2274, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 08/7/2026 - 08/6/2027. Social workers completing this course receive 3hrs Clinical continuing education credits.
CEUs On-Demand, LLC has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7091. Programs that do not qualify for NBCC credit are clearly identified. CEUs On-Demand, LLC is solely responsible for all aspects of the programs.
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Request for Special Accommodations: Learners can request special accommodations by contacting the administrative team at admin@ceus-ondemand.com