Counseling and Supervision

View Segments Segment :

  • Citations
  • Add to My List
  • Embed
  • Link
  • Help
  • Citations
  • Add to My List
  • Embed
  • Link
  • Help
Successfully saved clip
Find all your clips in My Lists
Failed to save clip
  • Transcript
  • Transcript

    Auto-Scroll: ONOFF 
    • 00:01

      [MUSIC PLAYING][SAGE video tutorials][Counseling and Supervision]

    • 00:11

      SHONA VAS: My name is Shona Vas.I am a clinical psychologist and an assistant professorof psychiatry and behavioral neuroscienceat the University of Chicago. [Shona Vas, PhD, AssistantProfessor of Psychiatry and Behavioral Neuroscience,University of Chicago] I am the director of the CognitiveBehavior Therapy Program, and also the directorof Clinical Psychology Training in our department.In my job, I do a couple of different things.

    • 00:35

      SHONA VAS [continued]: I provide clinical services myself, as well asprovide supervision of clinical servicesthat are provided by our trainees,who might be at different levels of trainingin graduate programs.And then I also do a fair amount of teaching and trainingof cognitive behavior therapy.

    • 00:55

      SHONA VAS [continued]: In this tutorial, we will be talkingabout understanding clinical supervision that'sreceived by students who are being trained in psychotherapyand counseling programs.We will also talk about what studentscan expect from supervision and howthey can approach supervision.[What is counseling supervision and why is it important?]Clinical supervision is a type of learningthat involves trainees seeing patientswhile receiving education and feedback from a moreexperienced clinician.

    • 01:32

      SHONA VAS [continued]: So what happens is that the trainees actuallywork with the patients directly but then discuss their workwith their supervisors, who provide them with feedback,who ensure that the patients are getting appropriate care,and who are ultimately assuming responsibilityfor the care of those patients.

    • 01:54

      SHONA VAS [continued]: When providing supervision, it isimportant to note that the patient or the clientis getting appropriate care that is competently provided,and supervision ensures that this process is in place.Also, supervision is important for traineesto learn how to deliver evidence-based practice.

    • 02:19

      SHONA VAS [continued]: And finally, supervision is about a relationshipbetween the supervisor and the supervisee,who will work together to provide the best possible careto the patient.The purpose of counseling supervisionis for the patient to receive appropriate careand for the trainee or the superviseeto learn how to provide this appropriate care usingevidence-based models of practice.

    • 02:44

      SHONA VAS [continued]: [How are counseling supervision sessions structured?]One of the requirements of graduate trainingis for students to receive clinical supervisionas they work directly with patients themselves,so that you can ensure that the patient is getting good care,as well as the trainee is learning what to do.Students should expect that supervisionwill be provided at least weekly, most oftenindividually, but sometimes supervisionmight be provided in small groups.

    • 03:14

      SHONA VAS [continued]: The structure of supervision might vary dependingon supervisor preferences.However, in general, most studentswill come into supervision somewhat preparedfor what their goals are for the hour.They will talk about the patients that they saw.In some cases, the supervisee might have accessto recordings of the session and mayhave listened to those ahead of time, before the supervision,so they already have a sense of how the session went.

    • 03:42

      SHONA VAS [continued]: They may or may not have already read students' notesabout the session.But students will talk about their experience of the sessionand what their conceptualization isfor the patient at that moment, and howto focus on the treatment plan and interventionsmoving forward.During supervision, students will alsotalk with their supervisees about the things with whichthey are struggling, if they haveany concerns with the patient, if there are things thatdidn't go well and how they wouldlike to fix that in the future.

    • 04:14

      SHONA VAS [continued]: Ultimately, supervision is a learning experience.So it is important for the supervisor and the traineeto work together as a team.It's helpful when the trainee has a sense of howthe supervisor can be helpful.But is also the supervisor's responsibilityto make sure that the trainee has all of the toolsthat they require to effectively treat the patient.

    • 04:41

      SHONA VAS [continued]: [What is a supervisor listening for in a tape?]When I review students' tapes, the things that I listen forare signs of whether the relationshipbetween the student and the patient is a good one.I listen for signs of the therapeutic alliance,whether the trainee is listening well, following the patient,summarizing and reflecting what the patient isseeing accurately.

    • 05:09

      SHONA VAS [continued]: I'm also listening for how the student isproviding the intervention.So for example, if they're providing educationabout something, exactly what they might be saying,and then how the patient is receiving that information.I am also listening for how the patient, in general,is responding to the therapist and to the therapy process.

    • 05:32

      SHONA VAS [continued]: Finally, I'm looking for and responding to anythingthat the trainee might have missed,and I will then work with them in supervisionabout how we can address that for the next session.[What makes for good supervision?]Students should be prepared for supervision.They should have a sense of what cases they wouldlike to discuss, what they need from their supervision,in terms of whether they want to talk about the patientsbriefly and then focus on one particular case,or revisit all of the cases and go over all of the sessions.

    • 06:09

      SHONA VAS [continued]: Sometimes students might want to talk about somethingthat is related to their professional developmentand how that might be related to the workthat they're providing.The model of supervision that I ascribe tois what we call a developmental model.What that means is that students at different levels of trainingrequire different things from supervision.

    • 06:30

      SHONA VAS [continued]: So good supervision is one that is tailoredto the student's developmental leveland to what the student might need.For example, a student who is a novice therapist,fairly early in his or her career,might need more directive feedback,might need to be told what to do,might need for the supervisor to actually role-play with himor her how she might interact with the patient.

    • 06:59

      SHONA VAS [continued]: When a student is more advanced, supervisiontends to be more collegial.So what happens at this level is that the supervisorand the trainee work on conceptualizationand honing intervention skills.The most important thing about supervisionis that the supervisor and the traineeshould work as a team to meet the needs of the patientas best they can.

    • 07:26

      SHONA VAS [continued]: [Key pointsWhy clinical supervision is important- How supervision is provided- What you can learn from it- How to get the most from it]From this tutorial, you should havelearned why clinical supervision is important,how it's provided, what you will learn from it,how you can make the most out of it,and what you can do in order to prepare for supervision.[SAGE video]

Counseling and Supervision

View Segments Segment :

Abstract

This film observes counseling and clinical supervision. Shona Vas discusses the value of clinical supervision, methods of delivery and counselor preparation for supervision.

SAGE Video Tutorials
Counseling and Supervision

This film observes counseling and clinical supervision. Shona Vas discusses the value of clinical supervision, methods of delivery and counselor preparation for supervision.

Copy and paste the following HTML into your website

Back to Top