Since receiving his Ph. Pomeranz developed 30 peer reviewed publications and two book chapters. Pomeranz currently serves on the PHHP Blended Learning Taskforce and is a past member of the collaboration task force and committee for promoting collaboration between public health and health professions. He has and continues to mentor multiple Ph. D and MPH graduate students from the public health program. It is necessary for a clinical supervisor to openly discuss and point out any gender conflict existing between the trainees and the clients.
Having a multicultural discussion relative to gender could help supervisors and trainees to recognize gender disparities and step forward for advocating gender-related social justice. Finally, there are several recommended strategies for a clinical supervisor on how to facilitate a better learning outcome for the trainees in clinical supervision.
First, clinical supervisors need to explore the importance of rapport building among supervisors and trainees. During this process, supervisors should initiate discussions that are related to gender issues by exploring similarities and differences.
According to Lammers and Bryd,17 rapport represents an emotional connection between individuals for the foundation and establishment of the supervisory relationship. Second, supervisors should be aware of gender discrimination by recognizing their own biases and prejudices. Third, supervisors should explore multicultural awareness in the supervisory relationship and the ability to understand trainees.
Multicultural competence continues to be a major theme when providing clinical supervision to trainees. Therefore, clinical supervisors need to educate themselves on multiculturalism and diversity to continue to promote the developmental well-being of the trainees in the profession. Further, clinical supervisors must challenge their bias of multicultural views when providing supervision to trainees for best practice to reduce ethical and legal concerns in the supervisory relationship.
The codes of ethics are used as a framework to guide the supervisory process in the reduction of ethical and legal concerns to highlight the conflict of roles between the supervisor and the trainee. For instance, most codes of ethics highlight the importance of being aware of dual relationships and how dual relationships can cause harm to the trainee. Because of the welfare of the trainee, the clinical supervisors need to be aware of ethical and legal concerns and how to encourage trainees to be aware of unethical and illegal practices when rendering services to clients.
Finally, clinical supervisors must build healthy relationships with supervisees. The issues discussed throughout this chapter are highlighted in the following case study. Minnie noticed on her first day of clinical supervision at her assigned internship site that she was the only African American person at the school-based facility. She was able to place her differences aside to focus on the goals of her clients and obtaining the skills for her educational needs.
Minnie arrived at the school with her site supervisor Michelle and was ready to work on her clinical skills. Michelle is a year-old European American female who is a licensed clinician with over ten years of clinical experience. She is also a Rehabilitation graduate from Trojan State University. Minnie was excited that she was finally able to work towards gaining some first-hand knowledge and experience by finally being able to test her knowledge and skills.
Michelle expressed issues relating to Minnie due to a lack of knowledge of cultural backgrounds. Several weeks passed and Minnie was still job shadowing her site supervisor, Michelle. Minnie became discouraged because other trainees informed her that they were able to receive clients, practicing their skills, and promoting growth within the profession.
Minnie felt that she was not allowed to practice her clinical skills with clients and became discouraged after hearing the experiences of other trainees in her clinical supervision course. After a few months, Minnie became more discouraged, and she tried to discuss her concerns with her professor, Dr. Pine, I am having some trouble with my site supervisor, Michelle.
I feel as if I am not receiving what I need to obtain effective knowledge to practice in the field. Pine becomes very upset and annoyed and she dismissed what Minnie attempted to explain. Minnie left Dr. Minnie was worried that, as the only African American woman in the school, issues would arise with not being able to adequately explain to Michelle her experience due to not having rapport and feeling as if she could fully trust Michelle.
Minnie has made several attempts in the past to explain her concerns to both Dr. Pine and Michelle, which were European American women. Minnie attempted to inform Michelle that she tried to make several attempts to report to the site even when Michelle neglects to inform her of her absence.
Also, Minnie has made several attempts to ask for clients and how Michelle has continued to ignore her request. Minnie was shocked at the words of her site supervisor, Michelle. Minnie knew that the meeting with the site supervisor, Dr. Pine, was not going to go well due to her lack of trust and rapport building with Michelle.
The next day, Minnie requested a meeting with a professor of the Counseling Department. Minnie was told to place her concerns in writing and was removed from the site immediately and under the guidance of Dr.
Minnie began her new internship at Disabilities Counseling services on campus and was provided with her caseload to assist her in obtaining knowledge and skills. What steps should Michelle have used towards building a rapport with Minnie? How could Michelle educate herself further about multiculturalism and diversity when working with trainees? What should Dr. Pine have done when Minnie came to express her concerns about her field supervisor?
What was one ethical concern that Michelle and Minnie could encounter? As an African American female trainee, what were some issues that Minnie encountered? The focus of this chapter is on understanding the influence of gender outcomes in the supervisory relationship.
Gender has a significant barring on clinical outcomes in clinical supervision. Thus, both males and females need to be attentive to these potential counterproductive outcomes to facilitate clinical supervision for both their trainees and peers.
Clinical supervisors are responsible for understanding gender related roles and ambiguity and respond differently based on societal views in the U. How a clinical supervisor views gender identities and gender roles can either facilitate or hinder rapport building in the supervisory relationship. Clinical supervisors are encouraged to examine their behaviors with the trainees to enhance supervisory accountability and competencies.
Additionally, establishing healthy relationships is an essential component for the supervisor and the trainee because a healthy relationship promotes openness, honesty, and safe communication. Supervisors have the ethical responsibility to advocate gender-related issues such as gender discrimination, bias, and concerns of multiculturalism competence to promote the professional growth of the trainee. Understanding the dynamics of gender in clinical supervision is not only critical to have positive outcomes, but will facilitate rapport for the clinical supervisors, trainees, and clients served within the process.
We hope that this chapter helps provide the necessary grounding for these tasks to understand how gender can influence the outcome of effective clinical supervision. ACA code of ethics. Alexander, VA: Author. Transgender issues on college campuses. New Directions for Student Services, , Fundamentals of clinical supervision 6th ed. Boston, MA: Pearson Education.
Snapshot of clinical supervision in counselling and counselor education: A five-year review. The Clinical Supervisor, 24, Racial and gender biases in supervisory evaluation and feedback. The Clinical Supervisor, 20, Ethical and Legal Responsibilities of Clinical Supervisors. Council on Rehabilitation Education Standards. Available from www. Gender Differences in the Supervisory Relation Doughty ship. Osipow Eds. Influence strategies in the supervisory dyad: An investigation into the effects of gender and age.
Counselor Education and Supervision, 42, Conquering the maternal wall: Trainee perspectives on supervisory behaviors that assist in managing the challenges of new parenthood during clinical internship. Training and Education in Professional Psychology, 13 3 , Candian Journal of Counseling and Psychology, 46 3 , Cultural humility in psychotherapy supervision.
American Journal of Psychotherapy, Parents on the job market: Research and strategies that help sociologists attain tenure-track jobs. The American Sociologist, 37, Teaching of Psychology, 46 2 , Cross-cultural field supervision: Implications for social work education. Journal of Social Work Education, 22, Faculty member attitudes and behaviors toward male counselors in training: A social cognitive career theory perspective.
Sex Roles: A Journal of Research, 72 , Spirituality, gender, and supervisory style in supervision. Contemporary Family Therapy, 28 3 , Gender issues in supervision.
LGBT trainee and health professional perspectives on academic careers—facilitators and challenges. LGBT Health, 2 4 , Gender and supervision. Theory into practice, 30 2 , International Journal for the Advancement of Counselling, Making space for graduate student parents. Journal of Family Issues, 30, — Unpublished raw data. Chapter 11 Clinical Supervision in Addiction Settings. A brief history of substance use treatment.
Racial, gender, and treatment disparities in addictions. Review of models specific to supervision in addiction settings. To review the history of addiction counseling and treatment in the U. To distinguish the roles and responsibilities of clinical supervisors in the field of addictions and how they impact trainee and client success.
To identify some of the unique challenges that occur when providing clinical supervision in addictions. To appraise the models of clinical supervision and how to apply these models in the field of addiction counseling correctly. The eugenics movement that called for the sterilization of those with disabilities, including individuals with substance use disorders. Even today, Project Prevention offers to pay women with substance use disorders who can document sterilization or the use of long-term birth control;5 The passing of the Harrison Tax Act in , which identified opiates and cocaine as controlled substances and regulated their production and distribution;.
The introduction and use of medication-assisted treatment i. The opening of the Betty Ford Center in , which now, as the Hazelden Betty Ford Center, houses an addiction research center and publishing house, offers educational programs for medical students and other professionals, and a fully accredited graduate program in addiction studies;9 The establishment of the Substance Abuse and Mental Health Services Administration in ;.
Also, clinical supervisors need and have a right to supervision of their supervision. Highly dependent upon others: Trainees often look towards clinical supervisors to provide answers to their challenges or apply the same resolutions when working with a varied clientele.
Lacking in self and other awareness: Trainees at this stage may be self-conscious and exhibit a lack of confidence in their ability to effectively serve clients. Highly motivated and committed to working: Trainees present with unrealistic expectations and high anxiety about their ability to perform23, Vacillating between autonomy and dependence: Trainees are eager to make their own decision and practice independently; however, when problems are not resolved, they seek the safety provided by their clinical supervisor.
More aware of self and others: Trainees come to understand better how complex counseling can be as they are faced with clients who have a plethora of problems that must be addressed.
Transference and countertransference are more likely during this stage. Inconsistently motivated: Client outcomes drive the motivation of trainees which may lead to a waxing and waning of engagement. Securely autonomous: While working autonomously, they form an interdependent relationship with clinical supervisors and coworkers.
Aware and accepting of self and others: Trainees at this stage are aware of both their strengths and opportunities for growth and are willing to do the work required to strengthen areas where lack occurs. Stably motivated: Trainees do not allow their perceived failures to impact their motivation for continued work in this area. Self: Clinical supervisors develop a model of supervision based upon their personalities and their adopted models of counseling. Philosophy of counseling: This includes being able to describe and effectively employ counseling techniques from theories with which they most identify.
Descriptive dimensions: This model of supervision incorporates work from the Minnesota Model of Recovery and Alcoholics Anonymous. Stages of counselor development: Incorporates developmental models and walks counselors through each stage while providing support and encouragement. Contextual factors: Making considerations for other factors e. Affective-behavioral axis: Taking into consideration the intersection of affective and behavioral factors in clinical supervisory relationships.
Spiritual dimension: Addressing aspects of spiritual development and the application of religious concepts and practices into supervision.
Give coherence and direction to our lives; Link us in shared trusts and loyalties with others; Ground our stances and communal loyalties in the sense of relatedness to a larger frame of reference; and Enables us to face and deal with the challenges of human life and death, relying on that which has the quality of ultimacy in their lives.
They are still not able to understand the beliefs of their clients; there is still a belief of right or wrong 3 Synthetic-conventional faith: Trainees start to integrate their spiritual beliefs into their professional work. They may experience some discomfort, but with careful supervision, they can move to the latter stages of development. They are also better able to understand the spiritual experiences of others.
Maintaining social order. Rules must be the same for everyone and everyone must uphold them. Information about dominant religions and ethical practices may be shared during this time.
This can be accomplished through peer and direct observation, providing supportive feedback and encouraging continued self-exploration, engagement, and practice.
Support for the continual development and incorporating of newfound skills is important. Trainees may show overconfidence during this stage thus requiring clinical supervisors to adjust and respond as necessary. As such, clinical supervisors should continue to provide feedback and support.
If you were providing supervision for this client today, what would you identify as the most pressing issue? How might you implement the blended model of supervision? What might her response be to its incorporation of the steps? How might you garner power from these factors and use them to support your work with her? Do you think the integrated spiritual model would prove useful with this client? Based upon your own beliefs, would you feel comfortable operating from this theoretical foundation?
Identify the six dimensions in the multidimensional approach to determining the appropriate level of care. Describe and explain the concept of the least restrictive level of care. Examine the various types of inpatient and outpatient mental health and substance abuse treatment services. Identify and examine how ignoring multicultural considerations in mental health and substance abuse can cause harm to the client.
The agency that creates the accreditation standards is often referred to as an accreditation body. For example, the Commission on Accreditation of Rehabilitation Facilities often referred to as CARF is an international accreditation body for aging services, behavioral health i. The purpose of accreditation is to help agencies improve their quality of services. Help us support these students by bidding on your favorite textbook. Contact us for more information about our books. Phone: Cell: Email: jandrew socket.
Stebnicki Butler and Vanessa Perry Toporek Wong Tarvydas and Sara Johnston Cartwright, Debra A. Harley, and Keisha G. Rogers Psychiatric Rehabilitation Amanda B. Easton and Patrick Corrigan Rehabilitation Counselor Supervision James T. Scope of Practice for Rehabilitation Counseling Index. Springer Publishing Connect: Your new educator hub!
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