COUNSELLING SUPERVISION, THEORY AND PRACTICE:
AN OVERVIEW OF THE FIRST COHORT
DR. PAVNA SODHI & DR. BLYTHE SHEPARD
CCPA ANNUAL CONFERENCE
HALIFAX, NOVA SCOTIA
MAY 2013
OVERVIEW
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Objectives of the Certificate in Supervision
Course Objectives
Definition of Counsellor Supervision
Course Description
Course Syllabus
Revelations
Framework: Counsellor Supervision Course
Feedback, Recommendations and Future Directions
Pathways to obtain certification as a CCC-S
CANADIAN CERTIFIED COUNSELLOR-SUPERVISOR
• It is difficult for counsellors to pursue comprehensive training in
clinical supervision due to:
• Limited coursework in supervision in Canadian graduate
programs in Counselling and Counselling Psychology, and
• Insufficient post-master’s coursework and training
opportunities.
• The establishment of standards and a system of voluntary
professional certification assures opportunity for continued
growth and development for clinical supervisors.
COURSE OBJECTIVES
• Demonstrate awareness concerning the roles and
relationships relevant to counsellor supervision.
• Acquire clinical competencies in supervision and
effectively implement appropriate supervisory
interventions; develop a personal style of counselling
supervision.
OBJECTIVES CONTINUED…
• Recognize the intersection between theory and
practice in counselling supervision.
• Become further cognizant of supervisory theoretical
perspectives, models, and methods.
• Develop an understanding of the legal, ethical, and
multicultural concerns pertinent to counsellor
supervision.
DEFINITION
Supervision is a forum where supervisees review and
reflect on their work in order to do it better.
Practitioners bring their actual work practice to
another person (individual supervision), or to a group
(small group or team supervision), and with their help
review what happened in their practice in order to
learn from that experience. Ultimately, supervision is
for better quality service.
(Carroll, 2007, p. 36)
COURSE DESCRIPTION
EDU7000 WB Counselling Supervision: Theory and
Practice
This 3 credit hour counselling supervision entry level
course focuses on the roles and functions of clinical
supervision, delving into associated theories and models,
methods and techniques. Cultural and diversity issues are
integrated throughout the course as students consider the
supervisory relationship, legal and ethical issues, and the
role of positive working relationships and evaluation in
supporting and nurturing the growth and development of
supervisees.
TEXTBOOKS
There were two required texts for this course:
• Ladany, N. & Bradley, L. J. (Eds.) (2010). Counsellor supervision (4th ed.).
New York, NY: Routledge, Taylor & Francis Group.
• Shepard, B. & Martin, L. (2012). Supervision of counselling and
psychotherapy handbook: A handbook for Canadian certified supervisors
and applicants. Ottawa, ON: The Canadian Counselling and
Psychotherapy Association.
EVALUATION
The evaluation of this course was based on the following
four assignments:
1.
Book Review - 15%
2.
Reflection Paper - 25%
3.
Individual Portfolio - 30%
4.
Collaborative Group Framework - 30%
CLASS FORMAT
The course schedule consisted of 13 classes involving:
• Four Chat Room Sessions
• Four Learning Modules
• Five Discussion Forums
REVELATIONS
Online Issues
• Blackboard Vista was selected as it is University of Ottawa’s
online platform. Blackboard was used to keep the technological
curve to a minimum and all EDU7000 WB course information in
one location.
• Basic Internet skills: e-mailing, attaching a document, accessing
the Blackboard Vista challenges (i.e. chat room, discussion
forums and required readings) expressed throughout the
duration of the course.
• Questionnaires were provided to students in the fall to improve
online class cohesiveness and communication.
REVELATIONS CONTINUED…
Chat Room Sessions
• Issues accessing the chat room, staying “connected”, confusion of
which chat room to join, pauses and delays in sending and
receiving messages.
• Students suggested other chat options: Google, Skype…
• As participation was not mandatory but strongly encouraged, a
maximum of 9/18 students participated in the sessions.
• Fridays are not an ideal time for students to participate in chat
sessions; the last chat session was instead held on a Wednesday.
REVELATIONS CONTINUED…
Learning Modules
• Case studies and relevancy to supervisory practice were kept
diverse and current.
• A threaded discussion board was created after the first learning
module to encourage students to share thoughts and insight
regarding the learning module topics.
• Students provided responses to the case study portion of
Learning Modules 2 and 3; however there was no participation
for Learning Module 4.
REVELATIONS CONTINUED…
Discussion Forums
• Confusion around discussion board and forums being
asynchronous vs. live; this was the first online course for most of
the students.
• Fluctuation in participation and providing responses on
discussion forums; requested feedback on how to improve
format in Chat Room 3.
• In lieu of individual responses, small group dyads formed earlier
in the course, could collectively submit discussion forum
responses.
FRAMEWORK: COUNSELLOR SUPERVISION COURSE
Evaluation
Certification
Chat Room
Sessions
Orientation
EDU7000
WB
Feedback
Learning
Modules
Expectations
Discussion
Forums
COURSE FEEDBACK, RECOMMENDATIONS AND FUTURE
DIRECTIONS
Feedback
• EDU7000 WB has allowed students to explore complexities
involved in supervision: teaching, modeling, guiding and
providing support to supervisees.
• Articles, course readings, texts and other resources were
considered insightful and thought provoking.
• Chat sessions were helpful in staying connected with other
classmates.
• Learning Modules provide great information and reflective
exercises.
FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS
CONTINUED…
Feedback
• Possibility in the future to combine discussion forums and chat
rooms; students would post thoughts and responses using the
discussion forum and then elaborate in a chat room session.
• Assignment feedback and course progress requested to gain a
better understanding of strengths and areas of improvement.
• Assignments useful in reflecting and integrating learning.
FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS
CONTINUED…
Recommendations
• Familiarize students with online platform at the beginning of
course to avoid constant technological challenges.
• Incorporate Webinars in future EDU7000 cohorts; Webinars that
allow the opportunity to ask live or asynchronous questions.
• Provide workshops and training specializing in counsellor
supervision and diversity issues.
• Use of Weebly, Google groups, Wiki Space, Mindmeister or other
framework developing tools for collaborative group projects.
FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS
CONTINUED…
Possible Future Directions
• Development of Certification: different kinds of supervision or
specializations.
• Application to take course could include a letter of intent,
expressing rationale for certification.
• Orientation Webinar introducing the course instructor, course
expectations, technological pieces and modules concerning
affiliate University resources (i.e. library database, InfoWeb etc).
• Course delivery schedule; one term course, class every week to
keep students involved and engaged.
FEEDBACK, RECOMMENDATIONS AND FUTURE DIRECTIONS
CONTINUED…
Future Directions
• Offer students with a variety of learning opportunities:
interactive video chats, small group work, supervisory dyads
and online websites/portfolio assignments.
• More Skype or video meetings for face-to-face contact (i.e.
Blackboard Collaborate).
• Use of other effective online course platforms: Blackboard Learn,
Adobe Connect etc.
• Participation for Chat Room, Learning Modules and Discussion
Forums should be mandatory and part of the course evaluation.
CANADIAN CERTIFIED COUNSELLOR -SUPERVISOR
The applicant must:
• Be a certified member in good standing with CCPA;
• Provide clear documentation of a minimum of five (5) years of full-time equivalent
clinical experience as a practicing counsellor or equivalent relevant experience within
the past ten (10) years;
• Have no active ethical complaints under investigation by an Association, regulatory
College, legal system or entity;
• Possess professional liability insurance;
• Sign an agreement indicating that she/he has read, understood, and is committed to
practicing in accordance with CCPA’s Code of Ethics and Standards of Practice for
Counsellors;
• Submit a current CV/résumé or a portfolio; and
• Submit a self-report describing current and past employment and any supervision
training (e.g., workshops, courses, workplace apprenticeships, and/or supervisory
experiences
FOUR PATHWAYS TO OBTAIN CERTIFICATION AS A CCC-S
• Pathway One: CCPA Coursework in Clinical Supervision
• Pathway Two: Graduate Course in Clinical Supervision
• Pathway Three: Clinical Supervisor Training obtained through
another Canadian or international professional association with
requirements equivalent to or greater than CCPA's supervisor
certification process
• Pathway Four: Work Experience
CONTACT INFORMATION
Dr. Pavna Sodhi
psodhi@uottawa.ca
Barbara MacCallum
bmaccallum@ccpa-accp.ca