CLINICAL SUPERVISION (PP 7352 C2/C3)
SUMMER I 2009
COURSE SYLLABUS
SUSAN S. ZOLINE, PH.D.
SHORT FACULTY BIO
Susan Zoline, Ph.D. is an Associate Professor of Psychology and core faculty member in
the Clinical Psychology Department at Argosy University, Chicago where she has been
teaching since 1988. She currently teaches courses in the areas of Professional Issues and
Clinical Supervision, as well as an MA Pro Group, MA Practicum Seminar, and PsyD
Advanced Practicum Seminars. Dr. Zoline also chairs and serves on CRP committees,
serves as a new faculty mentor, co-chairs the Clinical Psychology Admissions
Committee, and serves on the Clinical Psychology Student Professional Development
Committee. She has worked clinically in a broad variety of settings and is active
professionally as well.
COURSE DESCRIPTION
The aim of this course is to provide students with an overview of theory, research, and
practice models for clinical supervision. Numerous conceptual models for clinical
supervision are described and discussed with an emphasis on the following approaches:
developmental, person-centered, psychodynamic, cognitive behavioral, skill training,
systemic, and integrated. Students use role plays to begin exploring the nature of the
supervisory relationship and their own emerging approach to supervising others. They
also discuss common strategies, modalities, training issues, and dilemmas. Course
Length: 7.5 weeks. Contact hours: 22.5 hours. Credit Hours: 1.5 credits
COURSE PRE-REQUISITE
In order to enroll in this course, students must have completed or be in the process of
completing an MA or PsyD psychotherapy practicum experience.
OFFICE HOURS AND CONTACT INFORMATION
The instructor is on campus on Mondays through Thursdays during Summer I semester.
Office hours for this term are Tuesdays 1:30-3:30 PM, Wednesdays 1:30-2:30PM, and
Thursdays 10:00-11:00AM. Meetings may also be set up by appointment. The instructor
is located in office #1368 may be reached by phone at 312-777-7704 or by email at
szoline@argosy.edu.
READINGS
The following are required readings for the course:
1. Bernard, J.M., & Goodyear, R.K. (2004). Fundamentals of Clinical Supervision.
(Fourth Edition). Needham Heights, MA: Allyn & Bacon. ISBN-10: 0-205-59178-7.
Note: It is acceptable to use earlier editions of this text.
Copies of the earlier and current edition of this text are on reserve in the school library.
2. Assigned Journal Packet. See weekly schedule
COURSE OBJECTIVES
Course Objectives
Program Goals
Method of Assessment
To familiarize students with
current theories, research,
and practices associated
with clinical supervision
Goal 2 (Intervention), Goal
Partici
3 (Diversity), Goal 4
Participation in class
(Scientific Foundations),
discussions and exercises,
Goal 5 (Scholarship)
final paper
To provide students with
the specific skills necessary
to assume the role of a
clinical supervisor
Goal 2 (Intervention), Goal
3 (Diversity)
Participation in class
discussions and exercises,
final paper
To assist students in
developing sensitivity to the
important role of diversity
in clinical supervision.
Goal 2 (Intervention), Goal
3 (Diversity)
Participation in class
discussions and exercises,
final paper
PROGRAM OUTCOMES
The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an
APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-3365500). This program is designed to educate and train students so that they may eventually
be able to function effectively as clinical psychologists. To ensure that students are
prepared adequately, the curriculum provides for the meaningful integration of theory,
training and practice. The Clinical Psychology program at Argosy University Chicago
Campus emphasizes the development of attitudes, knowledge, and skills essential in the
formation of professional psychologists who are committed to the ethical provision of
quality services. Specific objectives of the program include the following:
 Goal 1: Prepare professional psychologists to accurately, effectively, and ethically
select, administer, score, interpret, and communicate findings of appropriate
assessment methods informed by accepted psychometric standards and sensitive
to the diverse characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various
psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the
context of diversity factors, referral questions, and specific objectives of




the assessment, and organize and communicate results in writing and
orally.
o Objective 1c: Examine psychometric properties of psychological
assessment instruments, and use that knowledge to evaluate, select,
administer, and interpret psychological tests and measures appropriate for
the client, the referral question, and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate
psychological interventions consistent with current ethical, evidence-based, and
professional standards, within a theoretical framework, and with sensitivity to the
interpersonal processes of the therapeutic relationship and the diverse
characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including
psychopathology, human development, diagnosis, diversity, ethics, and
various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based
interventions with sensitivity to the diverse characteristics and needs of
clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively
implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective
capacity, including growth of interpersonal skills, and therapeutic
relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge, skills,
and attitudes necessary to understand diverse worldviews and the potential
meaning of social, cultural, and individual differences for professional
psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and
the current body of knowledge of biological, cognitive, affective, developmental,
and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and
evolving body of scholarly literature in psychology to inform professional
practice.
DISABILITY STATEMENT
It is the policy of Argosy University to make reasonable accommodations for
qualified students with disabilities, in accordance with the Americans with
Disabilities Act (ADA). If a student with disabilities needs accommodations to
complete the instructor’s course requirements, the student must notify the Director of
Student Services. Procedure for documenting student disability and the
development of reasonable accommodations will be provided to students upon
request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. It is the
student’s responsibility to present the form (at his or her discretion) to the instructor in
order to receive the requested accommodation in class. In an effort to protect
student privacy, Student Services will not discuss the accommodation needs of any
student with instructors. Faculty may not make accommodations for individuals
who have not been approved in this manner.
ACADEMIC DISHONESTY/PLAGIARISM STATEMENT
In an effort to foster a spirit of honesty and integrity during the learning process,
Argosy University requires that the submission of all course assignments represent the
original work produced by that student. All sources must be documented
through normal scholarly references/citations and all work must be submitted using
the Publication Manual of the American Psychological Association, 5th Edition,
Washington, D.C.: American Psychological Association (APA) format. Please
refer to Appendix A in the Publication Manual of the American Psychological
Association, 5th Edition, for thesis and paper format. Students are encouraged to
purchase this manual (required in some courses) and become familiar with its
content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.
Scholarly Writing: The faculty at Argosy University is dedicated to providing a
learning environment that supports scholarly and ethical writing, free from
academic dishonesty and plagiarism. This includes the proper and appropriate
referencing of all sources. You may be asked to submit your course assignments
through “Turnitin,” (www.turnitin.com), an online resource established to help
educators develop writing/research skills and detect potential cases of academic
dishonesty. Turnitin compares submitted papers to billions of pages of content
and provides a comparison report to your instructor. This comparison detects
papers that share common information and duplicate language.
TECHNOLOGY STATEMENT
This course uses the following technology:
Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full
version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus. Additionally, the syllabus is available online through the library
website, video and audiotapes will be used, and electronic and telephonic correspondence
is always welcome.
LICENSURE PREPARATION
Students are encouraged to keep this syllabus permanently as licensure departments
frequently request copies of course syllabi to determine if a specific course merits
their state requirements for licensure.
LIBRARY
All resources in Argosy University’s online collection are available through the
internet. The campus librarian will provide students with links, user ID’s, and
passwords.
Library Resources: Argosy University’s core online collection features nearly
21,000 full-text journals and 23,000 electronic books and other content covering all
academic subject areas including Business and Economics, Career and General
Education, Computers, Engineering and Applied Science, Humanities, Science,
Medicine and Allied Health, and Social and Behavioral Sciences. Many titles are
directly accessible through the Online Public Access Catalog at
http://library.argosyu.edu. Detailed descriptions of online resources are located at
http://library.argosyu.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a
wealth of subject-specific research materials searchable in the Online Public Access
Catalog. Catalog searching is easily limited to individual campus collections.
Alternatively, students can search combined collections of all Argosy University
Libraries. Students are encouraged to seek research and reference assistance from
campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was
developed to teach students fundamental and transferable research skills. The
tutorial consists of five modules where students learn to select sources appropriate for
academic level research, search periodical indexes and search engines, and
evaluate an cite information. In the tutorial, students study concepts and practice
them through interactions. At the conclusion of each module, they can test their
comprehension and receive immediate feedback. Each module takes less than 20
minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/.
ARGOSY UNIVERSITY STATEMENT REGARDING DIVERSITY
Argosy University prepares students to serve populations with diverse social, ethnic,
economical, and educational experiences. Both the academic and training curricula
are designed to provide an environment in which students can develop the skills and
attitudes essential to working with people from a wide range of backgrounds.
EVIDENCE BASED PRACTICE
This course addresses evidence based practice issues among course readings and discussions.
For example, readings and material presented in class addressing the clinical practice of
supervision are grounded in empirical data such as quantitative data, qualitative data,
idiographic data, etc.
COURSE REQUIREMENTS
1. Classes will meet on Wednesdays from 9:15 A.M.to 12:00 Noon (Section C2) and
Thursdays from 12:30 P.M. to 3:15 P.M. (Section C3) beginning May13/14, 2009
and ending June 24/25, 2009.
2. Students are expected to attend all classes, to read all materials by the assigned
dates, and to participate fully in class discussions and activities. Please contact the
instructor if you are unable to attend. Absence from more than one class may result in
a failing grade (F) for the course.
3. There will be no examinations in this course. Students will be expected to
complete one assignment: a supervision paper due week seven of the course (June
24/25, 2009). Detailed guidelines for this assignment are attached to the syllabus.
Requests for special arrangements or a change in deadline for the assignment must be
discussed in advance with the instructor.
WEEKLY SCHEDULE
I. May 13/14
Topics
Introduction and Overview
Becoming a Supervisor
Supervision Models and Theories
Readings
1. Bernard & Goodyear, Chapter 1, Introduction to Clinical Supervision
2. Watkins, C.E. (1990). Development of the psychotherapy supervisor.
Psychotherapy, 27 (4), 553-560.
II. May 20/21
Topics
Developmental Stages in Supervision
Assessing the Supervisee’s learning style and needs
Readings
1. Bernard & Goodyear, Chapters 4, Supervision Models, and 12, Teaching
and Researching Supervision
2. Watkins, C.E. (1990). The separation-individuation process in
psychotherapy supervision. Psychotherapy, 27, 202-209.
III. May 27/28
Topics
The Supervisory Relationship
Parallel Process in Supervision
Readings
1. Bernard & Goodyear, Chapters 5, The Supervisory Relationship: The
Influence of Individual and Developmental Differences, and 6, The
Supervisory Relationship: Processes and Issues of the Supervisory Triad
and Dyad
2. McNeil, B.W., & Worthen, V. (1989). The parallel process in
psychotherapy supervision. Professional Psychology: Research and
Practice, 20 (5), 329-333.
3. Ramos-Sanchez, L., Esnil, E., Goodwin, A., Riggs, S., Osachy Touster,
L., Wright, L.K., Ratanasiripong, P., & Rodolfa, E. (2002). Negative
supervisory events: Effects on supervision satisfaction and supervisory
alliance. Professional Psychology: Research and Practice, 33 (2), 197202.
IV.
June 3/4
Topics
Technical Aspects of Supervision
Addressing Supervisory Problems
Readings
4. Bernard & Goodyear, Chapters 7, The Supervisory Relationship:
Supervisee and Supervisor Contributing Factors, 8, Organizing the
Supervisor Experience, and 9, Supervision Interventions: Individual
Supervision
5. Yourman, D.B., & Farber, B.A. (1996). Nondisclosure and distortion in
psychotherapy supervision. Psychotherapy, 33 (4), 567-575.
6. Rice, C.A., Alonso, A., & Rutan, J.S. (1985) The fights of spring:
Separation, individuation, and grief in training centers. Psychotherapy,
22 (1), 97-100.
V. June 10/11
Topics
Specialized Forms of Supervision:
Group Supervision, Live Supervision, Crisis Supervision, Supervision of
Assessment
Readings
1. Bernard & Goodyear, Chapters 10, Supervision Interventions: Group
Supervision and 11, Supervision Interventions: Live Supervision
2. Riva, T., & Cornish, J.A.E. (2008). Group supervision practices at
psychology predoctoral internship programs: 15 years later.
Training and Education in Professional Psychology, 2 (1), 18-25.
3. Prieto, L.R. (1997). Separating group supervision from group therapy:
Avoiding epistemological confusion. Professional Psychology:
Research and Practice, 28 (4), 405.
4. Finkelstein,H., & Tuckman, A. (1997). Supervision of psychological
assessment: A developmental model. Professional Psychology:
Research and Practice, 28 (1), 92-95.
5. Prieto, L.R., & Stoltenberg, C.D. (1997). The supervision of
psychological assessment: Toward parsimony and empirical evidence
for developmental supervision theory. Professional Psychology:
Research and Practice, 28 (6), 593-594.
6. Tuckman, A., & Finkelstein, H. (1997). Distinguishing the supervision
needs of assessment and therapy trainees. Professional Psychology:
Research and Practice, 28 (6), 595.
7. Enyedy, K.C., Arcinue, F, Puri, N.N., Carter, J.W., Goodyear, R.K., &
Getzelman, M.A. (2003). Hindering phenomena in group supervision:
Implications for practice. Professional Psychology: Research and
Practice, 34 (3), 312-317.
8. Stratton, J.S., & Smith, R.D. (2006). Supervision of couples cases.
Psychotherapy: Theory, Research, Practice, and Training, 43 (3), 337348.
VI. June 17/18 Topics
Diversity Issues in Supervision
Videotape: Challenges in Cross-Cultural Supervision
Readings
7. Bernard & Goodyear, Chapter 5, The Supervisory Relationship: The
Influence of Individual, Cultural, and Developmental Differences
8. Aten, J.D., & Hernandez, B.C. (2004). Addressing Religion in
Clinical Supervision: A Model. Psychotherapy, 41 (2), 152-160.
3. Nilsson, J.E., & Anderson, M.Z. (2004). Supervising international
students: The role of acculturation, role ambiguity, and multicultural
discussions. Professional Psychology: Research and Practice,
35
(3), 306-312.
4. Allen, J. (2007). A multicultural assessment supervision model to guide
research and practice. Professional Psychology: Research and
Practice, 38 (3), 248-258.
VII.
June 24/25
SUPERVISION PAPER DUE
Topics
Evaluation and Gatekeeping
Ethical and Legal Issues in Supervision
Readings
9. Bernard & Goodyear Chapters, 2, Evaluation and 3, Ethical and Legal
Considerations
10.
Grote, C.L., Robiner, W.N., & Haut,
A. (2001). Disclosure of negative
information in letters of
recommendation: Writers’ intentions and
readers’ experiences.
Professional Psychology: Research and Practice,
32 (6), 655-661.
11.
APA (2002). Ethical principles of psychologists and
code of conduct.
American Psychologist, 57 (12), 1060-1073. Also
available online at
www.apa.org/ethics.
SUPERVISION PAPER GUIDELINES
Each student is responsible for pairing up with another student in the class, at a practicum
site, or from another class for mock supervision sessions. Sessions should be
approximately 30 minutes long and should be taped. The supervisee may discuss the
progress of a specific case, a dilemma regarding a client, a crisis situation, or a more
general supervisory issue. When discussing a case, all identifying information must be
totally disguised or changed. This is very important because client consents obtained on
practicum are not applicable to this course. Additionally, since these are mock supervision
sessions, the student supervisor and course instructor are not responsible for or liable for
the welfare of any clients discussed. Students may switch roles with the same student if
they wish so that each may serve in the role of supervisee and supervisor.
Transcription of tapes is not required. However, the student serving in the role of
supervisor should write a four to eight page critique consisting of the following sessions:
12.
13.
14.
15.
16.
17.
Summary of content themes covered in the session
Assessment of the supervisee’s learning style and/or needs
Analysis of two to three key interchanges within the hour (include quotes)
Analysis of the relationship between supervisor and supervisee
Self-critique of one’s skills and personal style in the role of supervisor
Recommendations for subsequent sessions
In addition to submitting the tape and critique described above, the final section of the
paper should be an exploration of a central topic in the supervision literature. This is an
opportunity to synthesize one’s academic and applied learning about supervision as well as
to state one’s own views on a given topic. The following guidelines are provided:
18. The student should first choose one of the questions listed below for a topic.
19. The student should clearly state his/her own views on the issue, the rationale for
your point of view, and the factors which influence your chosen perspective, e.g.
personal values, theoretical orientation, philosophical premises, ethical principles,
or influential course articles. Your views should be supported by the course
literature that you cite and/or the experiences in your supervision tape.
20. This section of the paper should be approximately 5 pages in length.
PAPER TOPICS (CHOOSE ONE)
21.
Defining Optimal Supervision
What essential qualities characterize an optimal supervision experience?
What specific qualities detract from such an experience?
22.
Parallel Process in Supervision
How relevant is the concept of parallel process in supervision?
Under what conditions might the concept be useful or disruptive?
23.
Group Supervision
Under what circumstances (if any) does a group supervision experience enhance a
trainee’s development? What caveats should be in place?
What is the appropriate amount of focus on group process and personal selfdisclosure in a group supervision experience?
24.
The Boundaries of Supervision
What is the optimal placement of boundaries in the supervisory relationship?
How are boundaries best negotiated in supervisory relationships?
25.
Matching in Supervision
Does matching in supervision facilitate or impede the supervisory experience?
How are differing views between a supervisor and supervisee best handled?
How are diversity issues best incorporated into supervision?
NOTE: The purpose of this assignment is to gain simulated experience serving as a
supervisor and to reflect on the diverse styles of supervision demonstrated by various
students. Thus, students are not expected to be proficient or expert in their skills or
management of clinical issues. Rather, the focus should be on gaining experience,
learning from mistakes, and reflecting on one’s work. Supervisory skills, like clinical or
teaching skills, are a mixture of technique and personal style, which take time to develop
and refine.
Learning and growth occur most optimally in an environment of safety and trust.
Every effort will be made to promote a positive learning experience in the review of
tapes and write-ups. Students are requested to collaborate in creating such an
atmosphere. Confidentiality of client material and of student self-disclosure is
required.
GRADING
The Supervision paper will account for 90% of the student’s final course grade.
Quantity and quality of class participation and classroom exercises, as well as
professional comporment related to the course, as determined by the instructor, will
account for 10 % of the student’s final grade.
With regard to the final paper, students will be graded on the overall quality of their
write-up, including a thorough review of the content areas detailed above, ability to be
self-reflective regarding one’s impact as a supervisor, ability to establish a meaningful
relationship and open learning environment with the supervisee, review of the relevant
course literature, integration of course content with applied experience, clarity and
strength of one’s stated position, depth of thought, writing skills, and organization.
Grading Scale:
93-100
90-92
87-89
83-86
80-82
77-79
73-76
A
AB+
B
BC+
C
70-72
67-69
63-66
60-62
59 and below
CD+
D
DF