SCCA, 2006
USC Supervisor Orientation
SUPERVISOR ORIENTATION
FOR USC SUPERVISORS
A Workshop for Current Supervisors and Prospective
Supervisors for the Counselor Education Program of the
University of South Carolina
Faculty:
Dr. Kathy Evans
Dr. Donna Gibson, Program Coordinator
Dr. Joshua Gold
Dr. Gary Miller
Dr. Catherine Packer
The University of South Carolina is dedicated to providing training in supervision
for all its approved supervisors. This session is an overview of the roles and
expectations for everyone involved in the field experiences of counselors-intraining from USC, and everyone can benefit from training in supervision:
seasoned supervisors as well as those interested in becoming approved for site
supervision of USC students.
After reviewing this orientation, please email Dr. Kathy Evans
(kevans@gwm.sc.edu) with your responses to the following two questions:
1. What aspect of supervision do you feel is the most challenging for you?
2. Which level of student (practicum or internship) do you feel is most
appropriate for you?
SCCA, 2006
USC Supervisor Orientation
USC is CACREP accredited, so supervisors need to be familiar with the following CACREP
2001 Standards:
DEFINITIONS
DIRECT SERVICES – interaction with clients that includes the application of counseling,
consultation, or human development skills. In general, the term is used in these standards to
refer to time spent by practicum or internship students working with clients. The definition
changes between practicum and internship, as different activities are emphasized at each level.
PRACTICUM – a distinctly defined, supervised clinical experience in which the student
develops basic counseling skills and integrates professional knowledge. Practicum is completed
prior to the internship. “Direct service” activities are defined as individual and group counseling
primarily, but can also include providing consultation to teachers and parents.
INTERNSHIP – a distinctly defined, post-practicum, supervised “capstone” clinical experience
in which the student refines and enhances basic counseling or student development knowledge
and skills, and integrates and authenticates professional knowledge and skills appropriate to the
student’s program and initial postgraduate professional placement. “Direct service” activities are
defined as individual and group counseling, delivering the developmental curriculum, and
providing consultation to teachers and parents.
PROFESSIONAL COUNSELOR – a counselor who has received a master’s degree or higher
from an entry-level program in counselor education matching the standards outlined by
CACREP. A professional counselor remains active in the counseling profession by participating
in professional development and seeking appropriate licensure and certification.
SUPERVISION – a tutorial and mentoring form of instruction in which a supervisor monitors
the student’s activities in practicum and internship and facilitates the learning and skill
development experiences associated with practicum and internship. The supervisor monitors and
evaluates the clinical work of the student while monitoring the quality of services offered to
clients.
Individual supervision – a tutorial and mentoring relationship between a member of the
counseling profession and a counseling student.
Group supervision – a tutorial and mentoring relationship between a member of the
counseling profession and more than two counseling students.
Triadic supervision – a tutorial and mentoring relationship between a supervisor and two
counseling students.
Site Supervisor – a qualified individual within a setting who is responsible for
supervising a student’s work at that setting.
SCCA, 2006
USC Supervisor Orientation
REQUIREMENTS FOR SUPERVISORS AND SITES
SUPERVISOR (CACREP 2001 requirements):
- Master’s degree in counseling; school emphasis
- Certification as school counselor
- 2 years of experience in current assignment
- Active / involved with professional associations (ACA, ASCA, SCSCA,
SCCA)
SITE (USC requirements):
- Comprehensive developmental program (ASCA National Model)
- Space for counseling
- Ability / equipment to videotape for supervision
PROCESS FOR APPLICATION AND APPROVAL
Complete Application
Faculty reviews applications; letter is sent to applicant
Renewing supervisor status every 3-5 years by attending supervision workshop
SUPERVISION EXPECTATIONS
Orient student to school setting and expectations
Provide emergency supervision in crisis situations
Provide structure and direction to student activities on site
Assist student in gaining parental permissions
Assist student in locating counselees, group members, experiences in
classrooms and with parent consultations
Weekly meetings with student on site
Weekly review of tapes or in-vivo supervision
Feedback to student about both clinical and administrative skills
Written feedback at midterm (w/student) and final (student and faculty)
Site visit(s) with faculty to discuss student progress
SCCA, 2006
USC Supervisor Orientation
UNIVERSITY OF SOUTH CAROLINA
College of Education
COUNSELOR EDUCATION PROGRAM
SUMMARY OF PRACTICUM AND INTERNSHIP REQUIREMENTS
PRACTICUM
INTERNSHIP
FOCUS
Individual and group counseling
Counseling and all activities of a
regularly employed school counselor in
a comprehensive school counseling
program (ASCA National Model)
HOURS
150 hours over 15 weeks, usually
in one educational setting
600 hours over 15 to 30 weeks, usually
split between two educational settings
(schedule is negotiated with the site
supervisors)
DIRECT
CONTACT
HOURS
60 hours defined only as:
* Individual counseling
* Group counseling
240 hours defined as:
*Individual counseling
*Group counseling
*Consultation with parents, teachers, etc.
*Delivering developmental guidance
Consultation with parents and
teachers may also be counted.
INDIRECT
HOURS
90 hours in planning, supervision,
observing, meetings, etc.
360 hours in planning, supervision,
observing, meetings, etc.
TAPING
Required
Required
SUPERVISION *1 hour individual supervision
each week with site supervisor
*1 hour individual or team
supervision each week with USC
supervisor
* 1.5 hours in group supervision
seminar each week at USC
*1 hour individual supervision each
week with site supervisor
* 1.5 hours in group supervision seminar
each week at USC
SCCA, 2006
USC Supervisor Orientation
ROLES and ISSUES of SUPERVISION: OVERVIEW
4 ROLES OF SUPERVISOR:
1.
2.
3.
4.
Teacher: providing instruction through GUIDED DISCOVERY
Evaluator: providing feedback
Counselor: addressing personal issues that impair performance
Consultant: providing expert opinions as a colleague
Developmental progression:
Teacher  Counselor  Consultant
|-------Evaluator-------| Colleague
Note: Director of Guidance position includes evaluation of others
as part of professional duties.
4 FOCAL POINTS OF SUPERVISION:
1. Therapeutic skills: Ability to use therapeutic interventions
~ listening, establishing rapport, summarizing, showing empathy
2. Conceptualization skills: Ability to understand the issues of students,
families, and schools, and select appropriate interventions
~ application of theory to reality, understanding developmental and
systemic issues
3. Management skills: Ability to conduct non-counseling professional
activities
~ design comprehensive school counseling program, design
developmental curriculum lessons, behavior management in
the classroom, consulting, collaboration with colleagues
4. Personal Issues: Appropriateness for the profession and for school
setting
~ Respect for young people, ability to function for & with authority
SCCA, 2006
USC Supervisor Orientation
ROLES AND ISSUES OF SUPERVISION:
EXAMINATION IN TERMS OF THEORIES
ADVANTAGES TO USING A THEORY TO SUPPORT SUPERVISION
- Using the theory of the supervisee can facilitate insight and skill
improvement;
- Using theories in general can help maintain focus on clinical applications of
counseling skills;
- Each theory has inherent strengths and limitations; supervisors need a
means for evaluating which approach will work for them.
SOLUTION FOCUSED
Practical, focused on strengths
User-friendly; not complicated
Short intervention time required
Behavior emphasis
ADLERIAN
Allows for exploration of meaning by
supervisee
Connects themes of supervisee’s life
May lead to long-term lifestyle changes
Cognitive emphasis
ADVANTAGES IN TERMS OF 4 ROLES
ROLES
Teacher
Evaluator
Counselor
Consultant
SOLUTION FOCUSED
Very congruent
Very congruent
Limited to focus on behavior
Very congruent
ADLERIAN
Congruent during reorientation
Limited to focus on meaning
Very congruent
Very congruent
ADVANTAGES IN TERMS OF 4 FOCAL POINTS
SKILLS
SOLUTION FOCUSED
Therapeutic
Very congruent
Conceptualization Very congruent
Management
May become too easy to focus
on these skills
Personal issues
Limited to focus on behavior
ADLERIAN
Very congruent
Very congruent
Limited due to focus on
meaning
Very congruent