EKU Site Supervisor Training
Training for Internship and
Practicum Supervisors
Timothy Robertson, MA,NCC,LPCC
Carol Sommer, PhD, NCC, LPC,ACS
EKU Site Supervisor Training
• Thank-you!
▫ We appreciate your willingness to accept our
students and work with them.
• Introductions
Topics Covered
• Review of Learning expectancies as an
internship/practicum site
▫ Discussion of EKU Internship/Practicum
Handbook
• Overview of specific Supervision models
• Questions related to supervision
Internship
COU 881
• The internship is the final and most comprehensive
professional experience in Counseling and Educational
Psychology. The intent of the internship is to provide
the student with continued supervised training at a site
outside the university environment which is congruent to
his or her orientation within the program.
•
• In order to insure that the student’s individualized career
goals are met in the internship experiences,
arrangements are negotiated between the student, the
on-site supervisor, the internship site and the student’s
supervising professor at the Counseling and Educational
Psychology Department at Eastern Kentucky University.
Internship Requirements
• What is required in internship?
• Internship is currently offered in the fall, spring for SC & MHC and summer
session for MHC. It is the culminating field experience in counseling that
consists of 600 hours for school counseling students and 600 hours for
mental health counseling students.
• Internship requires that at least 40% of the required hours (240 for school
students and 240 for mental health students) must be completed in direct
client counseling services, and a maximum of 60% of the hours in indirect
activities.
• Internship class is typically scheduled on Thursday nights and meets
approximately every other week generating a minimum average of at least
1.5 hours per week of group supervision.
• Individual site supervision must occur weekly for at least one hour each
week. Site supervisors may require more individual or group supervision at
their discretion.
• Individual supervision conducted by site supervisors may include one or
two students per session, but no more than two students (triadic
• 3 semester hours of internship = 300 minimum hours of field experience.
Practicum
Cou 881
• The practicum is one of the first
comprehensive professional experiences the
counseling student will have. It is conducted in
a professional setting outside the university to
provide a clinical training experience under
supervision and the student will have the
opportunity to deepen their counseling skills in a
field based experience.
Practicum (Cont.)
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Practicum Skill Objectives
The practicum is designed to provide the student with an opportunity to practice and expand his or her
counseling skills in a setting other than the university environment. On-site supervisors will closely
monitor student activities, provide effective and appropriate feedback, work in cooperation with
university supervisors and encourage student participation in a variety of on-site activities.
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•
•
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By the end of the practicum experience, students will be expected to demonstrate the following skills:
Establishing and maintaining a client caseload.
Demonstration and application of appropriate counseling skills.
Development of specialized skills relevant to the requirements of the host site.
Establishing and maintaining effective working relationships with staff, supervisors and colleagues.
Demonstration of willingness to meet professional obligations.
Demonstration of enthusiasm and commitment to the counseling profession.
Demonstration of a willingness to learn and sensitivity to feedback.
Demonstration of personal traits conducive to effective counseling, learning and professional
development.
Demonstration of ability to perform all counseling and related activities in an ethical and legal manner.
Demonstration of willingness to explore and use community resources for referrals.
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Practicum
• What is required in practicum?
• Practicum is currently offered only in the fall and spring semesters.
It is a field placement in counseling that consists of a minimum of
100 hours in a counseling setting plus individual and group
supervision. This will include a minimum of 40 hours in direct
client counseling services and a maximum of 60 hours in indirect
counseling activities (what defines direct and indirect hours
included below). Weekly individual supervision by the site
supervisor and individual and group supervision provided by the
university supervisor is in addition to the 100 hours in the field.
Practicum class is typically scheduled on Thursday nights and meets
for at least 1.5 hours per week average of group supervision and an
average of 1 hour per week of individual supervision by the
university supervisor and 1 hour per week of individual supervision
by the site supervisor. (All students will have a total of 3.5 hours of
supervision per week).
Direct/IndirectHours
• What is the difference between direct counseling experiences and indirect
counseling experiences?
• Direct counseling is interaction with clients that includes the application of counseling,
consultation, or human development skills. In general, the term is used to refer to time
spent by practicum or internship students working with clients. To count as direct
counseling experience, it must be face to face counseling or consultation done in a
confidential setting. It is commonly referred to as billable time. Examples of Direct
Counseling hours include:
• Individual, group, couple and family counseling
• Classroom Guidance (note that in practicum)
• Consultation (time spent in a confidential, private and formal session reviewing a
client/student with another service provider or significant other to assist them in assisting
the client/student)
• Indirect counseling experiences are all other duties and experiences that do not fall into
the direct counseling category, such as:
• Staffing, charting and reviewing records
• Informal assessments and observations
• Supervision
EKU Internship/Practicum Handbook
• http://www.education.eku.edu/cep/practicum_i
nternship/practicum_internship.php
EKU Handbook
Supervisory Agreement
• Site supervisors will not transfer weekly supervision to
another person instead of the university approved
supervisor without approval. The supervisee may seek
additional supervision by qualified supervisors. The site
supervisor will be available to students in person or by
phone at all times and provide an alternative supervisor
in case of any absence in supervision with complete
contact information.
• Site supervisors will work with the student to develop a
Supervision Plan and conduct weekly, individual,
structured, regularly scheduled supervision experiences
relative to the plan.
Supervision Agreement
• If an emergency necessitates that the site supervisor
cancel the regularly scheduled supervision session,
please re-schedule within the same week if possible.
• Site supervisors will provide your supervisee with
access to supervision at all times in case of
emergency or crisis in the practicum/internship
setting. You may maintain electronic or physical
access. If you are not available, please appoint a
substitute supervisor for the supervisee. However, if
you are gone for more than 2 weeks, the substitute
must be approved by the university practicum
supervisor.
Supervision Agreement
• The field of mental health counseling is open to supervision outside
the field and believes there is something of value in cross discipline
supervision from social work, psychology, psychiatry, expressive
therapists, psychiatric nurses, family therapists, etc. The
practicum/internship policy requires that the supervisee provide the
site supervisor with a current copy of the American Counseling
Association (ACA) Code of Ethics and Standards of Practice which is
available at www.counseling.org.
• Ethical standards indicate that counselors and other mental health
professionals need to belong to their professional association. The
practicum/internship policy strongly suggests that site supervisors
belong to either their national or state professional association, such
as the American Counseling Association or one of it's Divisions, the
Kentucky Counseling Association, the Kentucky School Counseling
Association, or the professional association of their mental health
discipline.
Supervision Agreement
• Site supervisors will review, verify, and sign the
supervisee's practicum/internship log on a
weekly basis during the supervision hour which
verifies the supervisee's work.
• Site supervisors will monitor the supervisee's
direct and indirect counseling hours via the
weekly log. A minimum of 40% of the
practicum/internship required hours must be in
direct counseling and a maximum of 60% of the
hours may be indirect activities.
Supervision Agreement
• Site supervisors will contact the university
practicum/internship supervisor immediately should
any problems arise in the field that might affect the
supervisee's grade, such as lack of skill development,
unethical, unprofessional, or illegal behaviors. They will
also make weekly contacts with the university supervisor
to assure supervisee progress.
• Site supervisors will keep a set of supervision notes, copy
of progress reports, and copy of midterm and final
evaluations for their records and future liability issues.
Please share these reviews with the student regularly and
in writing with a remediation plan if necessary. Please
work out all remediation needs with the university
supervisor.
Supervision Agreement
• Site supervisors will provide weekly live observation
or tape review of the supervisee's counseling skills.
Please work with the supervisee on advanced
counseling skill development relative to your
setting. Video taping is required for Practicum
Students.
• Site supervisors will screen clients for the
appropriateness and level of competence of the
supervisee. Please assist the supervisee with
obtaining advance client permission so that they
may begin seeing clients at the start of
practicum/internship experience.
Supervision Agreement
• The practicum/internship policy also indicates that
the supervisee is to directly report abuse after
consulting with the supervisor and not leave the
reporting only to the supervisor.
• The practicum/internship policy is that school
counselor site supervisors must be school counselors
who are currently practicing and certified at the
appropriate level. In addition, they must spend a
significant portion of their time actually counseling
clients as opposed to management, clerical, and
other non-counseling tasks.
Brief
&
Solution Focused
Adleria
n
Haynes, R., Corey, G., & Moulton, P. (2003).
Purpose-Systematic
Postmodern Models of
Family Therapy
Supervision
Symbiotic-experiential
CognitiveBehavioral
Structural/strategic
Psychodynamic
Personcentered
Narrative
Existential
Contextual
Behavioral
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Supervision
Models
Psychotherapy-Based Models
Systematic
Haynes, R., Corey, G., & Moulton, P. (2003).
Schemafocused
Mythological
Integrative
problemcentered
Parallel
process
Interpersonal
Process Recall
(IPR)
Interactional
supervision
Integrated
Developmenta
l Models
Eclectic
Discrimination
Developmental
Models
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Supervision Models
Supervision-Specific Models
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Developmental Supervision
Beginning
Stage
Ending
Stage
Haynes, R., Corey, G., & Moulton, P. (2003).
Middle
Stage
Developmental Supervision Beginning Stage
Goals
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•
•
•
Develop the relationship
Assess supervisee’s competencies
Educate
Monitor early experiences
Haynes, R., Corey, G., & Moulton, P. (2003).
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Developmental Supervision Beginning Stage
Supervisee
Supervisor
• Primary responsibility
• Encourage supervisee
• Assess supervisee’s
strengths & weaknesses
• Develop goals
• Review & sign contract
• Review supervisee’s
clients
• Review policies,
procedures & ethics
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• Seek & accept direction
• Discuss perception of
strengths & weaknesses
• Provide supervisor with
information requested
• Review & sign contract
• Set supervision goals
• Practice safe & prudent
therapy within the
structure provided
Haynes, R., Corey, G., & Moulton, P. (2003).
Developmental Supervision Beginning Stage
Supervisor
• Educate supervisee in
areas of need (ethics,
liability, assessment, etc)
• Provide direct &
consistent observation of
therapy
• Provide structure for
supervisory sessions
• Limit autonomy until
competence in
performance is
evidenced
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Supervisee
• Review policies &
procedures for practice
& seek clarification
• Be willing to take risks
and practice within the
boundaries of the
supervisory relationship
• Question & hypothesize
Haynes, R., Corey, G., & Moulton, P. (2003).
Developmental Supervision Beginning Stage
Supervisee
Supervisor
• Provide direct feedback
often and combine with
information and practice
as needed
• Be available for direct
intervention in critical
incidents
• Review and approve all
documentation
• Document supervisory
activities
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• Provide information to
supervisor regarding
wants and expectations
of supervision
• Recognize that anxiety
is normal and discuss
concerns with
supervisor
Haynes, R., Corey, G., & Moulton, P. (2003).
Developmental Supervision –
Middle Stage
Goals
• Transition from dependency to independent
practice
• Characterized by a struggle in the supervisory
relationship
▫ Supervisee want to move forward
▫ Supervisors want to tread carefully
Haynes, R., Corey, G., & Moulton, P. (2003).
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Developmental Supervision –
Middle Stage
Supervisee
Supervisor
• Role-play, provide
ethical dilemmas, design
“what if” scenarios to
explore and discuss
• Explore various
theoretical approaches
• Facilitate discussion of
various treatment
alternatives
• Practice presenting
cases in a professional
manner
• Explore theoretical
orientation with
supervisor
• Identify treatment
techniques and
strategies
Haynes, R., Corey, G., & Moulton, P. (2003).
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Developmental Supervision –
Middle Stage
Supervisee
Supervisor
• Provide supervisee with
opportunities to discuss
client issues from from
supervisee’s perspective
• Share responsibility with
supervisee
• Create opportunities for
supervisee to struggle
with decisions and
consequences
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• Initiate interventions
independently
• Provide information to
supervisor to assure
client welfare
• Choose approach for
case conceptualization
and share with
supervisor
Haynes, R., Corey, G., & Moulton, P. (2003).
Developmental Supervision –
Middle Stage
Supervisor
• Reduce directive stance
and encourage
democratic decision
making
• Provide formative
feedback consistently,
and develop a plan of
action collaboratively
with supervisee for
improvement
• Document supervisory
practice
Supervisee
• Come to supervision
sessions prepared to
initiate topics for
discussion
• Provide feedback to
supervisor on the
supervision received
and identify and voice
perceptions of unmet
needs
Haynes, R., Corey, G., & Moulton, P. (2003).
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Developmental Supervision –
Ending Stage
Goals
• Foster independence
• Prepare supervisee for work as an independent
professional
Haynes, R., Corey, G., & Moulton, P. (2003).
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Developmental Supervision –
Ending Stage
Supervisee
Supervisor
• Review goals and
progress
• Listen to and encourage
supervisee
• Monitor primarily
through self-report and
documentation with
occasional direct
observation
• Provide summative
evaluation
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• Articulate theoretical
orientation, treatment
alternatives explored,
and course of action
chosen
• Provide justification for
any given course of
action in treatment
• Recognize and identify
skills for future
development
Haynes, R., Corey, G., & Moulton, P. (2003).
Developmental Supervision –
Ending Stage
Supervisee
Supervisor
• Take responsibility for
termination of formal
supervisory relationship
• Document supervisory
process
31
• Assume primary
responsibility for client
welfare
• Review goals and
progress
• Review learning during
supervision
• Determine future goals
and course of action
Haynes, R., Corey, G., & Moulton, P. (2003).
Developmental Supervision –
Ending Stage
Supervisee
Supervisor
• Acknowledge continued
vicarious and direct
liability throughout the
supervisory relationship
• Be open to and seek
evaluative feedback on
the supervisory process,
the structure of
supervision, and specific
supervision skills
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• Think out loud while
problem solving and
conceptualizing client
information
• Increase independent
decision making
• Be self-supervising
• Reflect on the
supervisory process and
provide supervisor with
evaluative feedback
Haynes, R., Corey, G., & Moulton, P. (2003).
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Resources
Bernard, J. M., & Goodyear, R. K. (1992).
Fundamentals of clinical supervision. Needham
Heights. MA: Allyn & Bacon.
Borders, L. D., & Brown, L. L. (2005). The new
handbook of counseling supervision. Mahwah,
NJ: Lahaska Press.
Falvey, J. E. (2002). Managing clinical
supervision: Ethical practices and legal risk
management. Pacific Grove, CA: Brooks/Cole.
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Resources
Haynes, R., Corey, G., & Moulton, P. (2003).
Clinical supervision in the helping professions:
A practical guide. Pacific Grove, CA:
Brooks/Cole.
McAuliffe, G., & Eriksen, K. (2000). Preparing
counselors and therapists. Virginia Beach, VA:
Donning Company.
Vygotsky, L.S. (1978). Mind in society: The
development of higher psychological processes.
Cambridge: Harvard Press.