Advanced Skills in Clinical
Supervision.
Developing Your Internal
Strength-Based Voice:
From Effectiveness to
Greatness in Supervision.
2005©
1
Presented for Oakton Community College
Continuing Education for
Health Professionals
by
Dr. Jeffrey K. Edwards
Professor
The Family Counseling Program,
Department of Counselor Education,
Northeastern Illinois University
773-442-5541
2
Caveat’
 What we are going to talk about is
Clinical Supervision. This is not about
management, or administration,
however much of what I have to teach
you is applicable, and is taken from
cutting edge material from Business
Management guru Stephen Covey, and
former APA President and founder of
Positive Psychology, Martin Seligman.
3
 The full Power Point Presentation can be
found at:
 http://www.neiu.edu/~jkedward/ppt
 Under advanced supervision
 © 2005 Dr. Jeffrey K. Edwards
4
Supervision Workshop
 Advanced expertise in supervision should
move beyond (in addition to) the typical
executive skills of boundary making,
relationship skills, consultation skills,
ethics and the like, to forethought,
empowerment and strength enhancing
work with supervisee – called voice.
 As supervisors are clearer about their own
clinical voice, so too will be their
supervisees and thus their clients. This
workshop is for those supervisors who
have had a previous course or workshop
in clinical supervision.
5
Supervision Workshop
 Workshop participants will review the
developmental stages, principles of
isomorphics, Counseling Self-Efficacy
(CSE) and Personal Agency that are the
fundamentals of advanced supervisory
skills. Participants will then move to the
next level, the process of Supervisory
Forethought, finding voice, and the use of
Strength-Based Clinical Values as they
inform and increase CSE. ->
 This workshop will help move participants
into the next level of clinical supervision
which is co-creating competent and skilled
clinicians/people.
6
LSI’s
 Advanced supervision is not about working
with advanced clinicians, teaching advanced
skills, or having advanced supervision skills
above the usual case consultation, boundary
making, ethics, and having more clinical
experience than your supervisees. It’s about
seeing the people we work with as
stakeholders in the process, and having and
an attitude that helping them achieve their
very best can be done by holding a virtual
mirror up for them to see. By being
intentional in your work using strengthbased forethought in all you do, your people
grow to their own maximum potential.
7
COURSE OBJECTIVES
The objectives of this course are to help the participant:

understand and be able to articulate supervisory
executive skills;

understand and be able to use isomorphs in
supervision;

be able to articulate and use Supervisory
Forethought in supervision;

be able to create competency contexts in
supervision;

understand and use foundational Strength-Based
supervision techniques;

Co-create, notice, and use needs assessments of
supervisees on a continuing basis.
8
 The mediocre teacher tells. The good
teacher explains. The superior
teacher demonstrates. The great teacher
inspires.
-- William Arthur Ward
9
My Early Experience in Strength
Based Supervision style
 First meeting with Tony Heath sets the stage
for a paradigm shift.
10
The Beginnings of This
Workshop
 These ideas began to evolve several years
ago when my colleague and friend Dr. Mei
Whei Chen wrote “Strength-Based
Supervision: Frameworks, Current
Practice, and Future Directions. A Wu-wei
Method” The Family Journal, Oct 1999; 7:
349 - 357.
11
 Urged on by an article that described a "Zenlike" method of supervision where the student is
"beaten" into understanding, the authors present
a different method likening it to the wu-wei
practice in Zen and Taoism. This model is
strength-based, punctuating what the counselor
does well rather than looking for problems. Wuwei is different from some traditional models
where supervisors tend to assume that their
"view" of the client/counselor relationship is
more informed and correct than the counselors
they supervise.
 It is posited that this model of supervision
potentiates the person-of-the-counselor. Wu-wei
supervision focuses on possibilities and
personal agency rather than on problems, thus
the person-of-the-counselor becomes the heart
of supervision.
12
 Briefly, wu-wei is described as a metaphor for
action/non-action. In describing the differences
with respect to creation, he states that "The
important difference between the Tao and the
usual idea of God is whereas God produced that
world by making (wei), the Tao produced it by
'not-making' (wu-wei) — which is approximately
what we mean by 'growing'" (p. 160). The
usefulness of wu-wei is that it relies on the
naturalness of life, thus "arriving at decisions
spontaneously, decisions which are effective to
the degree that one knows how to let one's mind
alone, trusting it to work by itself. This is wu-wei,
since wu means 'not' or 'non-' and wei means
'action,' 'making,' 'doing,' 'striving,' 'straining,' or
'busyness'" (Watts, 1989, p 160).
13
Theories for Advanced Supervision
are based on:
 Counselor Efficacy – Personal Agency –
Albert Bandura.
 Forethought as an element of Agency –
Albert Bandura.
 Finding your voice, and helping others find
theirs –Steven Covey.
 Constructivist/ Strength-based work –
(Goolishian; White), in clinical work, and
(Edwards and Chen), with supervision.
 Signature Strengths – Martin Seligman’s
Positive Psychology.
14
The Five Elements of Advanced
Clinical Supervision Skills
 Being able to see the glass as half full.
 Helping your co-visees to develop
personal agency (self-efficacy).
 Helping your co-visees begin the process
of strength-based forethought.
 Helping your co-visees find and use their
voice.
 Encourage your co-visees to pass it on to
others.
15
 But first, let’s look at what most
agencies want from their therapists
and interns.
16
What I learned from the survey.
Edwards, J.K., & Pyskoty, C. (2004). Clinical Training Needs of Illinois Counselors:
Survey of Internship Sites, ICA Journal.
 Types of Tx.
 What agencies want from interns.
 Thus, what they want from employees.
Illinois Survey was sent to 584 sites with a return of 186 surveys, or
31.9%. National survey’s N =2244, n= 642 or 28.609%
Types of sites were a wide variety -- the three largest groupings being
community mental health services, child welfare services, and
substance abuse services -- and including very specialized programs,
such as counseling clients with HIV. Site supervisor respondents
included social workers, counselors, psychologists, family therapists
and physicians.
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Usage of Counseling/Psychotherapy Models (raw scores)
Types/ Models
Of Counseling/
Psychotherapy
Illinois
N=584
n=186
31.84%
National
N=1660
n= 456
27.5%
Counsel
N=877
n=241
27.48%
Psych
N=437
n=94
21.51%
S.W.
N=346
n=119
34.39%
Adlerian
6
3
3
0
0
Behavioral
65
58
35
11
9
Brief Strategic
35
35
16
6
9
Client Centered
38
39
33
3
2
Cognitive
66 (35.5%) 93
49
34
9
Family Systems
54 (29%)
65
35
8
21
Jungian
1
1
0
1
0
Narrative
9
3
0
2
1
Psychodynamic
34
58
10
25
24
Reality
23
27
24
0
3
Solution Focused
82 (44%)
82
51
4
25
Structural
5
3
1
0
2
Usage frequency of various models of counseling/psychotherapy as reported by Internship Sites, from Illinois Counseling, and by discipline in the
USA*. Data from COR Grant research from a State of Illinois Survey (1999-2000) and a National Survey (2000-01), by Dr. Jeffrey K. Edwards,
18
Department of Counselor Education, Northeastern Illinois University, Chicago, IL 60625.
* Most all sites also provide internship preparation for multi-disciplines.
Beyond Clinical Skills
 Greater concern from site supervisors,
however, seems to be situated with a student’s
ability to work as a teammate. Supervisors also
want students who are not only skilled as
trained counselors, but as people who have
maturity and good character. Comments
ranged from “self starters,” “patience,”
“positive job attitude,” “confident,” and “good
work ethic,” to “ability to set boundaries,”
“adaptable,” “good intentions,” “creative,” and
“good self-care.” Both the state-wide and the
national results stressed personal factors that
indicated a mature, self-reliant and highly
capable person.
19
Beyond Clinical Skills
 Site supervisors indicated that they want
more than just well-trained people; they
want clinicians who are of good quality,
substance, integrity, and hold a positive
attitude.
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A reason to advance your
skills of supervision
 A study of 20,000 exit interviews found
the number one reason people leave
jobs is "poor supervisory behavior." Are
you capable and interested in
supervisees’ growth? Will you make
sure those you supervisee have the
training and resources to get the job
done? Both you and your supervisees
want a supervisor who is committed to
success!
21
Reasons for Expanding Supervision
 Usually supervision is focused on techniques and
interface issues (counter-transference), not on being
a more genuine, complete human beings.
 Survey indicated a need for something more.
 My experience with managed care and
agencies involved with mismanagement.
(consultation luncheon) (Andi)
 Carrot stick vs. treating kindly philosophy.
(soft influence – Europe’s diplomacy)
 Traditional supervision methods are not complete if
all we do is model and teach how to be better
clinicians (technical) but not better humans beings.
 Most of us could do with a short course in humanity.
22
Psychotherapy Supervisor Process
Scale*
Please circle the number that best describes how frequently you
feel that each item describes you:
1
2
3
4
5
6
7
__________________________________________________
_
never
half the time
always
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1. I am comfortable with providing supervision of multiple
styles of theory.
1 2 3 4 5 6 7
2. When interface issues arise, I work with them with ease
and comfort?
1 2 3 4 5 6 7
3. Informed consent regarding my work with supervisees
issues is always discussed and agreed upon prior to
initiating supervision.
1 2 3 4 5 6 7
4. I am collaborative in my supervision style when it comes
to setting goals for clients.
1 2 3 4 5 6 7
5. I would prefer to help my supervisee find their own style,
rather than insist on a specific format for therapy.
1 2 3 4 5 6 7
6. Deciding on future training and direction for my
supervisee’s is an on-going part of our professional
relationship.
1 2 3 4 5 6 7
7. I prefer to have my supervisees work in one mode of
counseling/therapy and get it right.
1 2 3 4 5 6 7
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8. I acknowledge that supervision is a distinct
discipline and has specific methods that I need to
practice.
1 2 3 4 5 6 7
9. I have kept current on supervision literature and
theory.
1 2 3 4 5 6 7
10. I have had supervision of my supervision skills,
and continue to consult with someone else on
supervision issues that occur with my supervisees.
1 2 3 4 5 6 7
11. I am comfortable working in several models of
counseling.
1 2 3 4 5 6 7
12. I tend to use an integrated framework of
supervision and counseling.
1 2 3 4 5 6 7
13. I am more relationship oriented in my supervision 1 2 3 4 5 6 7
style than technique oriented.
14. I am more technique oriented in my supervision
style than process oriented.
1 2 3 4 5 6 7
15. I have had formal training in clinical supervision.
1 2 3 4 5 6 7
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16. I work to have a positive relationship with my
supervisees (co-visees; fellow stakeholders).
1 2 3 4 5 6 7
17. When my fellow stakeholders and I disagree we
often work to resolve it so we both are heard and
understood.
1 2 3 4 5 6 7
18. I acknowledge my fellow stakeholders strengths
more than her or his weaknesses.
1 2 3 4 5 6 7
19. I actively work to assure that my fellow
stakeholder is as competent as I, and am glad when
he or she can teach me new ideas.
1 2 3 4 5 6 7
20. I insist on my own and my fellow stakeholders
having an interesting and full life outside of work.
1 2 3 4 5 6 7
21. I understand the interconnection between my
own life outside of work and that of my fellow
stakeholders.
1 2 3 4 5 6 7
*Jeffrey K. Edwards, Ed.D., LMFT
26
After your own self-evaluation:
 What are your thoughts about your present
work as a clinical supervisor?
 What areas do you feel you are strength
areas?
 What would you like to expand in your
supervisory abilities?
27
Review of Typical
Supervision Executive Skill
Principles







Domains of a supervisor
Principles of isomorphs
Boundary making
Relationship skills
Ethics
Developmental stages,
Counselor Self-Efficacy (CSE) and
Personal Agency
28
A Review of Typical
Supervision Principles
 Domains of a supervisor
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A Supervisor is...
Supervisor Domains
Trainer or Instructor

Consultant
Counselor
Discrimination Model. (Bernard, 1979).
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A Review of Typical
Supervision Principles
 Principles of isomorphs
31
Isomorphic processes in
supervision
 The word comes from Iso - meaning same, and
morph - meaning structure. Any two systems that
are connected are said to have isomorphic
properties when there is similarity between the
two.
 Isomorphy refers to that part of two or more
structures that have a correspondence. As there is
an interconnection between all systems that are
interrelated, this correspondence has the potential
of influence.
32
Principles of isomorphs
Client system
33
Principles of isomorphs
Counselor System
Client system
34
Principles of isomorphs
Client system
Supervisory System
Counselor System
35
Principles of isomorphs
Supervisory System
Voice is an inside-out,
sequential process. You
have to work on yourself,
before you can help others
find their voice.
Therefore, all of what
follows is dependent on
YOU!
36
A Review of Typical
Supervision Principles
 Boundary making
37
Boundary Making.

Myths
 If there is not strong boundaries, then there
could be a dual relationships, and therefore you
will not be objective (to make an object of what
is being observed).
 Need to provide quality control.
 Evaluation cannot be done within a close
relationship.
 Problems with boundaries usually comes from
novice or unsure/unclear supervisors.
38
Boundary Making.
Issues from Process of Clinical Supervision
 Problems with boundaries usually comes
from novice or unsure/unclear supervisors.
 Clear expectations, using and encouraging
“voice” and good feedback will establish a
open collegial boundary with good
expectations of both participants and “soft
influence” (Wu-wei supervision- Edwards
& Chen) thus avoiding pitfalls.
39
40
Boundary Making.
 Avoid pitfalls by being clear, and providing
feedback promptly. Ask for feedback on
your work and relationship all the time.
Establish a corporate culture that is not
afraid to be wrong and to admit it to those
you are in relationship with, both up, down
and across.
 Provide “line-of-sight” goals and
expectations, both personally and for your
agency.
41
Patterns of Interaction in
Supervision
by Keller, Protinsky, Lichtman, & Allen, (1996). The
Process of Clinical Supervision: Direct Observation
Research.
 Research Implications
 During research they discovered that the
process increased the level of trust and
collegiality between students and supervisors.
Supervision can be enhanced by increasing
vulnerability and collegiality.
 Supervision can be relationship-focused and
multi-hierarchical. The process appears to have
much to do with the nature of the relationship.
42
A Review of Typical
Supervision Principles
 Relationship skills
43
Relationship skills
 Development of Trust.
– Model trustworthiness in all you do.
 Honest and open communication.
 Timely feedback both ways and.
 Seeing your supervisees as equals in the
process – all are stakeholders.
– again, modeling is most important.
You have to walk the walk.
44
A Review of Typical
Supervision Principles
 Ethics
45
Ethics
 All of the typical ethical principles you are
bound by as a clinician, apply to you as a
supervisor.
 Most important of these, in my mind, is the
need to explain and assure informed
consent and confidentiality. If you work for
an agency where these are not clear, you
need to make your supervisee and your
administration aware of the issues.
46
A Review of Typical
Supervision Principles
 Developmental stages,
47
Developmental Stages of
Counselors
 Level One - The beginning of
the Journey
 Level Two -Trial and
Tribulations
 Level Three - Challenges and
Growth
48
A Review of Typical
Supervision Principles
 Counseling Self-Efficacy (CSE) and
Personal Agency
49
Counseling Self-Efficacy (CSE) and
Personal Agency
 This is key to both basic and advanced
supervision principles.
50
 According to Bandura (1977), an
individuals’ beliefs about their ability to
carry out behaviors, their beliefs about
the connections between their efforts and
the results of those behaviors affect
motivation, behaviors, and the
persistence of effort, is self-efficacy.
 Bandura, A. (1977). Self-efficacy: Toward
a unifying theory of behavioral change.
Psychological Review, 84, 191–215.
51
Thus ends the review of
basic clinical supervision
skills and principles.
For a more complete view of
this review, go to:
http://www.neiu.edu/~jkedward/ppt/Supervision.04-05.PPT
52
Moving to the next level->
• One day Alice came to a fork in the
road and saw a Cheshire cat in a
tree. “Which road do I take?” She
asked.
• His reply was a question: “Where
do you want to go?”
• I don’t know,” Alice answered.
• “Then,” said the cat, “it doesn’t
matter.”
Lewis Carroll, Alice in Wonderland
53
• Well! I've often seen a cat without a
grin," thought Alice; "but a grin
without a cat! It's the most curious
thing I ever saw in all my life!"
54
• If you want to make minor,
incremental changes and
improvements, work on
practices, behaviors or attitude.
But if you want to make
significant, quantum
improvement, work on
paradigms. S.Covey, 2005
55
Once again: Beyond Basic Skills
 Remember, supervisors indicated that they
want more than just well-trained interns;
they want people who are of good quality,
substance, integrity, and hold a positive
attitude. This means being a team player,
having maturity and good character,
being self starters, having patience, a
positive job attitude, confidence, a
good work ethic, adaptable, good
intentions, creative, and good self-care.
56
Moving to advanced
Supervision Principles:
A Paradigm Shift
 Counseling Self-Efficacy (CSE) and
Personal Agency;
 The use of Strength-Based Clinical
Values;
 Supervisory Forethought;
 and Finding and Using Voice.
57
Moving to advanced
Supervision Principles:
A Paradigm Shift
 Counseling Self-Efficacy (CSE) and
Personal Agency;
58
Counseling Self-Efficacy (CSE) and
Personal Agency
 This is key to both basic and advanced
supervision principles. All of what we will
talk about from this point on, will increase
your own and your stakeholders personal
agency.
59
Self-Efficacy
Self efficacy is the belief in one’s
capabilities to organize and execute
the sources of action required to
manage perspective situations.
Bandura 1986
60
Self-Efficacy
What does it do?
It influences:
• The choices we make
• The effort we put forth
• How long we persist
When we confront obstacles
(and in the face of failure)
• And how we feel.
61
Self-Efficacy
Where does it come from?
 Mastery experiences
 Vicarious experience
 Verbal persuasion
 Psychological states
62
Personal Agency
 Human agency is characterized by a
number of core features, including
intentionality, forethought, self
regulation, and self-reflectiveness about
one’s capabilities, quality of functioning,
and the meaning and purpose of one’s
life pursuits.
 People are producers as well as products
of their social systems. Bandura, 2001
63
Personal Agency
 To have personal agency is to
intentionally make things happen
through one’s actions. The core features
of agency enable people to play a role in
their self-development, adaptation, and
self-renewal with changing times..
64
Personal Agency Components
 Intentionality – a representation of a
future course of action to be performed.
A plan of action.
 Not all good intentions have good
outcomes, however, as all of the
specifics and intervening variables are
not know.
65
Personal Agency Components
 Forethought – setting goals, creating
course of actions likely to produce
desired outcomes, and avoid detrimental
ones, motivation, planning ahead,
coherence and meaning.
 What determines forethought’s direction,
however, are the personal standards and
values of the agent.
66
Personal Agency Components
 Self-Reactiveness – in order to selfmotivate, and give shape to the course of
action. Actions give rise to self-reactivity
through performance comparison with
personal goals and standards that are
rooted in a value system and a sense of
personal identity. Moral agency forms an
important part of self-directedness.
67
Personal Agency Components
 Self- Reflectiveness – None of the
components of agency are more central
than a person’s belief in their capability
to exercise a measure of control over
their own functioning and environmental
events. This is Perceived self-efficacy,
and it influences whether people think
pessimistically or optimistically – and are
self-enhancing or self-hindering.
68
Counseling Self-Efficacy (CSE) and
Personal Agency
 To be efficacious, counselors must orchestrate and
continuously improvise multiple sub-skills to
manage ever-changing circumstances in the
session. It is ones Perceived Self-Efficacy and
Personal Agency that allows one to make
judgments of how well one can execute the
actions, and make corrections to shape the future.

Larson, L., & and Daniels, J. (1998). Review of the Counseling Self-Efficacy
Literature. The Counseling Psychologist, 26, 2,
69
Counseling Self-Efficacy (CSE) and
Personal Agency
•Counselors are agents constructing their supervision and
counseling environments and their counseling actions.
Simultaneously, they are regulating their actions,
thoughts, and feelings based on feedback from their own
actions, from their supervisors, and from their clients.
•Counselors, during counseling and supervision, use
forethought to anticipate potential
scenarios and to prepare for them.
They set goals for themselves and
their clients based in part on
forethought and in part on feedback.
•ibid
70
Counseling Self-Efficacy (CSE) and
Personal Agency
Counselors with higher CSE are more
likely to view their own anxiety as
challenging, set realistic, moderately
challenging goals, and to have thoughts
that are self-aiding.
In addition, high self-efficacy helps
counselors put forth effort, and to
persevere under failure.
71
Counseling Self-Efficacy (CSE) and
Personal Agency
A counselor’s judgment
regarding her or his
performance in the next
counseling session would be
expected to be distinct from her
or his judgment regarding the
most recently completed session.
Persons with high CSE are not
as likely to be paralyzed by a
poor sessions outcome when
they have their next
appointment.
72
Moving to advanced
Supervision Principles:
A Paradigm Shift
 The use of Strength-Based Clinical
Values
 The following is not intended to teach
you, convince you or change your
mind. It is merely to inspire you to
think in other dimensions, and with an
open mind.
73
The use of Strength-Based
Clinical Values;
 The use of strength based ideas have
been around for centuries, however
the western mind has joined with the
medical tradition to seek out
“problems” and “fixes” for them.
 We have, however, become
pessimists, in a world that is lived to
the fullest by the optimists in the
process. J. Edwards
74
 The language of mental health is deficit
based, the number of diagnostic categories
continues to grow in numbers and social
acceptance despite major criticisms. The
language that has become common in
mental health draws attention to people’s
problems or inabilities, rather than their
potential for growth and change.
 Gergen, K.J. (1991). The Saturated Self
New York, NY: Basic Books
75
Optimism is essential to achievement and it is also the
foundation of courage and true progress.
- Nicholas Murray Butler
 Optimism is the faith that leads to achievement.
Nothing can be done without hope and
confidence.
-- Helen Keller (1880-1968) American Writer
 The self is not something that one finds. It is
something that one creates.
-- Thomas Szasz (1920-) American Psychiatrist
 You have brains in your head, you have feet in
your shoes. You can steer yourself any direction
you choose. You're on your own. And you know
what you know. And you are the one who'll decide
where to go. --Dr. Suess
76
 The western world’s emphasis is on the
darker side of life, as demonstrated by
weather forecasts predicting a 30%
chance of rain rather than a 70%
chance of better weather. The field of
mental health is a prime example of
this mentality.
 Edwards, J.K.
77
There are two ways of exerting one's
strength: one is pushing down,
the other is pulling up.
-- Booker T. Washington
78
Postmodern ideas change the
concepts of a problem focus
 Piaget – Glass half full or half empty
 Early on, the work of the Milan Team’s
Boscolo and Cecchin - someone with a
negative connotation has difficulty moving
from that.
 Cubs coach Jim Fry and the movie
 Solution focused rather than problem
focused
 Narrative – the person is not the problem,
the problem is the problem.
79
 Discussion by Jeffrey K. Zeig, Ph.D. of a training/
supervision session he had with Transactional Analysis and
group therapy expert Mary Goulding.
 After finishing 20 minutes of work with the group, I turned to
Mary for feedback. She said, “Jeff, these are the things that
you did right.” And she listed them. Then she told me, “Here
are some options for things that you could do differently.”
She listed those. Then, she said, “All right, now you go back
into the group and some body else will be the therapist.”
 I was shocked. Something was missing. I said, “Mary, what
did I do wrong?” Mary looked at me quizzically and replied,
“What do you want to know that for?” I said, “That’s what my
supervisors would normally have done. They tell me what I
do wrong.” Mary said, “It’s not valuable in formation.” When I
reflected on her observation, I realized she was right!
 . Zeig J.K., Ph.D. (1985) (Ed). The Evolution of
Psychotherapy. Brunner Mazel, Inc. New York, NY
80
 The best way to inspire people to
a superior performance is to
convince them by everything you
do and by your everyday attitude
that you are wholeheartedly
supporting them.
 Harold S. Greneen, Former Chairman of
ITT
81
 An interesting story about a famous research scientist who had
made several very important medical breakthroughs came about as
he was being interviewed by a newspaper reporter who asked him
why he thought he was able to be so much more creative than the
average person. What set him so far apart from the others?
 He responded that, in his opinion, it all came from an experience
with his mother that occurred when he was about two years old. He
had been trying to remove a bottle of milk from the refrigerator when
he lost his grip on the slippery bottle and it fell, spilling its Contents
all over the kitchen floor—a veritable sea of milk
 When his mother came into the kitchen, instead of yelling at him,
giving him a lecture, or punishing him, she said, “Robert, what a
great and wonderful mess you have made! I have rarely seen such a
huge puddle of milk. Well, the damage has already been done.
Would you like to get down and play in the milk for a few minutes
before we clean it up?
 Indeed, he did. After a few minutes, his mother said, You know
Robert, whenever you make a mess like this, eventually you have to
clean it up and restore everything to its proper order. So, how would
you like to do that? We could use a sponge, and towel or a mop.
Which do you prefer?” He chose the sponge and together they
cleaned up the spilled milk.
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 Simply put -- at its most elemental and
practical level -- leadership is
communicating to people their worth and
potential so clearly that they come to see it
in themselves. Period!
 Stephen R. Covey, (2005).The 8th Habit: From
Effectiveness to Greatness.
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 I do not believe that you should devote
overly much effort to correcting your
weaknesses. Rather, I believe that the
highest success in living and the deepest
emotional satisfaction comes from building
and using your signature strengths. Martin
Seligman, 2002.
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 Some people are always grumbling because
roses have thorns. I am
thankful that thorns have roses.
-- Allophones Karr
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 The greatest violence is when you attack
somebody with the notion that they're
hopeless; that they can't change - Sean
Penn
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Strength Based Ideas
 Within the last decade a competency or strength-based
approach has emerged, departing from the medically
modeled tradition that focuses on assessment of deficits or
problems, and prescribes a remedy to the "ailing" client by
the "expert in charge." Called by a variety of names —
second-ordered family systems, resiliency, solution
focused/oriented, social constructionist, competency
based, narrative, languaging systems — these strengthbased therapies (Krauth, 1995) are now employed in
counseling settings beyond the marriage and family field
from where they emerged. These strength-based therapies
reflect what some have described as a postmodern view of
human systems interactions, and have gained a prominent
position for mental health counseling (Guterman, 1994).
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The movement toward strength-based counseling urges us to
examine the way in which, not only family counseling
supervision, but all clinical supervision has been operating.
Most traditional supervision has paralleled conventional
counseling, looking for what the supervisee was doing
incorrectly or not doing enough of — mostly in the area of
technique — and attempting to devise remedial solutions.
For example, those who aligned themselves with facilatative
counseling, i.e., Rogers (1957), or Truax and Carkhuff
(1967), suggested that modeling was the best method for
supervising. Thus, "effective supervisors demonstrate
empathy, warmth, and genuineness" (Carkhuff & Berenson,
1967). Both behavioral and cognitive models of supervision
required that supervisors train counselors with skills that
could be learned (Leddick & Bernard, 1980). Neufeldt,
Iverson, & Juntunen (1995) suggested that the supervisor
evaluate observed counseling session interactions, and then
teach, demonstrate, or model intervention techniques. But
one of the most influential methods of training still remains
the Ivey (1971) model, emphasizing communication skills
attainment. (Edwards & Chen, 1999).
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Strength Based Work
 There is a definite move in several
connecting fields to look for people’s
strengths, rather than their deficits and to
actively work toward helping them see their
strengths as extremely important: more
important, in fact than then dwelling on their
negatives. Especially in work that involves
cooperative endeavors. We will come back
to this in the section on voice.
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Moving to advanced
Supervision Principles:
A Paradigm Shift
 Supervisory Forethought;
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Forethought
 Deliberation, consideration, or planning
beforehand. 2. Preparation or thought for
the future. American Heritage Dictionary
 To set goals, anticipate likely consequences,
and select and create courses of action
likely to produce the desired outcomes.
Bandura, 2001
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Forethought
 Through the exercise of forethought, people
motivate themselves and guide their actions in the
anticipation of future events.
When projected over a long time course on
matters of value, a forethoughtful perspective
provides direction, coherence, and meaning to
one’s life.
After a person adopts personal standards, they
regulate their behavior by self-evaluative
outcomes, which may augment or override the
influence of external outcomes.
Bandura, 2001
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 It seems that forethought is guided
by our values and moral agency.
What we think is useful, important,
and proper will guide the
forethought we prepare and use.
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The use of Forethought
 The Supervision of Marilyn - Video
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The use of Forethought
 What are the “issues” you see with Marilyn
that need addressing?
 How does your forethought influence and
affect your intervention/discussion?
 What are several possible avenues that you
might traverse in your work?
 How will your values in supervision translate
to Marilyn’s clinical work?
 How will your ideas evoke strengths, both
with Marilyn and with the clients?
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Forethought
 Start with the end in mind – where do you
want to end up with your stakeholders?
 Be clear about what your actions might bring
about.
 Be clear about your own values in
supervising – think about what you value
and what you want to accomplish.
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 That way, you won’t get jerked
around.
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Strength Focused Forethought





Work is thematic.
Reading the feedback is critical.
Eliciting strengths is foremost.
Being upfront is always necessary.
And be yourself.
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Strength Focused Forethought
 Work is thematic
– central issues or themes are always
present, so you have lots of time to work
with them.
100
Strength Focused Forethought
 Reading the feedback is critical
– Stakeholder feedback will present you
with course corrections all the time.
– Reading the feedback means asking if
you got it right, and what the
stakeholder would like from you.
– Knowing your own values will format
your forethought, thus your actions.
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Strength Focused Forethought
 Eliciting strengths is foremost.
– The new paradigm presents us with a
change from problem focused to
strength based interactions.
– Edwards and Chen,
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 Supervision with XXX - video
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Strength Focused Forethought
 Work is thematic
– central issues or themes are always present,
so you have lots of time to work with them.
 Reading the feedback is critical
 Eliciting strengths is foremost
 Being upfront is always necessary,
 And be yourself, not someone you are not!
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105
 Being real – Tania Video
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Forethought
 Start with the end in mind
– What are the central issues I want to work
with Marilyn around (overt and covert) ?
– What can I do
 Be clear about what your actions might
bring about.
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 Be clear about who is in
charge of what, and when.
Collaboration is a goal and an
end that can get out of hand if
you are not clear. Values,
corporate and agreed upon
values that are in line of sight
will set the tone.
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110
 Be prepared for potential hazards.
Stay alert, and pay attention.
 It’s easier to communication, than
to pick up the pieces!
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 Know where you both are all the time
through feedback, and be prepared
for surprises. Ask!! Sometimes you
will be pleasantly surprised by extra
factors in the system.
 Caution, the following video is PG13.
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113
114
 And keep your sense of humor!!
115
A look at other videos
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Moving to advanced
Supervision Principles:
A Paradigm Shift
 Finding and using Voice.
 Confidence on the outside begins by living with
integrity on the inside.
-- Brian Tracy
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 And remember, you are helping your
stakeholders develop and improve
in the following areas:
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







Being a team player,
More maturity and good character,
Being a self starter,
Having patience,
Having a positive job attitude,
More self confidence,
A good work ethic,
Being adaptable,
Having good intentions,
Being creative,
and having good self-care.
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Stephen Covey - Voice
 Being effective as individuals and
organizations is no longer optional. We
are called to reach beyond to
greatness.
 Fulfillment
 Passionate execution
 Significant contribution
120
Voice
Covey, 2005
 The 8th habit is to Find Your Own Voice and Inspire
others to Find Theirs.
Talent
Passion
Need
Conscience
121
Voice
Covey, 2005
 At the center of all these converging
parts is Voice –
Unique, Personal, Significance.
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Why Voice?
 The Industrial Age Worker vs. The
Knowledge Worker – two different views.
 Industrial age workers – people are
replaceable, they can be controlled, (carrotstick) suppressed, potential and creativity
decreased. (holdover from Industrial age –
managed care mentality – Story of
consultation).
 People as things – Objects (objective).
123
Why Voice?
 Knowledge worker age –
– Human beings are not things needing to be controlled,
they are Whole Persons, having body, mind, heart, and
spirit.
Mind – Use me Creatively
Heart – Treatment Kindly
Body – Pay me fairly
Spirit – work is meaningful and principles (ethics)
124
Why Voice?
 People who succeed
have principles values that provide an
internal compass that
directs their
forethought and
evaluation of their
work.
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Finding your voice
 Finding your voice is based on recognizing
Choice. You can use your freedom to chose
to recreate yourself, make decisions that will
include principled values like respect,
honesty, kindness, integrity, service, trust,
and fairness.
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Vision or Forethought?
 Covey talks about using your choice and
developing your voice by integrating your
mind to have vision. IN fact, he points out
that all great leaders have vision, passion
and discipline.
 When we move this to forethought, and
include the use of our principled values, it
sounds the same.
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Vision or Forethought?
 Seeing people through the lens of their
potential and their best actions, rather than
through the lens of their current behavior or
weakness, generates positive energy and
reaches out and embraces others.
128
Vision or Forethought?
 When we perceive and acknowledge the
potential of others, it is as if we hold up a
mirror to them reflecting the best within
them. This affirming vision not only frees
them to become their best, but we too are
freed from reacting to unwanted behaviors.
When people behave far below their
potential, our affirming attitude and words
become “that’s not like you.”
129
Why?
 Change the old paradigm to fit the new age.
 We live in an age of the knowledge worker, where
intellectual capital is supreme.
 Quality knowledge is so valuable that unleashing
its potential offers organizations an extraordinary
opportunity for value creation.
 Our greatest financial investment is the knowledge
worker. Consider what has been invested in the
knowledge workers in your organization.
 S. Covey, 2005
130
The Kernel
When it is all said
and done, what
matters most?
Comfortable Home?
Family?
Profession?
Faith?
Accumulation of Wealth?
Social status?
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 What drives your mission are your values: What you esteem,
Where you spend your time energy and money. Your values are
embedded in all you do, your daily choices and what is most
important to you. They are deeply embedded in all mission
statements, or should be.
 What are your values? Answer the following questions in 10
seconds or less for each.
 1. Name one of your traits you would like to pass on to your children.
 2. List two of the most important people in your life.
 3. Now list one word that describes each of them.
 4. You have started your own country, on the dollar bill it says:
 5. What are two qualities you look for in a life partner.
 6. Describe yourself in one word
 7. Finish this statement, life liberty and the pursuit of --- 8. If there were just two rules everyone should follow what would
they be?
 9. Think of a person you most admire. In one word, why?
 Now create an action statement from each of the above.
 Example Friendship – I will be a supportive friend and seek out
friends that are healthy and encouraging. From Stephen Covey,
2004
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Figuring out your voice
 A personal mission statement addresses three
questions:
 1) What is my life about?
 2) What do I stand for?
 3) What action am I taking to live what my life is
about and what I stand for?

A useful mission statement should include two
pieces: what you wish to accomplish and contribute,
and who you want to be - the character strengths
and qualities you wish to develop.
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The Challenge
 Industrial Age Worker paradigm has one set
of values
 Knowledge Age Worker paradigm has
another.
 To change the paradigm we must first find
and acknowledge our own values that are
aligned with the new paradigm; help others
to find theirs, and be a trim-tab for change.
134
Supervise like a martial arts
instructor.
 One of the hardest challenges for any supervisor or manager is
to hire people who are "better" than they are—to hire people
who are smarter and more knowledgeable, better managers or
have the potential to be. Some people feel threatened if those
reporting to them are stronger than they are. Some people don’t
want the extra work involved in supervising strong people. But
the very best managers are those who hire the strongest people
they can find for each position. This situation often leads to the
manager losing those people—many times to promotions in
other departments. That’s great! We should celebrate when this
happens. And great managers should always be proud when
one of their employees gets promoted out of their department.
 Many business articles have been written about the importance
of hiring people "smarter than yourself." It takes a strong
supervisor or manager to do this. But this is the way our
company can go from Good to Great. Each successive
"generation" of employees has to be more capable than the last.
And managers should be in a hiring mode all the time—always
on the lookout for the best.
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Supervision Evaluations
 I have found that supervision works better
when:
 They are stakeholders
 We together find our voice
 The organization has their own line of sight
values that all “buy” into.
 Evaluation is multi modal – co-constructed
and collaboratively developed.
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Counseling Supervision
Summary Sheet
 The use of the following form facilitates a
dialog between supervisor and supervisee.
It is focused on not only the process of the
client, but the process of the clinician and
his or her forethoughts, and evaluation of
the treatment process.
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 Northeastern Illinois University
Department of Counselor Education
Counseling Supervision Summary Sheet




Client‘(s) first name(s)_______________________________ Age _______
Counselor's name _______________________________________________
Date of supervision _______________ Cx Session #____________
Next Cx appointment date ______ Theoretical Orientation _________
 Supervision mode: Case Presentation __ Audio Tape ___ Video Tape __
 Systemic barriers to treatment:
 Statement of the problem:

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 Summary of session (content):
 Summary of session (process):
 Describe a critical incident that occurred during a counseling session.
 How is it related to the presenting problem
 Related to the treatment goals
 Related to the therapeutic relationship
 Discuss a time in which you felt strongly connected (mutually empathic
and mutually empowering) to you client in the session. What
happened and why?
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 Discuss a time that you felt strongly disconnected from your cline
in the session. What happened and why?
 How did you attempt to reconnect with your client?
 Evaluation of goal attainment to date:
 Goals for future sessions:
 What do you as the clinician want help with in supervision?
 What have you done that is exemplary with this client?
 This form must accompany you every time you have supervision.

Supervisor’s initials ______ Clinician’s initials _______
 JKE 9/01/04
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Use of a 3600 Evaluation
For Stake Holders
 Find people in all areas who can write
reviews of the person, with both positives
and suggestions for growth or change.
 This is not an expose’ of weaknesses, but
an uplifting of strengths, and an aligning with
both personal and agency values and
expectations.
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 And don’t give up….there is always
hope for those who have faith!
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For those of you who are interested.
 Martin Seligman’s signature strengths are
as follows:
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Signature Strengths
Wisdom and Knowledge
1. Curiosity/Interest in the World
2. Love of Learning
3. Judgment/Critical Thinking/OpenMindedness
4. Ingenuity/Originality/Practical
Intelligence/Street Smarts
5. Social Intelligence/Personal
Intelligence/Emotional Intelligence
6. Perspective
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Signature Strengths
Courage
7. Valor and Bravery
8. Perseverance/Industry/Diligence
9. Integrity/Genuineness/Honesty
Humanity and Love
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Signature Strengths
Humanity and Love
10. Kindness and Generosity
11. Loving and Allowing Oneself to be Loved
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Justice
12. Citizenship/Teamwork/Loyalty
13. Fairness and Equity
14. Leadership
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Temperance
15. Self-Control
16. Prudence/Discretion/Caution
17. Humility and Modesty
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Transcendence
18. Appreciation of Beauty and Excellence.
19. Gratitude.
20. Hope/Optimism/Future-Mindedness
21. Spirituality/Sense of
Purpose/Faith/Religiousness
22. Forgiveness and Mercy
23. Playfulness and Humor
24. Zest/Passion/Enthusiasm
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 Simply, a voice, their voice, is to talk about the
world as they know it.
 Use of narrative questions
 Objectify – to make an object of
 Intentional communities and corporate cultures.
 Leveling of the hierarchy
 Tony
 Reframes, resiliency, Boscola and their position,
management protocols changing, soft influence
in politics, all moving away from a hard line
 Hard and soft hierarchy
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 Balance in Life
"Imagine life as a game in which you are juggling some
five balls in the air. You name them: -work, family,
health, friends, and spirit- and you're keeping all of these
balls in the air. You will soon understand that work is a
rubber ball. If you drop it, it will bounce back. But the
other four balls- family, health, friends, and spirit- are
made of glass. If you drop one of these, they will be
irrevocably scuffed, marked, nicked, damaged, or even
shattered. They will never be the same. You must
understand that and strive for balance in your life." Brian
Dyson, CEO of Coca Cola Enterprises
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Once again: Beyond Basic Skills
 Remember, supervisors indicated that they
want more than just well-trained interns;
they want people who are of good quality,
substance, integrity, and hold a positive
attitude. This means being a team player,
having maturity and good character,
being self starters, having patience, a
positive job attitude, confidence, a
good work ethic, adaptable, good
intentions, creative, and good self-care.
153
 All of these will come together
when you supervise to increase
your co-supervisee’s
 Counseling Self-Efficacy (CSE) and
Personal Agency
 Use of Strength-Based Clinical
Values
 Supervisory Forethought, and
 Finding and Using Voice
154
Geese
 http://www.cedardalechurch.ca/geese.html
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References
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Bandura, A. (2001). Social Cognitive Theory: And Agentic Perspective. Annual Review
of Psychology, 52:1-26. @ http://www.AnnualReviews.org
Covey, S.R. (2004). The 8th Habit. New York, NY: Free Press.
Edwards, J. K., & Chen, M.W. (1999). Strength-Based Supervision: Frameworks, Current
Practice, and Future Directions. A Wu-wei Method. The Family Journal, 7: 349 357.
Edwards, J.K., & Pyskoty, C. (2004). Clinical Training Needs of Illinois Counselors:
Survey of Internship Sites, ICA Journal of Counseling.
Larson, L. M. & Daniels, J.A. (1998). The Counseling Psychologist. 26, 179-218.
Seligman, M. ( ). Authentic Happiness
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