Supervision

Supervision: CACREP Doctoral Competencies

a. Purposes of clinical supervision
b. Theoretical frameworks and models of clinical supervision
c. Roles and relationships related to clinical supervision
d. Skills of clinical supervision
e. Opportunities for developing a personal style of clinical supervision
f. Assessment of supervisees’ developmental level and other relevant characteristics
g. Modalities of clinical supervision and the use of technology
h. Administrative procedures and responsibilities related to clinical supervision
i. Evaluation, remediation, and gatekeeping in clinical supervision
j. Legal and ethical issues and responsibilities in clinical supervision
k. Culturally relevant strategies for conducting clinical supervision

Mastery level of knowledge and skill is demonstrated in the following CACREP competencies under the Supervision standard: (a), (b), (c), (d), (e), (f), (g), (h), (i), (j), and (k).

Artifacts:

Artifact 1: 714 Literature-based Model Presentation

- This document demonstrates competencies in my ability to present and teach my fellow classmates regarding a common supervision model, Solution Focused supervision. The presentation was one-hour long and conducted in person. The PowerPoint presentation is provided.
- A mastery level of knowledge is demonstrated in the following CACREP competencies under the supervision standard: (c), (g), (j), and (k).
- This document was originally created for the doctoral class COUC 714 where I earned a letter grade of A.

Artifact 2: 714 Personal Supervision Model
- This document demonstrates competencies in demonstrating my personal philosophy and model of counseling supervision. In this paper, I reflect on my definition of supervision, the role of the supervisor, philosophy and process of evaluation, theory of counselor development, and relationship to counseling theory. This artifact includes graded feedback from my professor.
- A mastery level of knowledge is demonstrated in the following CACREP competencies under the supervision standard: (c), (e), (j), and (k).
- This document was originally created for the doctoral class COUC 714 where I earned a letter grade of A.

Artifact 2: 714 Personal Supervision Presentation
- This document demonstrates competencies in demonstrating my personal philosophy and model of counseling supervision. In this paper, I reflect on my definition of supervision, the role of the supervisor, philosophy and process of evaluation, theory of counselor development, and relationship to counseling theory. This artifact includes graded feedback from my professor.
- A mastery level of knowledge is demonstrated in the following CACREP competencies under the supervision standard: (c), (e), (j), and (k).
- This document was originally created for the doctoral class COUC 714 where I earned a letter grade of A.

Artifact 4: 714 Informed Consent Ethical Form

This document demonstrates competencies in my ability to create a thorough consent form and communicate expectations to supervisees. In addition to using this document in this course, I intend to use this document with future supervisees in my post-graduate work.
A mastery level of knowledge is demonstrated in the following CACREP competencies under the supervision standard: (a), (b), (g), and (j).
This document was originally created for the doctoral class COUC 714 where I earned a letter grade of A

Artifact 5: 714 Research Study Proposal

This document demonstrates competencies in my ability to develop a research study focused on the impact that supervision can have on counselor/supervisee experiences. The research study proposed in this paper discusses understanding the moderating effects of supervisory support between counselor vicarious trauma and vicarious posttraumatic growth. The artifact presented includes feedback from my professor.
A mastery level of knowledge is demonstrated in the following CACREP competencies under the supervision standard: (g) and (k).
This document was originally created for the doctoral class COUC 714 where I earned a letter grade of A.

Faculty Evaluation

Reflection on Supervision

Growing up without a father, I have always admired mentorship and the need for supervision in my life. As such, the development of knowledge, skills, and competency in supervision was the main driving force behind my pursuit of a Ph.D. in Counselor Education with Supervision, which has been very important to me and in my doctoral journey. Being an African immigrant and knowing the need for mentorship and supervision among African immigrants, my goal is to become a leader and inspiring supervisor in the counseling profession. I am grateful for the impact of Dr. Thomas's supervision class. His teaching style, interaction with students and feedback, and integrating theology into supervision inspired me to learn more to become a competent supervisor. This inspired me to review articles on the impact of supervision on Sub-Saharan immigrant international students living in the United States. As a result, I presented an article titled "Advocacy for International Counseling Students Through the Role of Mentorship and Supervision" in the Licensed Professional Counselors Association of Georgia journal.

I have learned a lot from the various supervision theories, and the experience and knowledge based on faculty experiences are priceless. My goal is to continue to the horn and deepen my skills and passion for supervisee' international students to impact emerging counselors positively. The supervision class impacted me in two significant ways: (1) my ability to know individual supervisees' needs and provide resources, and (2) my continued growth to incorporate multiculturalism in supervision. From the experienced I gained from the supervision class and my supervision internship, I realize that international counselor students are eager to learn more about multiculturalism. Therefore, I am passionate about taking additional courses so I can offer more help to my supervisees. In addition, this course has taught me that supervision is the bedrock for the counseling profession. Therefore, adequate supervision must include professionalism which includes informed consent for the supervisee/supervisor relationship. Multiculturalism is also a big part of supervision. Next, I endeavor to know the strength and needs of my supervisees. Area of personal growth include supervision theories and feedback given

Finally, during my 714-supervision class, I learned that the supervisor's role is similar to the commission of Jesus Christ, to go into the world and make disciples of all nations. My role is to identify the goal of the supervisee, their struggles, and strengths, and just as Jesus took 12 fishers and changed the world, I desire to make such a positive impact on my supervisees so they can do their best to help people.