An ongoing status report of the counselor's skill development.
A rating of the counselor's overall job performance.
Used only once a year at the performance evaluation.
Documentation of the counselor's steps in progressive discipline.
Observe the counselor in action.
Create a change team.
Provide a case presentation.
Discuss the counselor's abilities with their co-workers.
Should be updated preferably every 3 months.
Should focus only on the supervisee's personal problems.
Is needed for only novice counselors.
Should include a summary of each supervision session.
Model the defensive behavior.
Self-disclose about their own experiences as a supervisee.
Give the staff a written warning.
Use examples of how other staff members respond to supervision.
Discuss the problem during group supervision.
Provide verbal and written evaluations of the counselor's performance and actions.
Have the counselor complete a self-evaluation.
Reinforce appropriate behavior with the clinical team.
The needs of the supervisor and goals of their own individual development plan.
The belief that the supervisee has specific learning needs and styles that must be attended to in supervision.
The specific needs of the administration and their goals for clinical and fiscal viability.
The formative and summative evaluations accumulated during supervision.
Decide if the staff actually needs supervision.
Focus only on the counselors who do not have counseling degrees.
Train and orient the staff to the concept of supervision.
Provide only group supervision.
Uses videotaping and review of a counseling session.
Engages the counselor in discussion of cases and brief case reviews.
Jointly runs a counseling session with a counselor.
Reviews the progress notes, charts, and documentation.
A dual relationship.
Psychotherapy-Based Supervision Model.
Use of the miracle question
Use of classical and operant conditioning
Use of self-reflection and the supervisor as an "uninvolved expert"
Use of stages of development through which supervisees must pass
Supervisees and clients are fully informed as to the approach and procedures of the agency's actions.
A counselor is informed to what level counselor they are.
A clinical supervisor explains vicarious liability to an administrator.
A client signs a release of information form for their payor.
Being an inexperienced supervisor.
Damages incurred as a result of negligence in the supervision process.
Ignoring local or national regulations.
Noncompliance with the agency's own policies and procedures.
Failure to implement treatment plan.
Boundary violation of sexual impropriety.
Acting outside of their scope of practice.
Not following prescribed policies and procedures.
Counselor development domain.
Professional and ethical standards domain.
Program development and quality assurance domain.
Performance evaluation domain.
2 hours per week for every 20-40 hours of clinical services.
2 hours per week.
1 hour for every 20-40 hours of clinical services.
3 hours for every 20-40 hours of clinical services.
When there is a lull in conversation between the counselor and client.
Only after the initial 15 minutes of the session.
To protect the welfare of the client.
If the supervisor thinks the session is moving too slowly.
Make decisions based on how waiving confidentiality may impact the counselor-client relationship.
Consider how waiving confidentiality may impact the supervisor-supervisee relationship.
Wait 24 hours to make a decision so that it is not based on emotional reactions.
Be aware and take action as soon as possible.
Assure that action was taken.
Verify that the situation is resolved.
Review damage control steps with constituents.
Identify potential risk factors.
Client is harmed by a supervisor's recommended course of treatment.
Supervisee fails to explain informed consent to a client.
Client declines service after being told their sessions may be videotaped for supervisor review.
Supervisee provides services outside their scope of practice after a supervisor has instructed them to make a referral.
Making a report to law enforcement officers directly related to a threat against program personnel
Being served with a subpoena for a client's records
Receiving a request from a client's attorney for records related to a pending disability case
Getting a request for a client's records from another service provider who is arranging for continuum of care
Refer the client to another counselor.
Seek consultation from their supervisor.
Share their feelings with the client.
Allow the feelings to resolve over time.
Writing of mutually agreed upon Individual Development Plan for potential successors.
Therapy between the mentor and mentee.
Only counselors who have been in the field for at least 10 years.
Mentors with a minimum of a Ph.D.
The provision of short-term therapy for supervisees.
The monitoring of ethical and professional standards.
Being a friend to supervisees.
Monitoring adherence to agency policies regarding attendance.
Until the client and supervisee are no longer associated with the organization.
For at least 7 years after the last services were delivered.
Until the former client asks for them to be destroyed.
For 5 years after the client has been formally discharged from the program.
The counselor's individual development plan.
The record of supervision sessions.
The supervisor-supervisee contract.
The employee's personnel file.
Familiarity with consensus from the field on treating minorities.
The availability of credentialed staff who are also in recovery.
Understanding the balance between fidelity and adaptability.
Organizing orderly workflow that considers physical plant issues.
Easily misinterpreted by all parties.
Usually an inefficient use of time.
Seen only through the eyes of the reporter.
Typically an emotional response to a clinical situation.
For use in training of new counselors.
Creating an opportunity for direct observation.
To serve as the legal record for the delivery of supervision.
For recruiting competent personnel.
Inpatient level of care
Federally Qualified Health Center
Public health model treatment program
Decide if it is really necessary to implement the program.
Eliminate any resistance to the new supervision program.
Only discuss the new system with the administrative staff.
Initiate a pilot supervision system in select units of the organization.
Reviews of adherence to policy and procedure.
Best left to human resources personnel.
A critical administrative task of supervisors and administrators.
Provided only to supervisees in a mentorship capacity.
Most useful when provided verbally and not in writing.
The supervisor is usually correct in their evaluations.
There is psychometric validity to all tools used to assess counselor competence.
There is a level of subjectivity in the process of evaluation.
Evaluations are optional and the counselor can always opt-out of the process.
The ability to perform clinical supervision.
Therapeutic frame of reference.
Program development/quality assurance.
Tailor the feedback to the individual.
Deliver the feedback with unconditional positive regard.
Group the feedback into manageable categories.
Evaluate over prolong periods to ensure reliability of feedback.
Focus on the counselor's overall strengths.
Review the counselor's financial merit increase.
Review an ongoing report of the counselor's skill development.
Make recommendations for improving areas of deficiency.
Offer urine drug screens periodically.
Refer patients for appropriate nonpharmacological interventions.
Monitor the patients for complete dose ingestion.
Gain admitting privileges into a local general hospital.
Skill development groups
Interpersonal process groups
Experiencing symptoms of psychosis.
With a mild substance use disorder.
With a severe substance use disorder.
Needing to complete a court ordered treatment program.
Binds with opiate receptor sites and reverses stimulation.
Blocks the effects of opiates and prevents stimulation.
Reduces the physical symptoms of opiate withdrawal.
Releases neurotransmitters that decrease pleasure.