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EDPS 614B
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EDPS 62400 Advanced Counseling Practicum, Supervision Theory
Spring 2015 – BRNG 3123
Instructor: Mary Carole Pistole, Ph.D.
Office: BRNG 5176; [email protected]
Monday, 5:30-8:20, BRNG 3123
COURSE DESCRIPTION
Supervised use of personal and career counseling techniques applied to complex and difficult client
situations in a non-program counseling setting, and critical analysis of major theories and strategies of
counseling supervision, providing (a) exposure to the basic knowledge base for supervision practice, and
(b) preparation for supervising counselors in internship or entry level positions.
COURSE FORMAT
This aspect of the course addresses supervision theory. Supervision theories provides exposure to the
supervision knowledge base, which is the foundation for competent supervision. Note that many
professional psychologists argue that supervision practice is effective only after the psychologist gains 3 +
years of post-doctoral experience.
This supervision theories aspect of EDPS 62400 is delivered as a doctoral seminar. It is important,
therefore, for everyone to work responsibly in the group: contribute to discussion, provide feedback and
comments, and process feelings and emotional reactions as they relate to professional relationships and
the knowledge base. Please think in terms of developing a mature working group, with all members
contributing in all roles that constitute effective membership and leadership (see the Forsyth reading).
Your learning will be only as meaningful as the group’s contributions. I will do everything in my power
to make the climate safe and our learning effective and useful. I expect professional behavior from you.
Read ahead of class, and bring the readings to class, with material identified for discussion. Professional
psychologist competence includes identifying “issues” and requesting “help” to improve competence.
OBJECTIVES
Supervision Theory
1. Develop knowledge of counseling supervision theories, methods, and problems
2. Begin to think like a supervisor, using the scientist-practitioner integration of theory, research, and
practice.
3. Understand individual and cultural differences and diversity (ICD) in supervision.
4. Achieve a counseling supervision foundation that is consistent with the scientist-practitioner model,
your counseling theoretical approach, and your identity as a counseling psychologist.
5. Gain knowledge, awareness, and understanding of ethical issues related to counseling supervision.
TEXT
See required weekly readings.
NOTES
1. In the event of a major campus emergency, course requirements, deadlines, and grading percentages
are subject to changes that may be necessitated by a revised semester calendar or other circumstances.
For changes, email me, call my office, 765.494.9744, or my cell phone number.
2. I expect everyone to have comments or questions for class.
3. I expect that you genuinely aspire to learn and meet psychology's best practice standards, which
includes professional behavior and requires use of APA policies (e.g., Ethical Code, Practice
Guidelines). I further expect that you will read professional literature, participate as an effective
group member/leader, and attend to the learning activities. Grades will be lowered when students do
not meet these expectations, regardless of the effectiveness of current counseling skills.
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REQUIREMENTS
1. Attendance and Professional Behavior
 Weekly attendance is required; effective group functioning requires all to be present and on time.
 The group will monitor use of time and elicit (and value) comments from all members.
 Professional and ethical behavior is required, including demonstrating the professional skill of
being self-directed in learning and of being ready to assume more advanced roles.
 In-class or in-session multitasking is a serious cause for concern, as is any non-professional
behavior. I will lower grades for non-professional behavior, even if counseling seems to be
effective at this level of training.
 Each student is expected to actively and assertively contribute to the group’s work, and to his/her
own and others’ learning. You need to participate in class discussion, read assignments before
class, think about the reading, and interact meaningfully with others.
2. Class Leadership
 You will lead the supervision theories portion of the course once or twice. I expect all of us to
participate actively.
3. Supervision Theory Presentation
 During the latter weeks, students will present supervision theories. Select your topic, provide a
presentation that allows time for questions and discussion. You may include a brief experiential
component. Provide a handout and a pdf reading for the class.
 Topics:
a. Process model – 7-eyed model (Hawkins & Sholet);
b. Integrated Developmental Model (IDM; Stoltenberg et al.);
c. Critical Events Model (Ladany, Friedlander, & Nelson);
d. Competency Model (Falender & Shafranske);
e. System Analysis Supervision (Holloway);
f. Interpersonal Process Recall (Kagan) or Microcounseling: A training and supervision
paradigm for the helping professions (Daniels, Rigazio-Digilio, & Ivey).
4. Reflection/Questions
 Bring 1-2 thoughtful questions over the readings. Be clear about the specific text you are thinking
about or reacting to. At this level of professional development, I expect you to be invested in your
learning and grappling with your learning edges. Therefore, you should focus on what was
important to you; we will use the questions to think through or “try out” perspectives. For
instance, you may have values that contradict the profession’s values, in which case you might
want to stimulate a discussion that addresses the “positive and negatives” of your own, your
peers, and the profession’s stances. Bring hard copy to class.
TENTATIVE COURSE OUTLINE
Week 1: Organization of the course and class, 1.12.
Week 2: 1.26
Supervision – Professionalism
Elman, N. S., Illfelder-Kaye, J., & Robiner, W. N. (2005). Professional development: Training for
professionalism as a foundation for competent practice in psychology. Professional Psychology:
Research and Practice, 36,367-375.
Johnson, W. B., Elman, N. S., Forrest, L., Robiner, W. N., Rodolfa, E., & Schaffer, J. B. (2008).
Addressing professional competence problems in trainees: Some ethical considerations.
Professional Psychology, 39, 589-599.
Falender, C., & Shafranske, E. (2005). Supervisee effectiveness. In M. B. Madson, L. K. Chapman, N. L.
Wood-Barcalow, & C. Williams-Nickelson (Eds.), Succeeding in practicum: An APAGS resource
guide (pp. 65-70). Washington, DC: APAGS. [pdf] [how to use as a supervisor]
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Williams-Nickelson, C. (2005). What to seek and expect from a supervisor and supervision. In M. B.
Madson, L. K. Chapman, N. L. Wood-Barcalow, & C. Williams-Nickelson (Eds.), Succeeding in
practicum: An APAGS resource guide (pp. 71-82). Washington, DC: APAGS. [pdf] [how to use
as a supervisor]
Week 3: 2.2
Supervision Competencies and Ethics
Falender, C. A., & Shafranske, E. P. (2007). Competence in competency-based supervision practice:
Construct and application. Professional Psychology,38, 232-240.
Falender, C., Cornish, J. A. E., Goodyear, R. K., Hatcher, R., Kaslow, N.J., Leventhal, G., Shafranske, E.,
Sigmon, S. T., Stoltenberg, C., & Grus, C. (2004). Defining competencies in psychology
supervision: A consensus statement. Journal of Clinical Psychology, 60, 771-785.
Arredondo, P., Shealy, C., Neale, M., & Winfrey, L. L. (2004). Consultation and inerprofessional
collaboration: Modeling for the future. Journal of Clinical Psychology, 60, 787-800.
Johnson, W. B. (2007). Transformational supervision: When supervisors mentor. Professional
Psychology,38, 259-267
Week 4: 2.9
Supervision Ethics
Gottlieb, M. C., Robinson, K., & Younggren, J. N. (2007). Multiple relations in supervision: Guidance for
administrators, supervisors, and students. Professional Psychology, 38, 241-247.
Barnett, J. E., Erickson Cornish, J. A., Goodyear, R. K., & Lichtenberg, J. W. (2007). Commentaries on
the ethical and effective practice of clinical supervision. Professional Psychology,38, 268-275.
Gottlieb, M. C., & Younggren, J. N. (2009). Is there a slippery slope? Considerations regarding multiple
relationships and risk management. Professional Psychology, 40, 564-571.
Thomas, J. T. (2007). Informed consent through contracting for supervision: Minimizing risks, enhancing
benefits. Professional Psychology, 38, 221-232.
Week 5: 2.16
Negative Supervision Experience/Research
Ladany, N. (2007). Psychotherapy supervision: How dressed is the emperor? Psychotherapy Bulletin, 37,
14-18.
Gray, L. A., Ladany, N., Walker, J. A., & Ancis, J. R. (2001). Psychotherapy trainees’ experience of
counterproductive events in supervision. Journal of Counseling Psychology, 48, 371-384.
Nelson, M. L., & Friedlander, M. L. (2001). A close look at conflictual supervisory relationships: The
trainee’s perspective. Journal of Counseling Psychology, 48, 384-395.
Veach, P. M. (2001). Conflict and counterproductivity in supervision – When relationships are less than
ideal: Comment on Nelson and Friedlander (2001) and Gray et al. (2001). Journal of Counseling
Psychology, 48, 396-400.
Ellis, M. V. (2001). Harmful supervision, a cause for alarm: Comment on Gray et al. (2001) and Nelson
and Friedlander (2001). Journal of Counseling Psychology, 48, 401-406.
Nelson, M. L., Gray, L. A., Friedlander, M. L., Ladany, N., & Walker, J. A. (2001). Toward relationshipcentered supervision: Reply to Veach (2001) and Ellis (2001). Journal of Counseling Psychology,
48, 407-409.
Ramos-Sanchez, L., Esnil, E., Goodwin, A., Riggs, S., Touster, L. O., Wright, L. K., Ratanasiripong, R.,
& Rodolfa, E. (2002). Negative supervisory events: Effects on supervision satisfaction and
supervisory alliance. Professional Psychology: Research and Practice, 33, 197-202.
[recommended]
Week 6: 2.23
Supervision Overview & Supervising International Students
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Westefeld, J. S. (2009). Supervision of psychotherapy: Models, issues, and recommendations. The
Counseling Psychologist, 37, 296-316.
Mori, Y., Inman, A. G., & Caskie, G. I. L. (2009). Supervising international students: Relationship
between acculturation, supervisor multicultural competence, cultural discussions, and supervision
satisfaction. Training and Education in Professional Psychology, 3, 10-18.
Nilsson, J. E., & Anderson, M. Z. (2004). Supervising international students: The role of acculturation,
role ambiguity, and multicultural discussions. Professional Psychology, 35, 306-312.
Wedding, D., McCartney, J. L., & Currey, D. E. (2009). Lessons relevant to psychologists who serve as
mentors for international students. Professional Psychology, 40, 189-193.
Week 7: 3.2
Other Supervisory Issues
McWilliams, N. (n.d.). Some observations about supervision/consultation groups. Retrieved
January 17, 2009, from http://apadiv31.org/newsletter_coop.htm
Haboush, K. L. (n.d.). Conducting group supervision within the context of graduate training
programs. Retrieved January 17, 2009, from http://apadiv31.org/newsletter_coop.htm
Enyedy, K. C., Arcinue, F., Puri, N. N., Carter, J. W., Goodyear, R. K., & Getzelman, M. A. (2003).
Hindering phenomena in group supervision: Implications for practice. Professional Psychology:
Research and Practice, 34, 312-317.
Friedman, D., & Kaslow, N. J. (1986). The development of professional identity in psychotherapists: Six
stages in the supervision process. The Clinical Supervisor, 4, 29-49. [old; worth the ideas]
Week 8: 3.9
Other Supervisory Issues
Alsonso, A., & Rutan, J. S. (1988). Shame and guilt in psychotherapy supervision. Psychotherapy, 25,
576-581. [pdf] [old; worth thinking about]
Rozsnafszky, J. (1979). Beyond schools of psychotherapy: Integrity and maturity in therapy and
supervision. Psychotherapy: Theory, Research and Practice, 16, 190-198. [worth thinking about]
Henderson, C. E., Cawyer, C. S., Watkins, C. E., Jr. (1999). A comparison of student and supervisor
perceptions of effective practicum supervision. The Clinical Supervisor, 18, 47-74.
Week 9: 3.23
Attachment Theory in Supervision & Counseling
Fitch, J. C., Pistole, M. C., Y Gunn, J. E. (2010). The bonds of development: An attachment-caregiving
model of supervision. The Clinical Supervisor, 29, 20-34.
Pistole, M. C., & Fitch, J. C. (2008). Attachment theory in supervision: A critical incident experience.
Counselor Education and Supervision, 47, 193-205.
Gunn, J. E., & Pistole, M. C. (2012). Trainee Supervisor-attachment: Explaining the alliance and
disclosure in supervision. Training and Education in Professional Psychology, 6, 229-237.
Bennett, S., & Saks, L. V. (2006). A conceptual application of attachment theory and research to
the social work student-field instructor supervisory relationship. Journal of Social Work
Education, 42, 669-682. doi:10.5175/JSWE.2006.200500506
Newswald-McCalip, R. (2001). Development of the secure counselor: Case examples supporting Pistole
& Watkins’s (1995) discussion of attachment theory in counseling supervision. Counselor
Education & Supervision, 41, 18-27.
Week 10 – 3.30
Supervision Presentations:
Sam – Holloway, Systems
Aieyat – Ladany, Critical Events
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Week 11 – 4.6
Supervision Presentations:
Chai – Process (Hawkins & Sholet)
Matt – Competency (Falender & Shafranske)
Week 12 – 4.13
Supervision Presentation:
Dan – Integrated Development (Stoltenberg)
Week 13 – 4.20
Supervision Presentation
Yaping – Interpersonal Process
Week 14 – 4.27 – Last Class
Supervision Final Catch-up and Learning Processing
EVALUATION
You grade is based on effective completion of each and all campus requirements and activities, including
Professional Behavior, Leading Class Discussion & Supervision Presentation, & Reflection Questions
UNIVERSITY POLICIES
http://www.purdue.edu/univregs/
Disability Accommodation: http://www.purdue.edu/ODOS/adpro/Welcome.html [Adaptive Programs] If
you are eligible for academic accommodations because you have a documented disability that
will impact your work in this class, please schedule an appointment with me as soon as possible
to discuss your needs.
Academic Dishonesty: http://www.purdue.edu/univregs/pages/stu_conduct/stu_regulations.html
[Regulations Governing Student Conduct , Disciplinary Proceedings, and Appeals]
From the Dean of Students Website: “Purdue University values intellectual integrity and the highest standards of
academic conduct …. Purdue prohibits ‘dishonesty in connection with any University activity. Cheating, plagiarism,
or knowingly furnishing false information to the University are examples of dishonesty.’ [University Regulations,
Part 5, Section III, B, 2, a] Furthermore, the University Senate has stipulated that ‘the commitment of the acts of
cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the
use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover,
knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest.’
[University Senate Document 72-18, December 15, 1972]”
Non-Discrimination: http://www.purdue.edu/univregs/pages/nondescrim/nondescrim.html
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and
dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and
encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence,
the University seeks to develop and nurture diversity. The University believes that diversity among its many
members strengthens the institution, stimulates creativity, promotes the exchange of new ideas, and enriches campus
life. Purdue University views, evaluates, and treats all persons in any University related activity or circumstance in
which they may be involved, solely as individuals on the basis of their own personal abilities, qualifications, and
other relevant characteristics. Purdue University prohibits discrimination against any member of the University
community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status,
sexual orientation, disability, or status as a disabled or Vietnam era veteran.
Harassment http://www.purdue.edu/univregs/pages/state_equal/prc_harass.html
Harassment in the workplace or the educational environment is unacceptable conduct and will not be tolerated.
Harassment is conduct towards another person or identifiable group of persons that has the purpose or effect of:
creating an intimidating or hostile educational environment, work environment, or environment for participation in a
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University activity; unreasonably interfering with a person’s educational environment, work environment, or
environment for participation in a University activity; or
unreasonably affecting a person’s educational or work opportunities or participation in a University activity. Racial
harassment is conduct that demonstrates hostility toward another person (or identifiable group of persons) on the
basis of race, color, national origin, or ancestry …. The University is strongly committed to providing a safe and
harassment-free environment for members of those groups that historically have been, and still are likely to be, at
greatest risk of harassment for reasons of prejudice. Sexual Harassment is any unwelcome sexual advance;
requesting of sexual favors; or other written, verbal, or physical conduct of a sexual nature when …. The disparity of
power between persons involved in amorous relationships of a teacher and student, supervisor and subordinate, or
senior and junior colleagues in the same department or unit makes them susceptible to exploitation.
Emergency: In the event of a major campus emergency, course requirements, deadlines and grading percentages
are subject to changes that may be necessitated by a revised semester calendar or other circumstances. To get
information about changes in this course, email me, [email protected], or call my office, 765.494.9744. ALSO,
students are required to visit http://www.education.purdue.edu/ODFD/resources.html and review the response
procedures for emergencies in Beering Hall. It is necessary that you review these directions within the first week of
your Beering classes. If you have any questions see your instructor.
Amorous Relationships http://www.purdue.edu/policies/pages/human_resources/iv_7_1.html [excerpted]. Purdue
University is committed to maintaining an environment in which learning and discovery take place in a professional
atmosphere of mutual respect and trust. Amorous relationships can develop within the University community
between faculty, students and staff. The disparity of power between persons involved in amorous relationships
between a student and a faculty member, a graduate teaching or research assistant, or any other Purdue employee
who has educational responsibility over the student, supervisor and subordinate, or senior and junior colleagues in
the same department or unit makes them susceptible to exploitation. Amorous relationships that occur in the context
of educational or employment supervision and evaluation between a student and a faculty member, a graduate
teaching or research assistant, or any other Purdue employee who has educational responsibility over the student, or
supervisor and subordinate undermine professionalism and hinder the fulfillment of the University’s educational
mission. Relationships between faculty and students are particularly susceptible to exploitation. The respect and
trust accorded a member of the faculty by a student, as well as the power exercised by faculty in giving grades,
approvals, or recommendations for future study and employment, make voluntary consent by the student suspect.
Those who abuse their power in the context of an amorous relationship where there is educational or employment
supervision and evaluation violate their duty to the University community. Voluntary consent by the student or
subordinate in a romantic or sexual relationship is difficult to determine given the asymmetric nature of the power
structure in the relationship. Because of the complex and subtle effects of the power differential in the relationship,
the individual with power may perceive the existence of consent that may not exist or not exist at the level perceived
by the individual with power. The possibility exists that, if the relationship sours, these individuals may be subject to
a claim of sexual harassment. Amorous relationships may have an effect on others in the course, department or unit.
Others may perceive that the student or subordinate in the amorous relationship is favored and afforded undue
access and advantage above others in the same course, department or unit. These individuals may perceive the
environment created as a result of the amorous relationship to be hostile and/or perceive forward progress and
benefits are obtained through engaging in a romantic or sexual relationship with the person in power. Therefore,
Purdue University prohibits amorous relationships between a student and any Purdue employee who has educational
responsibility over the student, and supervisors and subordinates where there is a supervisory or evaluative
relationship between the parties. Individuals engaged in an amorous relationship in violation of this policy are
subject to disciplinary action ranging from a written reprimand up to and including termination. Individuals engaged
in an amorous relationship prior to the existence of a supervisory or evaluative relationship within the educational
and/or employment context, or who find themselves entering into such a relationship, have a duty to report the
existence of the amorous relationship to the department or unit head who must ensure that arrangements are made to
sever the supervisory or evaluative relationship between the parties. The parties must abide by the University Policy
Concerning Nepotism. Responsibility for the interpretation and enforcement of this policy rests with the Vice
President for Ethics and Compliance. Purdue University is committed to maintaining an environment in which
learning and discovery take place in a professional atmosphere of mutual respect and trust. Amorous relationships
that occur in the context of educational or employment supervision and evaluation between a student and a faculty
member, a graduate teaching or research assistant, or any other Purdue employee who has educational responsibility
over the student, or supervisor and subordinate undermine professionalism and are disruptive to the educational and
work environment. Ultimately, amorous relationships hinder the fulfillment of the University’s educational mission.
(see also V. E. Kress & A. Dixon, 2007, in Counselor Education & Supervision).
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Emergency Preparedness. EMERGENCY NOTIFICATION PROCEDURES are based on a simple concept –
if you hear a fire alarm inside, proceed outside. If you hear a siren outside, proceed inside.
Indoor Fire Alarms mean to stop class or research and immediately evacuate the building.
o Proceed to your Emergency Assembly Area away from building doors. Remain outside until
police, fire, or other emergency response personnel provide additional guidance or tell you it is
safe to leave.
All Hazards Outdoor Emergency Warning Sirens mean to immediately seek shelter (Shelter in Place) in a safe
location within the closest building.
o “Shelter in place” means seeking immediate shelter inside a building or University residence. This
course of action may need to be taken during a tornado, a civil disturbance including a shooting or
release of hazardous materials in the outside air. Once safely inside, find out more details about
the emergency*. Remain in place until police, fire, or other emergency response personnel
provide additional guidance or tell you it is safe to leave.
*In both cases, seek additional clarifying information by all means possible: Purdue Emergency Status page, text
message, email alert, TV, radio, etc. Review the Purdue Emergency Warning Notification System multicommunication layers: http://www.purdue.edu/ehps/emergency_preparedness/warning-system.html
EMERGENCY RESPONSE PROCEDURES:
Review the Emergency Procedures
Guidelines https://www.purdue.edu/emergency_preparedness/flipchart/index.html
Review the Building Emergency Plan (available on the Emergency Preparedness website or from the building
deputy) for:
o evacuation routes, exit points, and emergency assembly area
o when and how to evacuate the building.
o shelter in place procedures and locations
o additional building specific procedures and requirements.
EMERGENCY PREPAREDNESS AWARENESS VIDEOS
o
"Shots Fired on Campus: When Lightning Strikes," is a 20-minute active shooter awareness video that
illustrates what to look for and how to prepare and react to this type of
incident. See: http://www.purdue.edu/securePurdue/news/2010/emergency-preparedness-shots-fired-oncampus-video.cfm (Link is also located on the EP website)
MORE INFORMATION. Reference the Emergency Preparedness web site for additional
information: https://www.purdue.edu/ehps/emergency_preparedness/
SUMMARY TENTATIVE SCHEDULE
Week
1 – 1.12
2 – 1.26
3 – 2.2
4 – 2.9
5 – 2.16
6 – 2.23
7 – 3.2
8 – 3.9
9 – 3.23
10 – 3.30
11 – 4.6
12 – 4.13
13 – 4.20
14 – 4.27
.
Leader
Pistole
Pistole
Pistole
Sam/Aieyat
Chai/Matt
Dan
Yaping
Pistole
Assignment Due
Introduction/Syllabus
Revised syllabus, readings
Readings
Readings
Readings
Readings
Readings
Readings
Readings
Presentations
Presentations
Presentations
Presentations
Exit Meeting