The world of the Counselor An introduction to the counseling profession 5e chapter 8

 “When a professional the consultant, who has specialized expertise, meets with one or more other professionals to improve the professionals’ work with current or potential” p..  End o

Consultation and Supervision

Consultation Defined

 “[consultation is] me and you talking about him or her

with the purpose of some change” (Fall, 1995, p 151)

 “When a professional (the consultant), who has

specialized expertise, meets with one or more other professionals to improve the professionals’ work with current or potential” (p 258)

 See all different kinds of consultation pp 258-259

(bulleted)

 See Figure 8.1, p 259

 Consultants intervene at the primary prevention,

secondary prevention, and tertiary levels

 Consultation is developmental and systemic

 The Beginning

 1940s and 1950s:

▪ Consultant as “expert”

▪ Direct-service approach: The consultee and consultant have little contact Consultant pretty left to his or her own devices to solve the problem

 End of 1950s, consultee included in process

 A little later, consultant asked to train others and

“give away” his or her expertise to staff

 Latter part of twentieth century: Expansion of Models of Consultation

Consultant-Centered

 Expert consultant

 Prescriptive consultant (doctor-patient mode)

 Trainer and/or educator consultant

 System-Centered

 Collaborative Consultation

 Facilitative Consultation

 Process-oriented consultant

 Most theories of counseling could be applied to consultation

 When choosing a theory one should consider:

 The fit of the theory with your personality style

 Whether the theory will work with the problem at hand

 Some theories that have been used include

 Person-centered

 Learning Theory (behavioral, cognitive, modeling)

 Gestalt

 Psychoanalytic

 Social Constructionist

 Chaos

Stage 1: Pre-entry

 Stage 2:Entry, Problem Exploration, and Contracting

 Stage 3: Information Gathering, Problem Confirmation, and

Goal Setting

 Stage 4: Solution Searching and Intervention Selection

 Stage 5: Evaluation

 Stage 6: Termination

 Consultation and the College Counselor

 See kinds of college consulting, pp 265-266

 Cooper (2003) cube model (see Figure 8.2, p 266)

 Consultation and the Agency Counselor

 Gerald Caplan

▪ Consulting Outward

▪ Consulting Inward (See Box 8.1, p 268)

 The School Counselor as Consultant

 See kinds of school counseling consultation, pp 220-221

Supervision Defined

 An intensive, extended, and evaluative interpersonal relationship in which a senior member of a profession

▪ enhances the professional skills of a junior person

▪ ensures quality services to clients

▪ provides a gate-keeping

 Not therapy, but can be therapeutic

 A Systemic Perspective

▪ Supervisor (supervisee/counselor) client

▪ Also, client can affect family, community, world?

 Parallel process (Box 8.2, p 271)

 “ counselors who are trained to oversee the professional

clinical work of counselors and counselors-in-training.”

 Trained in characteristics identified by the Standards of

Counseling Supervisors (ACES, 1990) (see p 272)

 Supervisor:

▪ ensures welfare of the client

▪ meets regularly with supervisee

▪ oversees clinical and professional development of supervisee

▪ evaluates the supervisee

▪ is empathic, flexible, genuine, open, concerned, and supportive

 ensures welfare of the client

 meets regularly with supervisee

 oversees clinical and professional development of supervisee

 evaluates the supervisee

 is empathic flexible, genuine, open, concerned, and supportive

 a professional counselor or counselor-in-training whose

counseling work or clinical skill development is being overseen in

a formal supervisory relationship by a qualified trained professional (ACA, 2005, glossary)

 A person who will experience some resistance at some point in

supervision Amount and kind the result of:

 Attachment and trust with supervisor

 Supervisor style

 Supervisee sensitivity to feedback

 Amount of countertransference (see Figure 8.3, p 273)

 Developmental level of supervisee

 Supervisor characteristics

Individual, Triadic, or Group Supervision?

 Models of:

▪ Developmental Models: Integrated Developmental Model (see Table 8.1, p 275; Figure 8.4, p 276)

▪ Psychotherapy-Based Models

▪ Integrative Models (Meta-theory Models)

▪ Bernard’s Discrimination Model (see Table 8.2, p 277)

▪ Interpersonal Process Recall (IPR)

 See questions, top of page 278

GRADUATE STUDENTS

In “Skills” Classes

In Practicum, Internship

Recording

Feedback (e.g., bug-in-the-ear)

Case notes

One-way mirrors

E-mail, real-time video linkups,

Skype

PROFESSIONAL COUNSELORS

 Professional responsibility

 Professional growth

 Part of job?

 Pay for it on your own?

Multicultural Consultation Within a System

 Important to understand cultural differences within a system

 Know own biases, know other cultures, know kinds of intervention strategies for systems

 Consultant can advocate for change by empowering those who may be oppressed in a system and helping others in the system find new ways to those who are different from them

1 Be up to speed on how multicultural issues affect supervision

2 Be aware of and address how issues of diversity affect the

supervisory relationship

3 Model cross-cultural sensitivity

4 Be willing to ask supervisees about their cultural background

5 Be open to discussing cross-cultural differences with

supervisees

6 Be aware of how power and privilege may affect the

supervisory relationship

7. Help supervisees see how power and privilege may affect

their counseling relationships

8.Assist supervisees in being able to conceptualize clients from

a multicultural perspective

9.Be able to build a strong working alliance with your

supervisee

10.Have and share your knowledge and skills specifi c to

cross-cultural issues

11.Be a model and provide examples of social advocacy

12.Be able to use models of cross-cultural supervision (e.g.,

Ancis & Ladany, 2001; Ober, Grannello, & Henfi eld, 2009)

 Ethical Issues in Consulting (Section B.8 and D.2 of ACA

ethics code):

 Agreements

 Respect for Privacy

 Growth toward Self-Driection

 Disclosure of Confidential Information

 Multiple Relationships

 Informed Consent

 Consultant Competency

 Understanding the Consultee

Ethical Issues in the Supervisory Relationship

 Supervisor Preparation

 Client Welfare

 Informed Consent

 Multicultural Issues

 Relationship Boundaries

 Sexual Relationships

 Dual and Multiple Relationships

 Responsibility to Clients

 Limitations of Supervisees

 Evaluation and Accountability

 Endorsement

 Professional Issues: Professional Association

 Join ACES?

▪ Journal of Counselor Education and Supervision

 Legal Issue: Liability in Consultation and Supervision

 Tarasoff

Committed to Ongoing Consultation and Supervision