07 Nov How can you better profit from your supervision? If you are not getting the quality of supervision you need, what actions could you take? How comfortable would you be taking these actio
Ethical Issues in Human Services
Discussion Topic
After reading chapter 10, please discuss the following with your peers:
- How can you better profit from your supervision? If you are not getting the quality of supervision you need, what actions could you take? How comfortable would you be taking these actions?
- How would it be for you to work with a supervisor whose worldview is very different from your own? How might you handle differences of opinion between you and your supervisor that result from having different worldviews?
At least 275 words, APA Format
Healthcare Administration
Course Materials- Becoming a Helper, Corey G and Corey S, 8th edition, Cengage Learning ISBN-10: 0357366301 Mindtap
Chapter 10: Getting the Most From Your Fieldwork and Supervision
Chapter 10: Getting the Most From Your Fieldwork and Supervision
CHAPTER 10
Getting the Most From Your Fieldwork and Supervision
CHAPTER OUTLINE
Aim of the Chapter
Self-Inventory on Being a Supervisee
Making the Most of Your Fieldwork
Securing a Quality Fieldwork Placement
Knowledge and Skills Required for Successful Job Performance
How to Profit From Your Fieldwork Experiences
The Challenge of Working With Differences
Benefiting From Your Supervision
Be Open to Multiple Sources of Learning
Dealing With Challenges and Self-Doubts
You Are Not Expected to Know Everything
Think Out Loud
Finding Your Voice While Listening to Others
A Focus of Supervision
Our Style of Supervision
Get the Supervision You Deserve
The Effective Supervisor
Dealing With Supervision That Is Less Than Ideal
Informed Consent in Supervision
Participating in Group Supervision
Multiple Roles and Relationships in Supervision
Freedom From Sexual Harassment
Supervision Versus Personal Therapy
CHAPTER OVERVIEW
• Your fieldwork courses are likely to be among the most important experiences you will have in your program. Select these experiences wisely and arrange for a variety of field placements. Realize that these placements can help you decide on your professional specialization.
• To learn about prospective field placements, explore the websites of local agencies and become familiar with the services offered as well as their mission/philosophy and internship opportunities.
• Treat your field placement like a job, even if you don’t get paid for your internship. Arrive on time, dress appropriately, and behave professionally in your interactions with your supervisor, the other interns, agency staff, and clients.
• Although it is good to do your best, do not try to be a perfect intern. Fieldwork experiences are designed to teach you about the skills of helping, and you can learn much from your mistakes.
• Learn how to ask for what you need from your supervisor. It is important that you learn your limits and communicate them effectively to your supervisor. Know the difference between being assertive and aggressive in communicating your needs.
• Supervisors have different styles, and no one way is right. You can learn a great deal from various supervisors.
• The ideal supervisor may be hard to find. Supervisors are sometimes assigned to this role with little preparation or training. If your supervision is inadequate, be assertive in doing something about it by taking an active stance in asking for what you need from your supervisor.
• Even though supervision is similar to therapy in some ways, there are important differences. Supervision sessions should not evolve into personal therapy sessions.
• Sexual relationships between supervisors and supervisees (or professors and students) are unethical because of the harm that they typically do to supervisees (or students). Such relationships represent a clear misuse of power and also confound the supervisory or learning process.
KEY CONCEPTS AND TERMS
Group supervision is a format that allows supervisors to work with several supervisees to discuss cases and to develop skills in conceptualizing cases and implementing treatment interventions.
Informed consent, as it pertains to the supervision process, refers to providing to supervisees information they will need to make best use of the supervisory relationship.
Multiple-role relationships in supervision occur when a supervisor has concurrent or consecutive professional or nonprofessional relationships with a supervisee in addition to the supervisor–supervisee relationship.
Parallel process refers to the process that occurs when supervisees learn ways to conceptualize what they are doing with their clients by reflecting on what they are learning about interpersonal dynamics in the supervisory relationship.
Copyright © 2019 Cengage Learning. All rights reserved.
Copyright © 2019 Cengage Learning. All rights reserved.
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