1 = strongly disagree, 5 = somewhat agree, 7 = strongly agree
|1. Provided me with useful feedback regarding my counseling behavior||1||2||3||4||5||6||7|
|2. Helped me feel at ease with the supervision process||1||2||3||4||5||6||7|
|3. Provided me with specific help in areas I need to work on||1||2||3||4||5||6||7|
|4. Enabled me to express my doubts about my counseling||1||2||3||4||5||6||7|
|5. Occasionally gave me a different, useful perspective on my counseling with a particular client||1||2||3||4||5||6||7|
|6. Helped me see my influence on the client||1||2||3||4||5||6||7|
|7. Adequately emphasized my strengths and capabilities||1||2||3||4||5||6||7|
|8. Enabled me to brainstorm alternative approaches that I might use with my clients||1||2||3||4||5||6||7|
|9. Made me feel accepted and respected as a person||1||2||3||4||5||6||7|
|10. Was able to distinguish her/his own issues from mine||1||2||3||4||5||6||7|
|11. Dealt appropriately with the affect in my counseling sessions||1||2||3||4||5||6||7|
|12. Dealt appropriately with the content in my counseling sessions||1||2||3||4||5||6||7|
|13. Conveyed sufficient competence to engender my trust||1||2||3||4||5||6||7|
|14. Appropriately addressed interpersonal dynamics us||1||2||3||4||5||6||7|
|15. Was open to my input and feedback about what was helpful||1||2||3||4||5||6||7|
|16. Helped reduce my defensiveness by his/her style||1||2||3||4||5||6||7|
|17. Enabled me to express my opinions about my counseling||1||2||3||4||5||6||7|
|18. Helped me to prepare for subsequent counseling sessions||1||2||3||4||5||6||7|
|19. Challenged me to accurately perceive the thoughts, feelings, and goals of my client and myself during counseling||1||2||3||4||5||6||7|
|20. Encouraged me to be spontaneous and creative||1||2||3||4||5||6||7|
|21. Provided me with suggestions for developing my counseling skills||1||2||3||4||5||6||7|
|22. Helped me to organize relevant data for identifying goals and planning strategies with my client||1||2||3||4||5||6||7|
|23. Helped me to develop increased skill in self-supervision through the use of in supervision of counseling tapes||1||2||3||4||5||6||7|
|24. Overall, I found supervision to be helpful to me during Practicum or Internship||1||2||3||4||5||6||7|
Developed by Janine M. Bernard (1998).
1 = needs improvement; 2 = adequate; 3 = good; 4 = a strength of the student 5 = excels in this area
|1. Listens carefully and communicates an understanding of the client.||1||2||3||4||5|
|2. Is genuine and warm with client.||1||2||3||4||5|
|3. Is immediate with the client.||1||2||3||4||5|
|4. Is respectful of, and validates, the client.||1||2||3||4||5|
|5. Is appropriate regarding the cultural context of the client.||1||2||3||4||5|
|6. Is appropriate regarding the developmental context of the client.||1||2||3||4||5|
|7. Uses interpersonal strengths appropriately, including humor and self-disclosure.||1||2||3||4||5|
|8. Is comfortable with a variety of feelings and/or issues shared by the client.||1||2||3||4||5|
|9. Provides support to the client when appropriate.||1||2||3||4||5|
|10. Challenges the client when appropriate.||1||2||3||4||5|
|11. Tracks the main issues presented by the client.||1||2||3||4||5|
|12. Is able to organize session data into meaningful frameworks.||1||2||3||4||5|
|13. Appreciates cultural and/or developmental issues that may affect assessment.||1||2||3||4||5|
|14. Is able to recognize normative from problematic behavior during assessment.||1||2||3||4||5|
|15. Can assist the client in considering different components and sequences that make up and sustain problems.||1||2||3||4||5|
|16. Is able to identify cognitive components of client issues.||1||2||3||4||5|
|17. Is able to identify affective components of client issues.||1||2||3||4||5|
|18. Is able to identify behavioral components of client issues||1||2||3||4||5|
|19. Is able to identify systemic components of client issues.||1||2||3||4||5|
|20. Identifies appropriate process goals.||1||2||3||4||5|
|21. Can assist client in translating problems into realistic outcome goals.||1||2||3||4||5|
|22. Can assess one’s own performance in counseling.||1||2||3||4||5|
|23. Maintains an appropriate pace during sessions.||1||2||3||4||5|
|24. Uses questions skillfully.||1||2||3||4||5|
|25. Uses nondirective interventions skillfully.||1||2||3||4||5|
|26. Can direct the session in a meaningful manner.||1||2||3||4||5|
|27. Can deliver appropriate confrontations.||1||2||3||4||5|
|28. Can demonstrate an appropriate use of affective interventions.||1||2||3||4||5|
|29. Can demonstrate an appropriate use of cognitive interventions.||1||2||3||4||5|
|30. Can demonstrate an appropriate use of behavioral interventions.||1||2||3||4||5|
|31. Can demonstrate an appropriate use of systemic interventions.||1||2||3||4||5|
|32. Is able to work effectively with multiple clients.||1||2||3||4||5|
|33. Is aware of personal issues (counter- transference/parallel processes) that might impact counseling.||1||2||3||4||5|
|34. Demonstrates openness to and use of supervision.||1||2||3||4||5|
|35. Appreciates own limits without overreacting to them.||1||2||3||4||5|
|36. Participation in group supervision.||1||2||3||4||5|
|37. Written work.||1||2||3||4||5|
Comments relevant to areas of strength:
Comments relevant to areas of weakness:
Client’s first name (or pseudonym):
Client’s first name (or pseudonym):
Group Session #:
Janna L. Scarborough, Ph.D., NCC, ACS
Assistant Professor, Syracuse University
Janna L. Scarborough is an assistant professor in the Counseling and Human Services Department at Syracuse University. She received her Doctorate of Philosophy from the University of Virginia. She holds the M.A.Ed. in School Counseling from Western Carolina University. Dr. Scarborough is a National Certified Counselor and Approved Clinical Supervisor. She is a member of the American Counseling Association as well as the national and state divisions of school counseling and counselor education and supervision.
Dr. Scarborough has training and experience in individual, group, and school counseling. This training and experience includes clients in age ranges from kindergarten to adulthood primarily with normal situational and developmental issues. Janna can provide supervision in these general areas. She has worked in school settings for five years and university based counseling centers for approximately two years.
Dr. Scarborough’s training in supervision includes coursework and supervised supervision in her doctoral program as well as supervision presentations at the national, regional, and local levels. Janna has experience providing individual supervision of practicing school counselors. In addition, she has experience in individual and group supervision of counselors-in-training working with legitimate clients in school and higher education settings.
Dr. Scarborough approaches supervision from a collaborative framework. The general areas that receive attention in supervision include the supervisee’s professional behaviors, counseling skills, personal awareness, and client/case conceptualization. Supervisory roles assumed by Dr. Scarborough include teacher, evaluator, consultant, and counselor. Janna follows a developmental approach to supervision primarily using the teacher role with novice supervisees and consultation with more experienced supervisees. Audio and videotapes, live observation, and case report are all utilized in the supervision process. Janna considers intentionality to be paramount in work as a counselor. As such, she works with supervisees to become aware of the thoughts and feelings that occur with respect to the counseling relationship and process. Facilitating this awareness, including attention to the motivation behind interventions, is an important aspect of her work.
Dr. Scarborough addresses the issue of evaluation as a fundamental component of supervision. She believes that evaluation is an ongoing process that is linked to care for the client, as well as the goals of the supervisee. All evaluation criteria are introduced at the beginning of the supervisory relationship, serve as training objectives, and are used throughout the process as a basis for ongoing feedback. While evaluation and feedback is embedded in the process, periodic attention, including written feedback, addressing the supervisee’s progress is important. In the academic setting, this occurs at the mid-point and end of the semester. Supervisees are asked to provide their own self-evaluation as well. Supervisees are also asked to evaluate Dr. Scarborough as well as the supervision process.
Dr. Scarborough is aware of the responsibility she has to the supervisee and the clients in the supervisee’s care. The general limits of confidentiality and privileged communication are when harm to self or others is clear and imminent, when child abuse, elderly abuse or abuse of persons with disabilities is suspected, or if court proceedings compel the supervisor to testify. Within the academic setting, confidentiality is not withheld if there is compelling evidence that the supervisee is impaired or unable to provide competent counseling services. In such instances, other faculty members are informed and the procedures established by the program are initiated. Dr. Scarborough carries liability insurance and encourages her supervisees to carry insurance as well.
Dr. Scarborough understands the value and importance of maintaining and enhancing professional skills. Therefore, she will periodically participate in supervision of her supervision. Dr. Scarborough will inform supervisees through informed consent as to the purpose of her own supervision and that their actions may be discussed with the supervisor.
No fees are charged to any supervisee if supervision occurs within the academic setting and as part of the supervisee’s training. For other supervisees, fees charged reflect the community standard and the supervisee’s ability to pay.
Supervisees are provided with Dr. Scarborough’s office address, email address, and office and home phone numbers. Supervisees are asked to call Dr. Scarborough at home if an emergency occurs after hours. Dr. Scarborough also provides each supervisee with the names and phone numbers of agencies that respond to crisis situations.
Dr. Scarborough follows the NBCC Code of Ethics and the Standards for the Ethical Practice of Clinical Supervision and provides a copy to all supervisees.
December 14, 2002
|Verbatim Dialogue||Evaluation Criteria|
|CL: I’ve been having a little trouble with my new job. I’m not getting along well with the people at work.
CO: You’re feeling some concern about fitting in with people at work.
|1. To show I care.
2. Good reflection of feeling, client continued on issue of concern.
3. You are upset that you are not getting along with people at work.
|CL: Yes, it does concern me. I was hoping to make some friends, but the two girls in my office don’t get along and I’m caught in the middle.CO: Are there people at work that you do things with?||1. To gather info about getting along in setting, looking for positives.
2. Could have been stated better, led client off concern.
3. You feel distressed that you are pulled into their disagreements.
|CL: Yes, there are some other people at work that I get
along really well with.CO: You feel good about these relationships.
|1. To reflect positively about client’s ability to have relationship with co-workers.
2. Client acknowledged relationships. Restated problem.
3. You’re pleased there are some people at work you enjoy.
|CL: Yes, I do feel good about that. The problem is that the two girl’s in my office don’t like each other and they want me to take sides.||–|
These are guidelines. Actual implementation of group supervision will be facilitated by the instructor/supervisor.
Borders, L. D. (1991). A systematic approach to peer group supervision. Journal of Counseling & Development, 69, 248-252.
Wilbur, M. P., Roberts-Wilbur, J., Hart, G. M., Morris, J. R. & Betz, R. L. (1994). Structured group supervision (SGS): A pilot study. Counselor Education and Supervision, 33, 262-279.
Bernard, J. M., & Goodyear, R. K. (1998). Fundamentals of clinical supervision (2nd ed.). Needham Heights, MA: Allyn & Bacon.
REMEMBER: Tune into your feelings, Involve your client, Take your time!!