Counselor Development - ATTC) Network

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MOduLE 7: Counselor Development

inSTruCTor’S ouTline noTeS___________________________________________________________________________

INsTRuCTIONAL METHOds

• Presentations• Practiceexercises• Discussion

PARTICIPANT MATERIALs

• ParticipantWorkbooks• PerformanceAssessmentRubrics for the Addiction Counseling

Competencies(GallonandPorter,2011)• Addiction Counseling Competencies: The Knowledge, Skills and

Attitudes of Professional Practice(CSAT,2006)• Handouts • ProfessionalDevelopmentPlan • SupervisorProfessionalDevelopmentPlan

TRAINING AIds

• PowerPointslides7-1through7-16oncomputerdisk• LCDprojectororoverheadprojectorandscreen• Easelpadorwhiteboard,markers,andmaskingtape

INsTRuCTIONAL REsOuRCEs

• Competencies for Substance Abuse Treatment Clinical Supervisors (CSAT,TAP21-A,2007)

• Clinical Supervision and Professional Development of the Substance Abuse Counselor(CSAT,TIP52,2009)

ROOM sET-uP

• Roundorrectangletablesfor4-6participantseachtoallowfordiscussion and ample space for use of participant materials and exercises.

120 minutes

7-1 Module Title

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RECAP & INTROduCTION>(5minutes)

Setthecontextforthecurrentmodulebyreviewingthetopicscoveredto date: • Module1:RolesandDefinitions• Module2:APersonalModelofSupervision• Module3:SupervisoryAlliance• Module4:Modalities,Methods• Module5:AssessmentResources• Module6:PerformanceEvaluation

Thenintroducethemodulebyreviewingthepurposeandlearningobjectives.

PuRPOsE

Introduceacollaborativemethodforfacilitatingcounselorprofessionaldevelopmentbasedonsupervisorassessmentofjobperformanceandnegotiationofameasurableproficiencyimprovementplan.

LEARNING OBJECTIVEs

Participants will be able to:

1. Verbalizeaprocessforfacilitatingprofessionalgrowthofsupervisees.

2. Appreciatetheculturalandcontextualfactorsthatimpactthesupervisoryrelationship.

3. UtilizeaProfessionalDevelopmentPlantonegotiateanddocumentanagreementtoimprovecounselorjobperformance.

4. Plantoimplementselectedstrategiesfromthisworkshopintheworkplace.

TRAINER NOTE:Remindthegroupthereisatake-homeassignmenttobecompletedinordertoreceiveacertificateforthe16continuingeducationhoursawardedfollowingsuccessfulcompletionoftheworkshop.Thisassignmentwillbedescribedattheconclusionofthismodule.


7-2 recap

7-3LearningObjectives

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kEY sTEPs IN THE PROCEss OF PROMOTING GROWTH>(5minutes)

Brieflyreviewthefollowingmodelforhowtoassuretheongoingdevelopmentofcounselorskills.Notethatseveralofthesestepshavebeencoveredandthosethathavenotwillbeintroducedinthisportionoftheworkshop.

1. Boththesupervisorandcounselorunderstandonepurposeofsupervisionistoassistthesuperviseeinbuildingtheknowledge,skillsandattitudesessentialtoeffectivepractice.

2. Thecontextforprofessionalcounselordevelopmentisacollaborativealliancewiththesupervisortakingintoaccounttheuniqueindividualcharacteristicsandperspectivesofthesupervisee.

3. Firsthandobservationisessentialtodevelopinganunderstandingofthecounselor’sknowledge,skillsandattitudes.

4. Anassessmentofjobperformancehelpsidentifybothstrengthsandprioritiesforprofessionalimprovement.

5. Feedbackandcoachinghelpimprovethecounselor’sself-awarenessandunderstandingofagencyexpectationsrelatedtojobperformance.

6. Aprofessionaldevelopmentplannegotiatedbetweensupervisorandsuperviseecanguideaprocessofknowledgeandskillacquisition.

7. Establishinghowprogressorachievementwillbemeasuredhelpsdeterminethesuccessoftheprocessandmakeclearthecriteriabywhichperformancewillbejudged.

7-4Keystepsinthegrowthprocess

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RELATIONsHIP, CuLTuRE ANd CONTEXTuAL FACTORs IN FACILITATING COuNsELOR dEVELOPMENT >(15minutes)

Notethatthesetopicswereaddressedintheonlinecourse.Brieflyreviewthefollowingpoints:

• Whenwespeakofcontext,wearereferringtoeachperson’suniqueframeofreferencethatinfluencesthewaysinwhichwethink,perceive,interpret,andact.

• Whenwerefertoculturalcompetence,wearetalkingaboutaperson’sabilitytoacknowledgeculturaldifferences,torecognizepersonalbiasesandassumptions,andawillingnesstoincreasepersonalknowledgeandunderstandingofculturaldifferences.

• Inrelationshipslikeclinicalsupervision,contextualfactorsoftencomeintoplay.Contextincludesabroadrangeoffactorssuchasethnicity,culture,age,gender,socio-economicbackground,jobposition,education,experience,andtreatmentapproach.

GuIdELINEs FOR BuILdING ANd dEMONsTRATING CuLTuRAL sENsITIVITY

Sharethefollowingasareviewofwhatwaspresentedintheonlineportion of the course:• Becomeself-aware–ofyouridentityaswellasbiases• Engageasupervisee-centeredrelationship–knowsupervisees’

individualized needs • Beculturallyresponsive–Learnandusethesupervisee’scultural

knowledge,experience,andlearningstylestotailoryoursupervision

sAYEachpersonbringsauniquesetofpersonalcharacteristicstotheclinicalsetting.Assupervisorsandsuperviseesinteractwithoneanother,theirrelationshipisstronglyaffectedbyeachother’scharacteristics.

relationship issues can arise from any of these personal characteristics:

• Ethnicityandrace • Education• Age • Religion• Gender • Culture• Recovery • Sexualorientation


7-5 Guidelines for GainingCulturalSensitivity

7-6 relationship issues

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sTRATEGIEs FOR BuILdING A RELATIONsHIP

Note:Supervisorsplayacriticalroleinincreasingtheunderstandingofhowdiversitycanstrengthentheworkandclinicalenvironmentinanagency.Andtheyhaveanobligationtoseekwaystodiminishproblemscausedbyinattentiontocontextualfactors.

Invitethegrouptoconsiderhowsupervisorscanimprovetheeffectivenessoftheirsupervisoryrelationships.AsktheparticipantstosilentlyreviewthepotentialstrategiesonSlide7-7whichasupervisormightemploy:• Recognizeownbiasesandassumptions• Exploreanddiscussdifferencesopenly• Increasepersonalsensitivity• Valuedifferences• Promotecontextualunderstanding• Usecontexttostrengthenrelationships• Createcollaboration• Promotelearningandgrowth• Provideproactivestafftraining• Createanopenenvironmentformulticulturalcommunication

Refertopage64intheParticipantWorkbook.

AskAsk the group which strategies are most important to them. Allow the discussion to proceed for several minutes. Provide closure with a description of some simple steps to enhance the supervisory relationship and build a working alliance. The following are included on a slide:• Avoidgeneralizations• Remembermanyfactorsaffecthowpeoplethink,perceive,andact.• Askquestionsratherthanassume.• Donotimaginethatyouknowallthereistoknow.Thereismoreto

learnabouteveryculture-includingyourown.


7-7Relationshipbuildingstrategies

7-8 Simple Steps

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MOVING FROM PERFORMANCE EVALuATION TO IMPROVEMENT>(50minutes)

Notethatearlierwereviewedthestepswemightwanttofollowtofosterimprovementinoursupervisees.Thusfarwehaveaddressedthefirstfivesteps.Wehavetwomoretoconsider:• Negotiatingaplantoguidetheprocess,and• Determininghowwewillmeasuresuperviseeprogress

Thosearethetopicswewilladdressnext.Stressthatdevelopingaplanforprofessionaldevelopmentisbestdoneinthecontextofaneffectiveworkingalliancewiththesupervisee,oneembracingtheissuesjustpresentedonunderstandinganddiversity.

sTEP 1Begina15 minutepresentationbyproposingthatatoolwouldhelpplan,keeptheallianceoncourse,andclarifyhowthesupervisee’sprogresswillbemeasured.Elementsofthetoolcouldinclude:1. Identificationofatargetcompetency2. Counselorstrengthsuponwhichtocontinuedevelopment3. Descriptionofspecificconcernstobeaddressedintheplan4. Identificationofknowledge,skillsand/orattitudestargetedfor

improvement5. Activitiesselectedtohelpthesuperviseeachieveofthegoal,and6. Howprogresswillbemeasuredtoassessprogress

Continuethepresentationbyreviewingthefirstpageofaproposedtwo-pageformcalledtheProfessionalDevelopmentPlan.Showhowtheinformationreviewedthusfarcontributestofillingouttheform.Theslideisanimatedandallowsthetrainertoclickthrougheachelementoftheform,clarifyingthepreferredcontent.Includethefollowingpointsinthe presentation:

1. Foundation/PracticeDimensionandCompetencyformthetargetsoftheplanandareoftennegotiatedwiththesupervisee.Itisimportantforthecounselortobeinvestedandseethevalueofdevelopinggreaterproficiencyinthetopicselected.

2. StrengthsandChallenges/Concernsshouldbelinked.Thestrengthsprovidethefoundationuponwhichimprovementwillbebased.Thechallenge/concerndescribestheneedtoimproveandprovidestherationaleforencouragingthechange.


7-9Keystepsrevisited

7-10Planningtoolelements

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3. Presentlevelofproficiencycanresultfromthesupervisor’sassessmentorbetheresultofcollaborationbetweenthesupervisorandcounselor.Itrepresentsthestartingpointforthetargetedimprovement.

4. Theissuetobeaddressedprovidesspecificdescriptionsoftheknowledge,skillsand/orattitudestargetedforchangeorimprovement.Theyrepresenttheprerequisitestoenhancedproficiencyorjobperformance.

5. Thegoalisabehavioralormeasurablestatementofwhatistobeaccomplished.Itcouldbeconsideredtheoutcomeoftheimprovementprocessorastatementofhowjobperformancewillbeimproved.

6. Theactivitiesincludebothwhatthecounselorandthesupervisorwilldothatwillleadtoachievingthegoal.Itisimportantfortheactivitieslisttobeasspecificaspossible,includingthewhat,where,whenandhowoftheassignment.

7. Metricsreferstohowprogresswillbemeasured.Examplesincludethecounselorproducingaproductlikemakingapresentationordemonstratingthetargetedbehaviororskillinaroleplayoractualclinicalsession.Thisisanimportantpartoftheplaninthatitindicateswhatthecriteriawillbefordeterminingtheextenttowhichtheplan’sgoalisachieved.

8. TargetCompletionDateestablishesatimeframewithinwhichthespecificactivitieswillbeaccomplished.Theremaybeseveraltaskstobecompleted,sothisisnotthedatebywhichtheultimategoalwillbeachieved.Insteaditrepresentsthetargetsforcompletingtheseveralobjectivesthatmaybenecessarytoattaintheultimategoal.


7-11 pDp

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sTEP 2PracticeformulatingaProfessionalDevelopmentPlan(PDP).FollowingthepresentationinvitesmallgroupsofthreetodevelopaPDPforMegan,thecounselorinthecasestudyreviewedpreviously.Inanearlierexerciseparticipantsidentified1-3competenciesthatmightbeappropriatetargetsforMegan’sprofessionaldevelopment.Giveeachtriad20minutestofillintheform.Youcanhandoutaseparateformforthegrouptouseoraskthemtousetheformintheirworkbook.Suggesttheyfollowthisprocedure:

1. CollaborateontargetingaFoundation/PracticeDimensionandasingleCompetency,basedonyourpreviousreviewofthecasestudy.

2. DescribeMegan’sstrengthsandtheconcernsyouhaverelatedtothecompetencythatwasselectedasthetargetfortheplan.

3. DeterminetheproficiencylevelthatbestdescribesMegan’scurrentability,basedontheRubricsforthecompetencyyouselected.

4. IndicatewhichKnowledge,Skillsand/orAttitudesneedtobeaddressedfromthelistinTAP21.Chooseonetothreetofocusonasastartingpoint.

5. Definethegoalasclearlyaspossible.Whatistheanticipatedoutcomeorbehaviorwhichwillindicatesuccessfulachievementofthegoal?

6. SpecifywhatMeganandthesupervisorwilldotohelpheraccomplishthegoal.Itistypicalfortheassignmenttoincludeseveralactivitiesthatserveasstepstothegoal.

7. Clarifyhowprogresswillbemeasured.WhatwillMegandotodemonstrateherprogressorcompletionofaspecificactivityorobjective?

8. Identifythedeadlineforcompletingeachassignedactivity.


7-12 activity instructions

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sTEP 3NextaskeachgrouptoexchangetheirPDPwithanothertriad.Giveeachgroupabout5 minutestoreviewtheothergroup’sworkandpreparesomefeedbackregardingtheclarityoftheplanandwhatmightbeimproved.Thenprovideabout10 minutesforthetriadstogiveeachotherfeedbackanddiscusshowtheplanscouldbeenhanced.


7-13ReviewandFeedbackInstructions

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PRACTICE NEGOTIATING A PROFEssIONAL dEVELOPMENT PLAN >(30minutes)

Inthisfinalpracticeactivity,thetriadsthatdevelopedtheMeganPDPwillnowpracticenegotiatingthePDPinaroleplay.Askeachtriedtodothefollowing:

1. Assignaroleforeachperson:asupervisor,acounselortoplayMegan(thesupervisee)andanobserver.

2. MakefinaladjustmentstotheirPDP,basedonthefeedbacktheyreceivedinthepreviousactivity.

3. Conducta10-15minutesupervisoryinterviewbetweenthesupervisorandthecounselor.Theobservertakesnotesregardinguse of:

a. ORALfeedbackmodel b. Interviewstructure c. Skillsinnegotiatingaclearunderstanding/agreementwiththe

supervisee

4. Followingtheroleplaytheobserverandthecounselorsharefeedbackwiththesupervisor,emphasizingstrengthsinusingtheskillsandnotingalsosuggestionsforpotentialimprovement.Unfortunately,duetotimeconstraints,therewilllikelynotbeanopportunityforothermembersofthetriadtoroleplaythesupervisor.

Duringtheroleplaypractice,thetrainershouldmonitortheinterviewsandserveasaconsultantifanyofthesmallgroupsrequestassistance.

Nextconducta10-15 minutediscussionwiththelargegroup.Askforcommentsaboutsuccessesorchallengesthesupervisorsexperiencedinusingtheskillsandnegotiatingwiththesupervisee.Inclosingthediscussion,complimentthegroupontheprogressyouhaveseenandtransitiontothenextactivitywhichistheassignmentthatwillconcludetheworkshop.


7-14Interviewpractice

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FINAL AssIGNMENT >(10minutes)

Tocompletetheworkshopeachparticipantwillbegivenanassignmenttocompleteuponreturntotheworksite.Theinstructionsappearintheworkbook.Theyinclude:

TheassignmentistoassessyoursupervisoryknowledgeandskillsusingtheinformationinCompetencies for Substance Abuse Treatment ClinicalSupervisors:TAP21-A.Specifically,hereistheassignment:

1. ReadSectionI:IntroductionandSectionII:ImplementationGuidelines in TAP21-A.

2. ReviewSectionIII:FoundationAreasandSectionIV:PerformanceDomains in TAP21-A.

3. SelectoneFoundationAreaoronePerformanceDomainanddoaself-assessment of your proficiency on each of the competencies in theFoundationorPerformanceDomainyouselect.Suggestionsinclude:

a. FA3:SupervisoryAlliance b. PD1:CounselorDevelopment c. PD4:PerformanceEvaluation

4. SelectonecompetencyfromtheFoundationorPerformanceDomainyouselectedthatyouwouldliketoimprove.

5. CompleteaSupervisorProfessionalDevelopmentPlan,usingtheformthatappearsinyourParticipantWorkbook,forthecompetencyyouselected.BespecificwithregardtowhatKnowledge,SkillorAttitudeyouwanttodevelop,whatactivitiesyouwillundertaketoaccomplishyourgoal,andhowyouwillmeasureyourprogress/success.

6. MailthecompletedSupervisorPDPtoyourtrainersfortheirreview.

7. UponsatisfactorycompletionoftheassignmentyouwillreceiveaContinuingEducationCertificatebyreturnmail.


7-15Worksiteassignment

ParticipantWorkbookpg78

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CLOsuRE >(5minutes)

Inclosingtheworkshopmakesureyouincludethefollowing:

TheassignmentistoassessyoursupervisoryknowledgeandskillsusingtheinformationinCompetencies for Substance Abuse Treatment ClinicalSupervisors:TAP21-A.Specifically,hereistheassignment:

1. Inviteparticipantstoshareanyfinalmessagetheymighthaveforthegroup.

2. Askeachtocompletetheworkshopevaluationform.3. Confirmthatyouhaveeachparticipantsmailingande-mailaddress.4. Besuretosharethemailingand/ore-mailaddresstowhichtheir

finalassignmentshouldbesent.5. Thankeveryoneforattendingandwishthemsafetravelhome.


7-16Thankyou

Counselor Development - ATTC) Network

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