Supervision Certificate Curriculum

Between the two academic sessions, participants will be expected to apply theory and knowledge gained from the summer session in their current professional supervisory capacities. Students will receive consultation on their work through monthly live video case conferences.

Coursework

Morning classes offer a conceptual framework for adult learning and clinical supervision followed by an afternoon of small case-based integrative seminars, which allow for in-depth application of concepts, and consideration of unique challenges in supervision. Between the two academic sessions, students apply theory and knowledge to their current work in live monthly video case conferences. The structure of the program offers a total of 13 months of training in clinical supervision.

Focus Areas

Conceptualization of Supervision

In this series of sessions, students will review theories that shape supervision and clinical practice. Current learning theory by scholars such as Vygotsky and Bruner, developmental models of learning in social work, adult learning theory and differences in learning styles will be discussed as they affect the process of supervision. Theories informing current models of clinical practice will be reviewed as a means of assisting supervisors in reconceptualizing their own practice, a necessary step in the effective supervision of others.

Crucial Issues in Supervision

In this series of sessions, students will consider the ethical and legal issues in the supervisory relationship and the requirements of both the profession and the agency. The impact of the context in which supervision is provided, both macro (social, political, economic) and micro (agency), will be discussed. Finally, the instructor will discuss with participants professional leadership opportunities in clinical supervision through scholarly contributions and research.

Dynamic Processes and the Supervisory Relationship

Students will expand their understanding of the central dynamic processes in supervision including: self-awareness/self-reflection; parallel process; transference/countertransference; internalization; dealing with affect; and the management of ambiguity. Additionally, the supervisory relationship itself will be evaluated for the differential use of self, management of diversity and the different roles possible in supervision (i.e., modeling, teaching, etc.). Significant attention will be focused on issues of difference between the client and worker, between the supervisor and supervisee, and or between the supervisor and client. Lastly in this series of sessions, participants will look at the impact of the issues of power/authority and boundaries.

Case-Based Integrative Seminars

Case-based seminars constitute a core of the certificate program and are offered each afternoon throughout both sessions. The seminars will respond to the specific learning needs of students. Participants will be broken into smaller groups based on their primary supervisory roles. Discussion will center on cases brought in for discussion by participants.