Teaching and Learning in Supervision

Live Interactive Webinar  
Instructor: Ronjonette O'Bannon, M.S.W., Ph.D.  
Level: Intermediate  
CE/Contact Hours: 2.5 
Target Audience: Social workers and other social service providers who are thinking of becoming supervisors or recently have started providing supervision.
Course Delivery Method, Format and Instructor Interaction: Live interactive webinar with discussion and small group activities. Instructor will use chat and verbal discussions for Q and A as well as break out rooms. Attendees are visible to one another in Zoom meeting and are encouraged to be active participants with their camera and/or microphone in order take part in discussion. Login information will be emailed to all program participants in January at the start of the program.
System Requirements: Attendees will need access to a computer with working camera and microphone. All courses are offered using Zoom conferencing software.

Successful social work supervision involves a delicate balance of several major components unfolding simultaneously: administrative oversight, emotional support and challenge and the teaching of clinical casework. This session will focus on introducing concepts from selected theories of adult learning and will explore the ways these concepts can strengthen and enhance the teaching function of supervision. The course will explore stages of professional development for both supervisors and supervisees and present opportunities to devise teaching strategies to address the developmental needs of the supervisee. Emphasis will be on scaffolding the learning to promote supervisees’ development, and on understanding the factors, including recognition of cultural context, that enhance the supervisee’s clinical growth. 

Learning Objectives:

  1. Describe how major themes in adult and developmental learning theory impact the supervisory situation
  2. Define stages of supervisor and supervisee development 
  3. Identify the impact of developmental stage on the supervisory process
  4. Explain the influence of cultural context as it shapes social work practice and supervision
  5. Demonstrate how to apply techniques for scaffolding the supervisory relationship
  6. Apply techniques for successful proximal learning 

Outline:

Part I: 1 - 2:15 p.m. ET

  • What are we teaching?
  • Different teaching styles
  • Learning theories that impact supervision
  • Introduce and define the concept of Zygotsky’s zone of proximal development (ZPD)
  • Introduce and explore how to provide scaffolding for learning in supervision

BREAK-OUT SESSION 

Break: 2:15 - 2:25 p.m. ET 

Part II: 2:25 - 3:45 p.m. ET

  • Stages of supervisor and supervisee development
  • Narcissistic issues that impact the teaching and learning process
  • Another look at independence vs dependence
  • Supervisor – supervisee fit
Portrait of Ronjonette O'Bannon wearing a black top and a necklace.

Ronjonette O’Bannon, M.S.W., Ph.D., LCSW

Practicum Seminar Instructor | Professional Education Instructor
Ronjonette O'Bannon Ph.D., LCSW is the Dean of Campus Wellness and Strategic Initiatives at Spelman College in Atlanta, GA. She previously served as the…
Completion Requirements

In order to be awarded the Foundations of Clinical Supervision Certificate, it is the expectation that students attend all scheduled sessions of the program.

However, Smith understands that emergencies or unexpected events may interfere with a student attending a particular session or a part of a session. Aside from CE credits, the policy of the SSW Certificate programs is that students who miss significant portions of a seminar or a full session will be required to complete a make-up assignment. Assignments will be devised by the course instructor/certificate director to cover both missed content and learning time. Students who miss more than two sessions of the program will not be awarded the Foundations of Clinical Supervision Certificate.

Earning CE Credits

Smith certificate programs are comprised of a number of different courses often over a number of days. Many courses are standalone sessions but some courses may have two or three sessions. The total number of CE contact hours that a student may earn will be calculated based on the number of hours of fully attended courses. Partial credit may not be awarded to those who attend only a portion of a course. It is the attendees’ responsibility to contact their licensing board to determine eligibility to meet continuing education requirements. Please see individual course pages for the CE completion requirements and how the certificate is awarded.

How will a certificate be awarded?

Upon completing the evaluation for the in-person seminar, participants will be emailed their online certificate​ within 30 days of seminar completion​. ​Participants should save and/or print ​the certificate upon receipt for ​their records. Receiving the CE certificate is contingent on completion of the evaluation and signing in and out of the seminar.