Advanced Clinical Supervision Certificate
Clinical supervision is central to our work. This formative, multidimensional relationship shapes our clinical stance, and exerts profound influence on our professional identity development. Excellent supervision ensures a high level of clinical practice for our clients yet we often arrive in supervisory positions with little formal training or agency support.
Within a collegial learning community, we introduce you to a conceptual framework that synthesizes relational psychodynamic theory, learning theories and cultural awareness; we then support you in applying this perspective to your own supervisory practice.
The Advanced Clinical Supervision Certificate is designed to help clinicians:
- Conceptualize supervision using multiple theoretical perspectives: psychodynamic, attachment, adult learning theories, critical race theory, social justice frameworks
- Consider supervisee’s individual learning needs through the lens of cultural humility, understanding the ubiquitous influences of power, social identity and oppression on the work of clinical supervision
- Build in-depth supervisory skills, and develop a range of interventions, grounded in a rich conceptual framework
- Enhance use of self, and self reflection, in the supervisory relationship
- Develop the capacity to adapt supervisory practice within current practice contexts
- Understand the influence of your organizational culture, the role of technology and health policy on supervision
- Explore the critical ethical dimensions of supervision
Program Dates:Term I at Smith College: July 19-23, 2021 (Online this summer due to COVID)
Term II Monthly Video Case Conferences: September 2021- April 2022
Term III at Smith College: July 25-29, 2022
Application Deadline: April 15
What our participants are saying:"This program surpassed all I could have hoped for! Beyond providing information and support, it was inspiring, motivating, and has led to onoping friendships."
"This course gave me so much to draw upon in my clinical supervision of others, I find it has already enhanced my work and I look forward to continuing to apply these concepts throughout my career!"
"The clinical supervision certificate program enhanced my education and personal development as a leader and clinician. It was more than I expected in a good way."
"This truly helped me to learn to 'be' the supervisor, rather than just talking about 'how to do' supervision."
Your application packet must include the following:
- Application form (available online only)
- $40 nonrefundable application fee
- Current résumé
- Personal statement (two to three pages) responding to the following:
- Describe your experience as a supervisor (i.e. where did you supervise, the context, who did you supervise, for how long, etc.).
- What are your professional and personal reasons for choosing to be a clinical supervisor?
- What do you hope to gain from this certificate program?
- Two letters of reference (current supervisor and professional colleague; if not currently employed, most recent supervisor)
Application materials must be received no later than April 15.
Online applications MUST be paid by credit card (MasterCard or Visa only). All online applications will receive confirmation of receipt by email; if you do not receive confirmation that your application was received (within 48 hours), please contact us.
- Master’s degree in social work or another mental health profession
- Three years of supervisory experience in a clinical setting
- Applicants must be currently providing supervision to either staff, students or on a consultation basis to agencies or others in private practice
The program consists of two week-long academic sessions of intensive coursework in July. Due to COVID-19, the 2021 coursework will be conducted online. With the hopes that the second residential week in Term III will be held at the Smith College School for Social Work. The content of the courses is both didactic and focused on student case materials. Between the two academic sessions, students apply theory and knowledge gained from the summer session in their current professional supervisory capacities.
They also receive consultation on their work through monthly live video case conferences. These discussions focus on student case submissions and are also opportunities for advisers to respond to participants’ issues and concerns about supervision.
The unique design of the curriculum makes the program accessible to those currently supervising clinical staff or students and to those providing supervision on a consultative basis to agencies and or to clinicians in private practice.
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.
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.
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.
Laurie E. Herzog, Ph.D.
Laurie Herzog is the director of the Advanced Clinical Supervision Program at the Smith College School for Social Work. She earned her M.S.W. (1985) and her Ph.D. (1997) from Smith SSW. She began her career working in community mental health with young children and families, and later worked with adolescents and adults. Herzog currently maintains a private practice in Northampton, Massachusetts. In addition to providing psychotherapy services, she offers clinical consultation and supervision to doctoral candidates and to professional colleagues. For more than 20 years, Herzog has been a faculty field adviser and an adjunct professor at the Smith College School for Social Work, teaching in the Practice and Human Behavior in the Social Environment sequences, as well as in the Advanced Clinical Supervision Certificate. Herzog has also taught on the faculty of the Postgraduate Fellowship Program–West of the Massachusetts Institute for Psychoanalysis.
Susan Bliss, Ph.D., LCSW
Susan Bliss, Ph.D., LCSW, received her B.A. in Psychology from Franklin and Marshall College in Lancaster,Pennsylvania, and her M.S.W. and Ph.D. from Smith College School for Social Work. She has worked as a Director of Counseling of a therapeutic boarding school, supervisor of a child and adolescent social service agency and is currently the student support coordinator for New Canaan Public Schools. Previously, Bliss was an associate professor at Molloy College and taught in the Fordham University/Molloy College Collaborative Social Work Program She has taught courses in Clinical Practice, Supervision, Research, and Human Behavior in the Social Environment. She has presented nationally, and has published on a range of subjects including clinical practice with juvenile offenders, adolescents who self-harm, and people with Borderline Personality Disorder. She is on the editorial boards of the Journal of Social Work Practice, Smith College Studies in Social Work, and the Clinical Social Work Journal.
David S. Byers, M.S.W., Ph.D.
David S. Byers, M.S.W., Ph.D., is an assistant professor at Bryn Mawr College Graduate School of Social Work and Social Research and a postdoctoral research associate at the Bronfenbrenner Center for Translational Research at Cornell University. Byers' work on community ethics and clinical practice has been published in the journals Social Work, The American Psychologist, Journal of Diversity in Higher Education, Journal of Social Work Education, and Clinical Social Work, among others. In 2020, Byers was awarded the Rosabeth Moss Kanter Change Master Research Fund Award at Bryn Mawr College. At Bryn Mawr, Byers has served as convener of the clinical practice sequence and he founded the Teaching Consultation Group. He is also co-chair of the ethics track for the CSWE Annual Program Meeting. Byers completed his B.A. at Sarah Lawrence College, his M.S.W. at New York University, and his Ph.D. in 2016 at Smith College School for Social Work.
Kris Evans, M.S.S.W., LICSW
Kris Evans is the Associate Director of Counseling Services at Smith College and Adjunct Professor in the Smith School for Social Work. She has a breadth of experience as a clinician, supervisor, and clinical educator. Kris’s approach to psychotherapy is informed by contemporary psychodynamic and trauma theories within a social justice frame. Kris’s clinical and research interests include helping those who have experienced relational and structural trauma and working with gender and sexuality identity.
Delores Hendrix-Giles, LCSW, BCD, CGP
Delores Hendrix-Giles is a Licensed Clinical Social Worker and University of Houston, Graduate College of Social Work alumna with 17 years of professional practice experience. She is currently the training director for social work service at the Michael E. DeBakey VAMC where she is responsible for the internship program, the clinical supervision program, and oversight of the staff development and continuing education needs of more than 200 social workers.
Ms. Hendrix-Giles has presented locally and nationally for conferences, panel discussions and poster presentations. Over the years, she’s trained staff and consumers in recovery-oriented mental health treatment, motivational interviewing, social skills, communication skills, cultural diversity, clinical supervision, procedures for involuntary mental health services (commitment) and various topics related to the practice of social work.
Her private endeavors include clinical supervision and professional workshops, including marriage enrichment, communication skills development, and other emotional and behavioral enhancement trainings to facilitate improved well-being and relationships.
Katherine Jungreis, Ph.D., LICSW
Katherine Jungreis is a clinical associate professor at Simmons School of Social Work teaching human behavior and clinical practice courses and electives in psychodynamic therapy, and working with severe mental illness.She is coordinator of adjunct faculty and lead for the assessment and diagnosis course. Prior to becoming full-time faculty seven years ago, she was an adjunct lecturer for 23 years.
After receiving her Master's degree at Smith School for Social Work in 1978, Jungreis worked for almost 20 years in community mental health in the Boston area with adults, families, groups and emergency services. During that period she supervised numerous students from various social work schools as well as staff. Additional opportunities to provide clinical consultations have been to the Federal Government EAP staff, Harvard University Human Resources, staff at South Shore Mental Health Center, clinical consultation to several residential programs and much of her private practice is devoted to clinical consultation.
Jungreis has given presentations on relational aspects of social work supervision and attending to theory in clinical supervision. She has tremendously enjoyed teaching the integrative seminar in the Certificate Program for Advanced Clinical Supervision at the Smith School for Social Work.
Lourdes Mattei, Ph.D.
Lourdes Mattei, is an associate professor of clinical/psychoanalytic psychology at Hampshire College. She received her undergraduate degree from the University of Puerto Rico and her Ph.D. from the University of Massachusetts Amherst.
She has worked for many years as a clinical psychologist in a variety of settings such as academia, community mental health, private practice and the theater. Her interests include psychoanalytic theory and practice, and psychology and culture.
Catherine Nye, Ph.D.
Catherine Nye is a Professor Emerita of the Smith College School for Social Work. She has published on the processes of learning and development in supervision, and has worked and done research internationally. Nye received two Fulbright Senior Scholar awards to support her work in Southeast Asia. She was involved in research and collaboration with social workers in northern Thailand, where she established and advised field internships for Smith M.S.W. students, and she trained social work supervisors at Vietnam National University in Hanoi. She also taught supervision to Greek and Turkish psychologists in Cyprus.
Lynn Rosenfield, M.S.W., Ph. D., LCSW
Lynn Rosenfield received her Ph.D. from the Sanville Institute in June 2017, her M.S.W. from Smith College School for Social Work in 1976, and has completed a certificate program in Psychoanalytic Psychotherapy with the Institute for Contemporary Psychoanalysis in Los Angeles, where she lives. She has been in private practice since 1983, providing psychotherapy, divorce mediation services, consultation and supervision. She is also an FFA (faculty/field adviser) for Smith social work students who are placed in L.A., and she co-facilitates their monthly integrative seminar. Earlier in her career, she organized a runaway house for homeless youth and worked with both the adolescents and their families. She was a staff clinical social worker at The Child Guidance Clinic in Springfield, Mass., and was the director of a branch office of Jewish Family Service of Los Angeles. For 10 years, she volunteered as a clinical supervisor for Psychotherapy Services, a low-fee treatment program that is under the aegis of The Sanville Institute. The therapy is provided by M.S.W.'s who volunteer their services in exchange for hours toward their license.
LaTasha Smith, M.S.W., Ph.D.
Dr. LaTasha Smith received her master’s degree In Social Work from Loyola University Chicago and her Ph.D. from Smith College School for Social Work. She has several years of clinical practice and advanced training. Throughout her career she has consistently worked with survivors of trauma (childhood and adult). Having worked in a variety of outpatient, inpatient, hospital and private practice settings, Smith has provided intensive individual and group psychotherapy to children and adults and has experience in treating those with mood disorders, addictions, self-injurious behaviors, eating disorders and trauma.
Stephanie Washington, Ed.D., LCSW-S
Stephanie Washington is a licensed clinical social worker with a doctorate in Curriculum & Instruction. She is currently an adjunct instructor with Stephen F. Austin State University. Recently retired as a school social worker after 23 years, Stephanie maintains an independent practice as a clinical supervisor and regularly provides social work consultation which includes professional development and supervision of clinical staff to local non-profit agencies. She has helped to shape clinical policy and procedures for Memorial Assistance Ministry, and through a Hogg Foundation Grant has developed a Peer Wellness Curriculum for Transition-aged Youth for the City of Houston Health and Human Services Department.
Stephanie strongly believes in giving back to the profession through presenting at local and state conferences and developing trainings for schools and the community. She also recently completed a volunteer rotation with the Association of Social Work Boards Exam Committee in item development which allows her to interact with social workers from many communities. As both Exam Committee Member and Co-chair, she was able to see the evolving roles of social workers as well as help to shape the essential knowledge, skills, and abilities for these roles.
Currently, exploring retirement life is a dream in the making.
Nichole Wofford, Ph.D., LICSW, LMFT
Nichole Wofford is an assistant professor of Social Work at Westfield State University in Massachusetts, where she teaches advanced adult and family clinical social work courses, as well as the courses on diversity and social justice, social welfare policy analysis, and school social work. In 2019, Wofford co-facilitated a pedagogy & diversity seminar for faculty at the Smith College School for Social Work and in 2018, served as a Sotomayor Fellow – providing consultation to students, faculty and administrators around issues of race and racism in the classroom and within the institution. Wofford’s research has included exploration of incoming social work graduate students' knowledge and understanding of mental health diagnoses, utilizing an object relations theoretical approach to cultivate school settings as holding environments for queer and trans youth, and conducted an exploratory study that explored ways schools can promote queer and trans-identified adolescents' help-seeking behaviors in school settings. Wofford’s doctoral dissertation is entitled, "Factors Associated with LGBTQ Adolescent's Seeking Mental Health Services in School Settings." As a licensed clinician in California and Massachusetts, Wofford has provided consultation to school districts about student mental health, suicide risk assessment and prevention and she has provided consultation to community-based organizations on issues of race, equity, and inclusion. Wofford worked in outpatient adult and adolescent community mental health settings and managed a children's outpatient mental health treatment facility, oversaw district-wide mental health service delivery for K-12 students, and currently provides clinical consultation, supervision and training on mental health. Wofford specializes in working clinically with the intersectional identities of QTPOC individuals. Wofford has maintained a small private practice providing therapy, clinical supervision and organizational consultation for over 20 years and believes that through self and community preservation efforts - healing, transformation and equity are attainable goals.
Application fee: $40 (due with application materials)
Tuition deposit: $300 (due with acceptance to confirm enrollment; the deposit is credited to the full tuition bill)
Materials fee: $40
*Tuition can be paid in full or in two payments (half before the first session and half before the second session).
Housing in 2022
On campus housing is available in the dormitories.
Rooms cost $85 per night; this includes all meals, which are eaten in the main dining hall of the M.S.W. and Ph.D. program.
All rooms are single occupancy and contain a twin size bed, a dresser, a desk and chair, and a small bookcase. Bed linens (sheets, blanket and a pillow) will be provided. Bathrooms (one per floor) are communal. Although small towels and bars of soap are stocked in the bathrooms for your use, we encourage you to bring your own bath towels. No pets are allowed inside any of the College buildings, unless they are a trained, assisting animal and approved by the Office of Disability Services. Please contact Professional Education if you have any special medical/disability needs, so that appropriate arrangements can be made.
Rooms are NOT air-conditioned but each room will have a fan.
Reservations for on-campus housing must be received no later than July 8.
We cannot guarantee room availability after that date.
Smith College Field Supervisor Discount
A very limited number of endowed positions are available to field supervisors of Smith SSW students. Please contact Professional Education if you are interested in receiving this subsidy, and complete the scholarship application online.
Agencies sponsoring three or more students will receive a five percent tuition discount per applicant.
The $40 application fee and the $300 tuition deposit are nonrefundable. Because program decisions are based on class size, refunds of tuition deposits cannot be considered.
The Smith College School for Social Work reserves the right to cancel any program which is undersubscribed. In the case of cancellation, all tuition fees paid will be reimbursed in full. The School also reserves the right to modify certificate content as appropriate.
Earning CE Credits for Participation in Post-Graduate Certificate in Palliative and End-of-Life Care or Post-Graduate Certificate in Advanced Clinical Supervision
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.
- For in-person seminars, you must attend the entirety of the seminar to earn a CE certificate. Partial credit will not be awarded to those who attend only a portion of the seminar. For live, in-person seminars, participants must sign in and out of the session and complete an evaluation. A link to the online evaluation will be emailed to participants within 24 hours of the conclusion of the course. It is attendee’s responsibility to contact their state licensing board/certification boards to determine eligibility to meet continuing education requirements. 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.
- For webinars (referred to as live interactive webinar by ASWB) are synchronous lectures with a moderated Q&A at the end. To receive a CE certificate, you must attend the entirety of the webinar. Partial credit will not be awarded to those who attend only a portion of the webinar. For webinars, participant attendance is tracked through Zoom and participants must complete an evaluation and successfully pass a post test with a score of at least 80 percent. Retesting is allowed up to five (5) times. If a passing score is not achieved, CEs will not be awarded. Links to online evaluations and post tests will be emailed to participants within 24 hours of the conclusion of the course. It is attendee’s responsibility to contact their state licensing board/certification boards to determine eligibility to meet continuing education requirements. Upon completing the webinar evaluation and successfully passing the post test, participants will be emailed their online certificate within 30 days of webinar completion. Participants should save and/or print the certificate upon receipt for their records. Receiving the CE certificate is contingent on attendance and completion of the evaluation and passing the post test.
- For virtual seminars, (referred to as live interactive webinars by ASWB) are live, synchronous, online courses held in Zoom meetings. To receive a CE certificate, you must attend the entirety of the virtual seminar. Partial credit will not be awarded to those who attend only a portion of the virtual seminar. For virtual seminars, participant attendance is tracked through Zoom, students are engaged throughout the online class utilizing their camera and/or microphone and participants must complete an evaluation. A link to the online evaluation will be emailed to participants within 24 hours of the conclusion of the course. It is attendee’s responsibility to contact their state licensing board/certification boards to determine eligibility to meet continuing education requirements. Upon completing the evaluation for the virtual 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 attendance and completion of the evaluation.
Completion Requirement to earn a Post-Graduate Certificate in Palliative and End-of-Life Care or Post-Graduate Certificate in Advanced Clinical Supervision
In general, 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 10% of the total course hours will not be eligible to earn a certification of completion. For the End of Life Care this constitutes missing 5.7 hours. For the Supervision Certificate this constitutes missing 6 hours.
Social Work CE Credit: The Smith College School for Social Work is accredited by the Council on Social Work Education and is therefore authorized to provide CEs as a postsecondary institution accredited by CSWE in many states. Courses offered through the School's Program of Professional Education are awarded continuing education credits in accordance with Continuing Education Regulation 258, CMR, 31.00 in the Commonwealth of Massachusetts. Smith College School for Social Work, Office of Professional Education SW OPE is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #0169. If outside these states, please contact your licensing board for accreditation information regarding your state. Association of Social Work Boards database of social work licensure requirements.
Psychology CE Credit: Co-sponsored training events for psychology CE credit with Smith College School for Social Work. Amego Prepare is approved by the American Psychological Association to sponsor continuing education for psychologists. Amego Prepare maintains responsibility for this program and its content.