Counselors who provide education, training, and supervision have responsibilities to the profession, their learners and trainees, and the persons with whom these learners and trainees are working. Chapter 13 of the course text reviews several aspects of counselor education that require careful consideration: informed consent, experiential learning, evaluation, and relationship issues. Supervisors have an obligation to provide a thorough and fair assessment of their interns’ competence while also protecting the welfare and safety of their clients and learners. Issues of confidentiality, privacy, due process, vicarious liability, and informed consent frequently arise within the supervision process.
To successfully complete this learning unit, you will be expected to:
1. Describe the counselor’s own need for counseling services based on current ethical standards.
2. Identify the role of the counselor’s supervisor based on current ethical standards.
Learning Activities Studies
Use your Ethical, Legal, and Professional Issues in Counseling text to complete the following:
• Read Chapter 13, “Issues in Counselor Education,” pages 319–338.
• Read Chapter 14, “Supervision and Consultation,” pages 339–360.
Use the Internet to complete the following:
• Browse the Web site of the Association for Counselor Education in Supervision (ACES).
o Review the 2011 document, “Best Practices in Clinical Supervision,” on the ACES Web site.
o School counseling learners, read Van Asselt et al.’s article, “School Counselor Educators and Supervisors: The Personal Story of Advocacy and Action,” on the ACES Web site.
Use the Library to read the following:
• Roach and Young’s 2007 article, “Do Counselor Education Programs Promote Wellness in Their Students?,” from Counselor Education & Supervision, volume 47, issue 1, pages 29–45.
Readings – Optional
You may use the Library and the Internet to complete the following:
• Read Herlihy, Gray, and McCollum’s 2002 article, “Legal and ethical issues in school counselor supervision,” from Professional School Counseling, volume 6, issue 1, pages 55–60.
• Read Bernard’s 2005 article, “Tracing the Development of Clinical Supervision,” from Clinical Supervisor, volume 24, issue 1/2, pages 3–24.
• Visit the American Association for Marriage and Family Therapy Web site and consult the Approved Supervisor Designation Standards and Responsibilities Handbook.
Discussion 1: 1 page needed with 3 references.
Counseling the Counselor
Counselor educators and supervisors are seen as gatekeepers for the profession, ensuring that learners who graduate from their programs are competent to provide counseling services to the public. In many graduate counseling programs, attending personal counseling sessions is a requirement. Counseling is also frequently required in situations where learners are demonstrating problem behaviors and have been placed on a remediation program.
What criteria should counselor educators and supervisors use when determining whether a learner or trainee needs remediation? List three specific behaviors that might indicate a learner may not be competent to work with others in a helping relationship.
What types of remediation activities or programs should be required for learners who are demonstrating problem behaviors in their programs or at their fieldwork sites? For each of the three problem behaviors you identified, discuss a method by which the learner could address these issues and describe how the learner would demonstrate improvement.
Do you believe personal therapy should be a requirement for learners who are preparing to become professional counselors? Why or why not?
NOTE: Support your ideas with references to specific ethical standards and to a minimum of two peer-reviewed articles.
Discussion 2: 1 page needed with 2 references
Best Practices in Clinical Supervision.
ACA Code of Ethics.
American Association for Marriage and Family Therapy.
American School Counselor Association.
Appendix G in Ethical, Legal, and Professional Issues in Counseling, pages 441–442.
Review the following:
• “Best Practices in Clinical Supervision,” on the Association for Counselor Education and Supervision Web site.
• American Counseling Association Code of Ethics, Section F: Supervision, Training, and Teaching.
• Ethical standards relating to supervision found within other ethical standards for your program or specialization (for example, American Association for Marriage and Family Therapy and American School Counselor Association).
1. Describe three responsibilities of counselor supervisors that are discussed in these ethical codes and provide an example of how each of these responsibilities might arise for the site supervisors in the setting where you will be doing your fieldwork.
2. Review the Clinical Supervision Model Agreement in Appendix G on pages 441–442 of the course text. If you were the supervisee receiving this agreement at your fieldwork site, what questions would you have for your supervisor about any of the items included? How important would it be for you to have this type of agreement in place with your supervisor? Is there anything else you might add that is specific to your own specialization or potential site?