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Well trained, experienced clinical supervisors are crucial for developing and sustaining excellence in clinical social work practice. Changes in the context of practice have decreased support for, and increased stresses on supervisors. Managed care and budget cuts have eliminated not only supervisory positions, but also support for advanced training for the supervisors who remain. At the same time, licensing boards across the country are requiring weekly supervision for all social workers who provide clinical services.
In response to these changes, and in light of its commitment to developing exceptional clinical skills, the Smith College School for Social Work is pleased to offer a certificate program in Advanced Clinical Supervision. The program is designed to help clinicians:
- conceptualize clinical practice by using multiple theoretical frameworks in the context of the supervisory relationship;
- understand and achieve in-depth supervisory skills;
- enhance clinician’s use of self in the supervisory relationship; and
- develop the capacity to adapt supervisory skills within the current context of practice.
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.
Click here for admission requirements and application information.
The program consists
of two week-long academic sessions of intensive coursework
(one in July 2009, the other in July 2010) at the Smith College
School for Social Work; see listing of topics below.
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 bi-monthly conference calls.
The
Certificate Program in Advanced Clinical Supervision carries
62 Continuing Education Credits.
Coursework - The curriculum will be delivered over two week-long periods: July 26-30, 2010 and August 1-5, 2011. Classes will be held from 9:00 – 4:30, Monday – Friday. Morning sessions will cover a variety of important issues related to clinical supervision, while afternoon sessions will be structured as Case-Based Integrative Seminars. These seminars will break into small working groups based on the primary areas of the particpants’ work and allow for in-depth consideration of challenges in supervision. Coursework is designed to give participants a comprehensive introduction and orientation to supervisory issues.
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 provide 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.
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