The Crucible of Clinical Supervision: Getting to the Gold in LPC Candidates

In accordance with 86:10-11-4. Supervisor qualifications (2) As of January 1, 2000: (A) an LPC who has successfully completed a graduate course in counselor supervision of at least forty-five (45) contact hours or equivalent course of study acceptable to the Board. This equivalent course of study shall consist of workshops in counseling supervision in combination with directed study of counseling supervision literature. Fifteen (15) of the forty-five (45) contact hours shall be in a class or workshop format which includes four (4) supervisors-in-training; the other thirty (30) contact hours shall be reserved for directed study. This course is also approved Board annual CEU requirements for clinical supervision.

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The development of a new therapist occurs in a crucible: LPC Licensure candidates must be “smelted” in the high temperatures of professional development when candidates are most untrained, inexperienced, and often psychologically unprepared for the challenges.  Becoming a therapist is a purification process: i.e. Learning the real art & craft of therapy, unlearning mythologies of being a therapist, and most importantly learning about Oneself.  Therefore, Supervisors must be more than just “vending machines” of counseling theories, manuals, technical advice, and risk management. Supervisors must be strong vessels to support candidates in getting to their inner gold.

__________________________supervisor The Crucible of Clinical Supervision: Getting to the Gold in LPC Candidates

Learning Objectives:

•  Define and develop the core oversights, roles, and functions of a clinical supervisor
• Define core competencies that clinical supervisors must foster in their candidates.
  Define core documentation competencies that clinical supervisor must teach their candidates.
  Develop concepts of Pedagogy (candidate needing technical assistance) vs. Andragogy (candidate needing personal depth work).
  Identify and develop the best practices in supervision: Developmental, Competency-focused, Theoretical Orientation-Based, and Psychodynamic.
• Develop guidelines for effective candidate evaluations.
• Identify and develop essential ethical ang legal monitoring needed by Supervisors.
• Develop strategies to develop cultural competency in candidates.
• Develop effective responses to supervision-interfering behaviors.