Sponsored by UNC Greensboro School of Education

UNC Greensboro’s Department of Counseling and Educational Development has developed this asynchronous 45-hour continuing education training to provide you with all the required knowledge components needed to apply for the Approved Clinical Supervisor (ACS) credential available from the Center for Credentialing and Education (CCE), a corporate affiliate of the National Board for Certified Counselors.

 

UNC Greensboro – Department of Counseling and Educational Development has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 3014.  Programs that do not qualify for NBCC credit are clearly identified.  UNC Greensboro – Department of Counseling and Educational Development is solely responsible for all aspects of the programs.

Participant Testimonial

"I took this class at the end of 2018 and thought it was very well done. You see a variety of faculty members teaching and modeling their expertise. I highly recommend it."

Maria Wood, M.Ed., LPCS, ACS

Questions regarding the ACS credential should be directed to CCE at +1.336.482.2856 or via email at credentialinfo@cce-global.org.

Course Information

Module 1: Clinical Supervision

Learning Objectives

• Provide a structural definition of clinical supervision
• Describe the supervisor’s responsibilities
• Describe/outline how supervision is similar to and different from other roles and activities
• Provide a process definition of clinical supervision
• Understand the factors that influence a supervisor’s assumptions about his/her role

Module 2: Models of Clinical Supervision

Learning Objectives

• Describe two models of clinical supervision and how they can inform one’s planning for, conducting, and evaluating supervision sessions
• Explain the components of the discrimination model
• Articulate the developmental sequence of becoming a counselor
• Apply two supervision models for creating an appropriate learning environment within supervision

Module 3: Supervision Techniques and Interventions

Learning Objectives

• Understand how contextual factors inform intervention choice
• Select interventions based on supervisee needs and goals
• Explain limitations of supervisee self-report
• Differentiate the impact of various intervention strategies
• Distinguish between live observation and live supervision

Module 4: Supervisory Relationship and Process

Learning Objectives

• Describe the similarities and differences between counseling and supervision relationships
• Identify factors that impact the supervisory relationship
• Describe what is and what is not supervisee resistance
• Understand how to intervene with relationship challenges in supervision

Module 5: Supervising Multiple Supervisees

Learning Objectives

• Articulate a working definition of group and triadic supervision
• Describe the advantages and disadvantages of (a) group supervision and (b) triadic supervision
• Outline the characteristics of effective supervision with multiple supervisees
• Summarize at least two structured formats for both group and triadic supervision

Module 6: Ethical and Legal Issues in Clinical Supervision

Learning Objectives

• Articulate a working definition of the ethical practice of clinical supervision
• Describe effective informed consent when acting as a clinical supervision
• Apply ethical decision making principles to the practice of clinical supervision
• Summarize what effective documentation of clinical supervision entails

Module 7: Evaluation of Supervisee Competence

Learning Objectives

• Articulate the importance of the supervisory relationship in effective evaluation
• Explain the importance of developing supervision goals in conjunction with the supervisee
• Outline the range of factors that influence the evaluation process
• Understand how to effectively deliver both formative and summative feedback to a supervisee

Module 8: Learning to Think Like a Supervisor

Learning Objectives

• Illustrate the planning process for a supervision session, including what factors are considered in making a plan for the session
• Illustrate “thinking like a supervisor” (vs. counselor) in a supervision session
• Illustrate use of educational/learning theory principles in a supervision session
• Illustrate in-session decision-making during a supervision session around implementing the plan, based on the supervisor’s observations of the supervisee and reflections on her own work
• Illustrate use of the counseling session digital recording as a supervision intervention
• Illustrate use of intentional modeling in a supervision session
• Illustrate parallel process
• Illustrate how a supervision approach in a session is influenced by the supervisee’s personality and learning style

Module 9: Supervision Pitfalls and Remedies

Learning Objectives

• Determine common mistakes supervisors make and remedies to these mistakes
• Describe how poor session management interferes with a clinical supervision and what a well-managed session should entail
• Discuss how overreliance on the counselor role inhibits deeper work from occurring in supervision
• Articulate how overreliance on the teacher role shuts down deeper exploration on the part of the supervisees
• Identify how under reliance on the consultant role limits the supervisor’s possibilities for a deeper supervision session
• Describe the importance of balancing challenge and support to maximize supervisee growth
• Demonstrate the importance of addressing cultural and gender roles in the supervision process to maximize the processes effectiveness

Module 10: Best Practices in Supervision

Learning Objectives

• Identify and apply ethical principles of clinical supervisors to complex scenarios
• Illustrate understanding of responsibilities of supervisors via a comprehensive written professional disclosure statement
• Demonstrate application of best practice standards
• Demonstrate a working knowledge of supervision interventions
• Identify and apply supervision models and interventions to complex scenarios
• Formulate supervision strategies based on supervisee and client presentation

Module 11: Use of Technology in Clinical Supervision

Learning Objectives

• Define telehealth and why is it important when considering technology in clinical supervision
• Identify current ethics, laws, and HIPAA considerations as well as privacy and security considerations for supervisors to be aware of when utilizing technology in clinical supervision
• Recognize cultural considerations when using technology in clinical supervision
• Learn about useful apps for conducting clinical supervision

Presenters

Dr. L. DiAnne Borders, PhD, LCMHC, NCC, ACS
Dr. James Benshoff, PhD, LCMHC, NCC, ACS
Dr. Craig S. Cashwell, PhD, LCMHC, NCC, ACS
Dr. A. Keith Mobley, PhD, LCMHC, LCMHCS, NCC, ACS
Dr. J. Scott Young, PhD, LCMHC, NCC
Dr. Jennifer Cannon, PhD, LCMHC, NCC, ACS

Cost

Registration cost: $549

Participants also will need to purchase the required textbook, The New Handbook of Clinical Supervision, available from Taylor & Francis.

Refund Policy

Participants who have registered for the ACS program can receive a partial refund if the participant has not viewed any of the program material on the MOODLE site. No refund is available for participants who have accessed or viewed the program material on the MOODLE site.

You will have access to the training for 365 days or until the training has been completed. Once you have been enrolled for 365 days or completed the training (whichever occurs first) you will be removed from the training and no longer have access to the materials.

Please note: Once you begin the modules you cannot get a refund. If applicable, participants can be granted a partial refund of $489 which constitutes the registration fee minus a $60 service charge. No other refunds are offered.

Extension Policy

Extension requests must be submitted prior to the 365th day of enrollment. A 30 day extension may be granted at that time if the request is warranted.

Technical Assistance

For questions or concerns, contact Catherine Curtis by email at clparlie@uncg.edu.

Program Assistance

For questions, concerns or complaints related to the ACS Training, contact Dr. DiAnne Borders at ldborder@uncg.edu.

Non-Disclosure Agreement

Unauthorized disclosure or use of contents included is prohibited. Any information included in the course is considered proprietary and should not be copied, shared or distributed for any reason. Requests for documents not provided in the course will be denied. Should you intentionally allow others access to the content of the online training or share training content your certificate of completion will be withheld. After a certificate has been issued the University holds the right to revoke all evidence of completion should breach of this contract occur. Once you have completed the training or have been enrolled for 365 days (whichever occurs first) you will automatically be removed from the course and no longer have access to the materials.

Progress Monitoring

Note for all ACS trainings: You acknowledge that the University of North Carolina at Greensboro (UNC Greensboro) will monitor your progress in this course, and that if you do not fully participate, in UNC Greensboro’s sole discretion, in all aspects of the course (i.e., you have not accessed all of the materials or you have not spent the necessary amount of time required to adequately review all of the materials), UNC Greensboro shall not issue you a certificate for this course.