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4.6- It is accepted that practitioners in health and social care settings can be affected by the stressful nature of the work. (Godden 2012) When discussing challenging situations with supervisees we need to ensure they feel supported and have received the necessary training such as DMI and have completed their induction. Ensure they understand they have to adhere to the behaviour management programs and relevant risk assessments. If a specific incident has occurred reflect with them the effects of events and consequences and actions that occurred, using the records of incidents, A B Cs and tick charts for reference if needed. Help them to understand how they might have caused and influenced events and work out the most effective way to handle
Competency Statement III To support social and emotional development and to provide positive guidance. My goal in a child care facility would be to make sure to support the social development of the children as well as the emotional development too. I would also make sure to provide them with positive guidance. They need a positive guidance in their life especially at the age that they are in.
The supervisor may also feel that they act as the buffer between the two, in situations of conflict. Regulation 18 of the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 states that - “Staff should receive appropriate ongoing or periodic supervision in their role to make sure competence is maintained.” Morrison, T. (2005) 1.2 Outline theories and models of professional supervision Developmental models of supervision define progressive stages of supervisee development from novice to expert, each stage consisting of discrete characteristics and skills. For example, supervisees at the beginning or novice stage would be expected to have limited skills and lack confidence as employees, while middle stage supervisees might have more skill and confidence and have conflicting feelings about perceived independence/dependence on the supervisor. A supervisee at the expert end of the developmental spectrum is likely to utilise good problem‐solving skills and be reflective about their role and the supervisory process.
This self-awareness should include continuously examining their own development and unexamined personal trauma, as well as, personal biases, ideas, values, and beliefs related to culture, crisis, sexual assault, intimate partner violence, and suicide. Counselors should also practice self-awareness related to their own knowledge and level of competence in providing crisis services. Lastly, self-awareness should include monitoring their personal reactions to the trauma and crisis they are working with, changes to their own personal schema, and failures to address personal issues (Sartor, 2016). By engaging in self-awareness, the counselor can provide appropriate services to assist the client, rather than cause harm. Furthermore, practicing self-awareness and engaging in self-care activities can serve to protect crisis counselors from burnout, vicarious trauma, secondary trauma, and compassion fatigue (Sartor, 2016; Jackson-Cherry & Erford,
Is cultural competence more important than counseling competence (Sue text and lecture notes)? I believe that cultural competence and counseling competence go hand in hand. You can not experience counseling competence without being culturally competent. I do not believe that we can be unbiased as counselors but being aware of our bias is important in regards to cultural competence.
Section 1: Professional Development Plan For most of my life I have been motivated to help people so when I made the decision to continue my education at Walden University, I knew that I was ready for the journey. I am currently seeking a master’s degree in Clinical Mental Health Counseling and I am expected to graduate in the winter of 2025. This paper was written on June 30th, 2023, with the intent of further understanding my motivations for seeking this degree as well as visualizing the type of counselor I want to be in the future. Throughout this paper, I also discuss what is expected of me throughout my degree program, counseling career, and overall professional development.
Stephanie’s situation presents an F.10., Roles and Relationships Between Counselor Educators and Students, ethical challenge. “Stephanie chooses to attend a social gathering that the students, including Geoff, were holding outside of regular working hours, and Geoff and Stephanie begin a relationship that evening;” and now, the boundaries between Geoff, the supervisee, and Stephanie, the supervisor, got blurred. According to Herlihy and Corey (2014), “ACA Code of Ethics F.3.a Extending Conventional Supervisory Relationships Counseling supervisors clearly define and maintain ethical professional, personal, and social relationships with their supervisees. Supervisors consider the risks and benefits of extending current supervisory relationships
Supervision and the Discrimination Model Supervisors have the important job in identifying the capability of supervisees while they are in sessions with their clients. Supervisors can assess the capabilities of supervisees by using the discrimination model of supervision. In addition to using the model, supervisors will have to possess supervisory skills to assist supervisees with providing interventions, becoming observant in their sessions, and developing their style in counseling. These skills will be examined in a case study involving Michael, a supervisee having issues with a particular client. What skills could client develop in order to become an effective counselor?
Contrarily, supervision can also stir up conflicts and set certain events in motion that you never thought would ever happen because you are under so much pressure and anything anyone says or does can
As a result, from developing a framework that entails logical methods for training will consist of both academic and personal training in order to deliver effective evaluations. Preventing potential malpractice suits in the supervisor role will require me to also document my supervisory-trainee relationship through a contract. This contract will entail my background, methods and responsibilities in the training process along with the limits of confidentiality, and due process. Educators and program supervisors have the responsibility to warn students about the course of action that is open to them when they encounter supervisors who are impaired and give poor supervision. I believe that inadequate supervision compromises to the inability to provide proper practice to clients and by clarifying my role of a supervisor, I will be able to evaluate the trainees conceptual understanding of the therapeutic process ethically and with avoidance of malpractice
As a nurse, I strive to make the core competencies a part of my daily practice. Nurses utilize evidence-based nursing knowledge and professional nursing judgement to assess health needs, provide nursing care, educate clients and support individuals to manage their health holistically. They practice in collaboration with other healthcare professionals. They are accountable for their scope of practice including the supervision and delegation of nursing activities to the enrolled nurses and nursing assistants. Nurses practice in a variety of clinical contexts depending on their education preparation and practice experience.
According to Kadushin & Harkness (2014) supervision in social work is when a social worker indirectly offers the best services in terms of quality and quantity in accordance with agency procedures and processes through, supportive, administrative and educational functions. To achieve this the social worker has to coordinate, direct, enhance and evaluate the performance of the supervisee while the supervisee carries out the
As I learn more about counseling theories, I realize that it is important for a counselor to not act as an expert on a client’s life, rather, this role is solely
Corey et al, (2015) states that supervision counselors that are being trained, must learn that there is no need to surrender their own values and beliefs; however, they should learn to leave their own personal values and beliefs out of the counseling sessions (p.75). Nonmaleficence The principle of non-maleficence is “do no harm” to the clients. The APA
Over the past one and half month, the class of PDE 502 (Counselling and Career Education) has taught me some major lessons for life in dealing with the clients in response to their emotional needs. The role of a counsellor is not unlike that of a friend where by it is nurtured by being in each other’s company, talking over everyday issues and sharing feelings. However, what sets a counsellor apart is their experience and the ability to apply counselling theories and techniques to assist people in gaining awareness, insight and explore ways of solving their own issues.