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| Introduction | |
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| The Need for Professionalism in Supervisory Trainingand Practice | |
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| Consequences of Inadequate Supervisory Training | |
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| Factors Placing a Premium on Quality Supervision | |
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| Benefits of Supervision: The Experience of the Clinical Perceptorship Program | |
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| The Content and Organization of This Book | |
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| Principles | |
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| A Historical Review of Supervision | |
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| Tradirional Definitions | |
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| Legal Definitions | |
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| Administrative Definitions | |
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| Clinical Definitions | |
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| Toward a Working Definition | |
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| A Working Definition of Supervision | |
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| The Blended Definition of Supervision | |
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| The Four Foci of Supervision | |
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| Summary | |
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| Leadership Principles for Supervisors | |
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| Leadership, Management, and Supervision | |
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| The New Organizational Context | |
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| Leadership Qualities in the New Organizational Context | |
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| Servant Leadership | |
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| Stakeholders | |
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| The New Work Environment | |
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| Making It Work | |
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| Traits of an Effective Clinical Supervisor | |
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| The Two Essential QualitiesLearning Objectives | |
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| Models | |
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| Building a Model of Clinical Supervision | |
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| Blueprint for a Model | |
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| Philisophical Foundation | |
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| Descriptive Dimensions | |
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| Stage of Development | |
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| Contextual Factors | |
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| The BlAnded Model in Historical Perspective | |
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| A Developmental Approach to Supervision | |
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| Roots of the Developmental Appraoch | |
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| Developmenatal Models of Supervision: An Overview | |
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| Stoltenberg and Delworth2s Integrated Developmental Approach | |
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| Application of the Developmental Perspective | |
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| The Psychodynamic Model | |
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| Psychodynamically Oriented Definitions of Supervision | |
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| Methods in Psychodynamic Supervision | |
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| Selection of Patients for Supervision | |
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| Counselor Development from a Psychodynamic Perspective | |
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| Current Directions in Psychodynamically Oriented Supervision | |
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| The Skills Model | |
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| Basic Tenets | |
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| Methods of Supervision | |
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| The Task Oriented Model | |
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| Family Therapy Models | |
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| Systems theory | |
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| Structural Supervision | |
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| Strategic Supervision | |
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| The Contribution of Family Therapy to Supervision | |
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| A BlAnded Model of Clinical Supervision for the Alcoholism and Drug Abuse Field | |
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| What is Substance Abuse? | |
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| The Twelve Steps of recovery | |
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| The Minnesota Model of Treatment | |
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| Philisophical Foundation of the BlAnded Model | |
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| Descriptive Dimensions | |
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| Methods | |
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| Establishing a Supervisory Contract | |
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| AgAnda for the Initial Session | |
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| Getting to Know the Supervisee | |
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| Goals of Supervision | |
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| The Individual Development Plan | |
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| Assessing the Learning Environment of Supervision | |
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| Basic Supervisory Techniques | |
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| The Context of Supervision | |
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| Methods of Observation | |
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| Special Supervisory Environments | |
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| Case Presentations | |
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| Role Playing, Role Modeling, and Demonstration | |
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| Feedback and Intervention | |
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| The Content of Supervision | |
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| Evaluation and Feedback | |
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| Determining Skill Levels | |
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| Dealing with Anxiety | |
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| Standards of Evaluation: Overcoming Bias | |
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| Gudelines for Useful Feedback | |
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| Counseling Individuals Out of the Profession | |
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| Instruments for Counselor Assessmnet | |
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| Instruments for Supervisor Assessment | |
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| Innovative techniques in Supervision | |
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| Philosophy as Material for Supervision | |
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| Effective Questions | |
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| Solution-Focused Supervision | |
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| In Vivo Supervision | |
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| Assuming the Supervisory Role | |
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| Ethical and Legal Concerns | |
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| Dual Relationships | |
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| Professional Credibility | |
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| Evaluation | |
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| Respect | |
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| Informed Consent | |
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| Confidentiality | |
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| Supervisee EthicsLegal Liability for Supervisors | |
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| Special Issues in Supervision | |
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| Contextual Factors | |
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| GAnder as a Factor in Supervision | |
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| Ethnicity as a Factor in Supervision | |
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| Working Within the System | |
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| Resistant Counselors: Age and Recovery Issues | |
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| The Impaired Counselor | |
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| An Ever-Expanding Context | |
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| Directions for the Future | |
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| Patients, Programs, and Priorities to the Year 2000 | |
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| The Alcoholism and Drug Abuse Professional to the Year 2000 | |
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| Training and Supervision Needs to the Year 2000 | |
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| Conclusion | |
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| Appendixes | |
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| Competencies of Supervisors | |
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| Role Delineation Study for Clinical Supervisors | |
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| Assessing One2s Preparation As A Clinical Supervisor | |
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| Determining Readiness to Be a Supervisor | |
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| Counselor Evaluation of the Supervisor | |
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| Counselor Evaluati | |