A Practical Guide to Clinical Supervision in Genetic Counseling PDF
Preview A Practical Guide to Clinical Supervision in Genetic Counseling
A PRACTICAL GUIDE TO CLINICAL SUPERVISION IN GENETIC COUNSELING Genetic Counseling in Practice General Editors: Bonnie Jeanne Baty and Angela Trepanier 1. Genetic Counseling Research: A Practical Guide I. MacFarlane, P. McCarthy Veach, and B. LeRoy 2. Foundations of Perinatal Genetic Counseling A. Mathiesen and K. Roy 3. A Practical Guide to Clinical Supervision in Genetic Counseling P. McCarthy Veach A Practical Guide to Clinical Supervision in Genetic Counseling Patricia McCarthy Veach Distinguished Teaching Professor Emerita Department of Educational Psychology University of Minnesota Minneapolis, MN, USA Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2023 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging-in-Publication Data Names: Veach, Patricia McCarthy, author. Title: A practical guide to clinical supervision in genetic counseling / Patricia McCarthy Veach. Other titles: Genetic counseling in practice. Description: New York, NY : Oxford University Press, [2023] | Series: Genetic counseling in practice | Includes bibliographical references and index. Identifiers: LCCN 2022034961 (print) | LCCN 2022034962 (ebook) | ISBN 9780197635438 (paperback) | ISBN 9780197635452 (epub) | ISBN 9780197635469 (online) Subjects: MESH: Genetic Counseling—organization & administration | Personnel Management—standards | Staff Development—standards | Administrative Personnel—standards | Administrative Personnel—ethics Classification: LCC RB155.7 (print) | LCC RB155.7 (ebook) | NLM QZ 52 | DDC 362.196/042—dc23/eng/20220902 LC record available at https://lccn.loc.gov/2022034961 LC ebook record available at https://lccn.loc.gov/2022034962 DOI: 10.1093/m ed/9 780197635438.001.0001 This material is not intended to be, and should not be considered, a substitute for medical or other professional advice. Treatment for the conditions described in this material is highly dependent on the individual circumstances. And, while this material is designed to offer accurate information with respect to the subject matter covered and to be current as of the time it was written, research and knowledge about medical and health issues is constantly evolving and dose schedules for medications are being revised continually, with new side effects recognized and accounted for regularly. Readers must therefore always check the product information and clinical procedures with the most up-t o- date published product information and data sheets provided by the manufacturers and the most recent codes of conduct and safety regulation. The publisher and the authors make no representations or warranties to readers, express or implied, as to the accuracy or completeness of this material. Without limiting the foregoing, the publisher and the authors make no representations or warranties as to the accuracy or efficacy of the drug dosages mentioned in the material. The authors and the publisher do not accept, and expressly disclaim, any responsibility for any liability, loss, or risk that may be claimed or incurred as a consequence of the use and/ or application of any of the contents of this material. 9 8 7 6 5 4 3 2 1 Printed by Marquis, Canada Contents Preface | xix About the Authors | xxi Contributors | xxiii 1. Introduction to Supervision Theory and Practice | 1 Patricia McCarthy Veach Objectives | 1 What Is Clinical Supervision? | 1 Who Does Supervision Serve? | 3 Reciprocal Engagement Model of Supervision | 5 REM- S Tenets and Goals | 7 REM- S Supervisor Strategies | 8 Supervisor Competencies | 9 Supervision Is Hierarchical | 18 Why Serve as a Supervisor? | 19 Closing Thoughts | 20 Learning Activities | 20 Activity 1.1 Supervisor Self- Assessment | 20 Activity 1.2 Reflecting on Supervision | 21 Activity 1.3 Wearing Different Supervisor Hats | 21 Activity 1.4 Genetic Counseling Supervisor Competencies | 22 v vi | Contents Activity 1.5 REM- S Goals | 24 Appendix 1A: Genetic Counseling Supervisor Competencies | 25 Appendix 1B: The Psychotherapy Supervisor Development Scale | 36 2. Supervisory Styles | 39 Patricia McCarthy Veach Objectives | 39 Stylistic Differences | 39 Consultation Style | 41 Teaching Style | 42 Counseling Style | 43 Evaluation Style | 44 Style Limitations | 45 Additional Comments About Supervisory Styles | 47 Behaviors Common to Supervisory Styles | 49 Closing Thoughts | 50 Learning Activities | 51 Activity 2.1 Identifying Supervisory Styles | 51 Activity 2.2 Using Supervisory Styles | 52 Activity 2.3 Supervisory Focus and Style | 54 Activity 2.4 Supervision Metaphors | 57 Activity 2.5 The Counselor Supervisory Style | 57 Activity 2.6 Supervisory Styles: Triad Role Plays | 58 Appendix 2A: Learning Activities Answer Key | 60 3. Setting the Stage for Supervision | 61 Patricia McCarthy Veach Objectives | 61 Initiating the Supervisory Relationship | 61 Building a Supervision Working Alliance | 61 Prepping for Supervision: Anticipatory Guidance Strategies | 63 Student and Supervisor Questions | 64 Contents | vii Supervision Information Statements and Agreements | 66 Additional Strategies to Set the Stage for Supervision | 67 Closing Thoughts | 70 Learning Activities | 70 Activity 3.1 Working Alliance Factors | 71 Activity 3.2 Prepping for Supervision— Getting Started | 71 Activity 3.3 Prepping for Supervision— Anticipating Student Questions | 72 Activity 3.4 Challenging Student Questions | 72 Activity 3.5 Supervision Information Statement/ Agreement | 72 Appendix 3A: Genetic Counseling Student Questions About Supervision | 73 Appendix 3B: Genetic Counselor Supervisor Questions About Students | 80 Appendix 3C: Sample Information Sheet | 82 Appendix 3D: Sample Information Agreement | 85 4. Culturally Engaged Supervision | 89 Ian M. MacFarlane and Krista Redlinger- Grosse Objectives | 89 Introduction | 89 Important Terminology | 91 Culture | 91 Cultural Competence | 92 Cultural Humility | 93 Cultural Engagement | 94 Additional Terms | 94 Foundations in Theory and Research | 95 Culturally Engaged Supervision: Applications and Strategies | 96 Starting Point: Cultural Self- Awareness | 98 Entry Points: Communication | 100 Challenging Issues: Microaggression/ Racism | 109 Continuing the Work | 113 viii | Contents Closing Thoughts | 114 Learning Activities | 115 Activity 4.1 Cultural Self- Awareness | 115 Activity 4.2 Communication Style Dimensions | 116 Activity 4.3 Culture Sharing in Supervision: Dyad Role Plays | 116 Activity 4.4 Challenging Situations: Dyad Role Plays | 117 Activity 4.5 Culturally Engaged Supervision | 118 Appendix 4A: Cultural Identities and Their Intersection | 122 Appendix 4B: Communication Style Dimensions | 123 Appendix 4C: Culture Sharing Worksheet | 125 5. Models of Supervisor and Student Development | 129 Patricia McCarthy Veach Objectives | 129 Supervisor and Supervisee Developmental Models | 129 Supervisor Models | 130 Common Themes in Supervisor Models | 134 Supervisee Developmental Models | 135 Supervisor and Supervisee Developmental Challenges: Parallel Processes | 136 Developmentally Based Interventions for Supervisors | 141 Developmentally Based Interventions for Students | 144 Engage in Assessment | 144 Match Interventions to Developmental Level | 144 Use Examples | 145 Assign Scaffolding Tasks/ Experiences | 145 Counseling Independently | 148 Assess Student Readiness | 148 Prepare Students to Counsel Independently | 150 Prepare Yourself for Students to Counsel Independently | 151 Closing Thoughts | 152 Learning Activities | 152 Activity 5.1 Supervisor Development Self- Reflection | 153 Activity 5.2 Supervisor Development Self- Assessment | 153 Contents | ix Activity 5.3 Experiential Evolutionary Scaffolding | 154 Activity 5.4 Addressing Student Developmental Issues: Triad Role Plays | 154 Activity 5.5 Supervisor and Student Developmental Stages | 156 6. Setting Goals in Supervision | 157 Patricia McCarthy Veach Objectives | 157 What Are Goals and Why Are They Useful? | 157 Types of Performance Goals | 158 Characteristics of Viable Goals | 159 Goal- Setting Processes | 159 Determining Goal Content | 160 Establishing Goal Levels: Bloom’s Taxonomy | 161 Goal- Setting Strategies | 163 Establish Long- and Short- Term Goals | 163 Regularly Review Long- and Short- Term Goals | 165 Make Goal Setting a Collaborative and Focused Process | 165 Modify Goals as Appropriate | 167 Recognize and Manage Common Goal- Setting Pitfalls | 167 Evaluate Your Goal- Setting Skills | 169 Strategies for Promoting Goal Accomplishment | 170 Mind Mapping | 170 Closing Thoughts | 173 Learning Activities | 173 Activity 6.1 Writing Viable Goals | 173 Activity 6.2 Connecting Goals to Behaviors and Goal Measurement | 174 Activity 6.3 Writing Goals Using the Discrimination Model and Bloom’s Taxonomy | 175 Activity 6.4 Mind Mapping to Promote Goal/ Strategy Accomplishment | 176 Activity 6.5 Setting and Prioritizing Short- Term Goals | 177
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