Passionate Supervision and Growth
Resources
Attributes and Evaluation of Discussion Contributions.
Professional Communications and Writing Guide.
Reflecting on readings in the Passionate Supervision text, in your initial post to this discussion, respond to the following:
•Describe some of the ideas and experiences in the text that resonated with you.
•How might you integrate a devotion to inspired and passionate supervision into your work as a supervisor?
•Write a paragraph that describes what you view as your strengths as a developing supervisor, where your growing edge or tension is, and how you are going to address developing those tensions.
REFERENCES
Passionate Supervision and Growth
Resources
Attributes and Evaluation of Discussion Contributions.
Professional Communications and Writing Guide.
Reflecting on readings in the Passionate Supervision text, in your initial post to this discussion, respond to the following:
•Describe some of the ideas and experiences in the text that resonated with you.
•How might you integrate a devotion to inspired and passionate supervision into your work as a supervisor?
•Write a paragraph that describes what you view as your strengths as a developing supervisor, where your growing edge or tension is, and how you are going to address developing those tensions.
Drewes, A. A., & Mullen, J. A. (Eds.). (2011). Supervision can be playful. Lanham, MD: Rowman & Littlefield. ISBN: 9780765705341.
Shohet, R. (Ed.). (2007). Passionate supervision. Philadelphia, PA: Jessica Kingsley Publishers. ISBN: 9781843105565
Articles
Library
The following required readings are provided for you in the Capella University Library or linked directly in this course. To find library resources, use the Journal and Book Locator tool found on the library home page.
Fall, M., Drew, D., Chute, A., & More, A. (2007). The voices of registered play therapists as supervisors. International Journal of Play Therapy, 16(2), 133–146.
Garza, Y., Falls, L., & Bruhn, R. A. (2009). Measuring deeper meaning responses: A discrimination scale for play therapists in training. International Journal of Play Therapy, 18(3), 147–161.
Kranz, P. L., & Lund, N. L. (1994). Recommendations for supervising play therapists. International Journal of Play Therapy, 3(2), 45–52.
VanderGast, T. S., Culbreth, J. R., & Flowers, C. (2010). An exploration of experiences and preferences in clinical supervision with play therapists. International Journal of Play Therapy, 19(3), 174–185.
Reserved Readings
The following reserved readings are provided for your use in this course.
Keith-Spiegel, P., & Koocher, G. P. (2008). Enforcement of ethical conduct. In Ethics in Psychology and the Mental Health Professions: Standards and Cases (3rd ed.) (pp. 41–69).
Keith-Spiegel, P., & Koocher, G. P. (2008). On being ethical.In Ethics in Psychology and the Mental Health Professions: Standards and Cases (3rd ed.) (pp. 3–19).
Web Sites
Please note that URLs change frequently. While the URLs were current when this course was designed, some may no longer be valid. If you cannot access a specific link, contact your instructor for an alternative URL. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
American Association for Marriage and Family Therapy. (2002). American association for marriage and family therapy. Retrieved from https://www.aamft.org
American Counseling Association. (2011). American counseling association. Retrieved from https://www.counseling.org/
American Psychological Association. (2011). American psychological association. Retrieved from https://www.apa.org/
Association for Play Therapy. (2011). Association for play therapy. Retrieved from https://www.a4pt.org
National Association of Social Workers. (2011). National association of social workers. Retrieved from https://www.naswdc.org/
Play Therapy International. (2008). Ethical framework – supervising and managing. Retrieved from https://www.playtherapy.org/EthicsSuperAndManage1.html
Play Therapy International. (2008). Ethical framework. Retrieved from https://www.playtherapy.org/ethicalframework1.html
Play Therapy International. (2008). Play therapy standards for Canada and the United States. Retrieved from https://www.playtherapy.org/canusstandards1.html
Play Therapy International. (2008). Standards for play therapy, therapeutic play, and filial play. Retrieved from https://www.playtherapy.org/standard1.html
Hardware
Capella University requires learners to meet certain minimum computer requirements. The following hardware may go beyond those minimums and is required to complete learning activities in this course.
•A headset with headphones and a built-in microphone.
•A webcam.
•A Broadband Internet connection with minimum speeds of 256kbps UP and 512kbps DOWN. Note: Wireless and satellite connections do not perform with sufficient quality for viewing and recording live Web conferencing sessions.
Headsets and webcams are available for purchase at the Capella University Virtual Bookstore. Please set up and test your webcam and headset to verify the compatibility of the hardware as soon as possible. Refer to manufacturer’s directions for installing and connecting the device to your computer. Visit the courseroom Tutorials on iGuide for assistance.
Optional
The following optional materials are offered to provide you with a better understanding of the topics in this course. These materials are not required to complete the course.
Optional Articles
Library
Use Journal and Book Locator to see if the library has access to the full text of an article. If the full text is not available, try using Interlibrary Loan to obtain a copy.
Ancis, J. R., & Marshall, D. S. (2010). Using a multicultural framework to assess supervisees’ perceptions of culturally competent supervision. Journal of Counseling & Development, 88(3), 277–284.
Barnett, J. E., & Molzon, C. H. (2014). Clinical supervision of psychotherapy: Essential ethics issues for supervisors and supervisees. Journal of Clinical Psychology, 70(11), 1051–1061. doi:10.1002/jclp.22126
Bernard, J. M. (2010). Special issue on clinical supervision: A reflection. Canadian Journal of Counselling/ Revue Canadienne De Counseling, 44(3), 238–245.
Chapman, R. A., Baker, S. B., Nassar-McMillan, S. C., & Gerler Jr., E. R. (2011). Cybersupervision: Further examination of synchronous and asynchronous modalities in counseling practicum supervision. Counselor Education & Supervision, 50(5), 298–313.
Cigrand, D. L., Wood, S. M., & Duys, D. (2014). School counselors’ use of solution-focused tenets and techniques in school-based site supervision. Journal of School Counseling, 12(15), 1–33.
Ganske, K. H., Gnilka, P. B., Ashby, J. S., & Rice, K. G. (2015). The relationship between counseling trainee perfectionism and the working alliance with supervisor and client. Journal of Counseling & Development, 93(1), 14–24. doi:10.1002/j.1556-6676.2015.00177.x
Granello, D., Kindsvatter, A., Granello, P. F., Underfer-Babalis, J., & Hartwig Moorhead, H. J. (2008). Multiple perspectives in supervision: Using a peer consultation model to enhance supervisor development. Counselor Education & Supervision, 48(1), 32–47.
McAdams, C. R., III, & Wyatt, K. L. (2010). The regulation of technology-assisted distance counseling and supervision in the United States: An analysis of current extent, trends, and implications. Counselor Education & Supervision, 49(3), 179–192.
Moody, S., Kostohryz, K., & Vereen, L. (2014). Authentically engaged learning through live supervision: A phenomenological study. Counselor Education & Supervision, 53(1), 19–33. doi:10.1002/j.1556-6978.2014.00046.x
Newman, D. S., Nebbergall, A. J., & Salmon, D. (2013). Structured peer group supervision for novice consultants: Procedures, pitfalls, and potential. Journal of Educational & Psychological Consultation, 23(3), 200–216. doi:10.1080/10474412.2013.814305
Perera-Diltz, D. M., & Mason, K. L. (2012). A national survey of school counselor supervision practices: Administrative, clinical, peer, and technology mediated supervision. Journal of School Counseling, 10(4), 101–34.
Pillay, Y. (2013). Racial identity development and supervision. Counseling Today, 56(6), 48–53.
Ponton, R. F., & Sauerheber, J. D. (2014). Supervisee countertransference: A holistic supervision approach. Counselor Education & Supervision, 53(4), 254–266. doi:10.1002/j.1556-6978.2014.00061.x
Optional Books
Use the Journal and Book Locator tool to see if the library has access to the book or the How Do I Find Books? library guide for additional options.
Bernard, J. M., & Goodyear, R. K. (2008). Fundamentals of clinical supervision (4th ed.). Boston, MA: Allyn & Bacon.
Haber, R. (1996). Dimensions of psychotherapy supervision: Maps and means. New York, NY: W. W. Norton & Company.
Lahad, M. (2000). Creative supervision: The use of expressive arts methods in supervision and self-supervision. Philadelphia, PA: Jessica Kingsley Publishers.
Rodenhauser, P. (1997). Psychotherapy supervision: Prerequisites and problems in the process. In C. E. Watkins Jr. (Ed.), Handbook of psychotherapy supervision (pp. 527–548). New York, NY: Wiley.
Stoltenberg, C. D., & Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco, CA: Jossey-Bass.
Stoltenberg, C. D., McNeill, B., & Delworth, U. (1998). IDM supervision: An integrated developmental model for supervising counselors and therapists. New York, NY: Wiley.
Wampold, B. E., & Holloway E. L. (1997). Methodology, design, and evaluation in psychotherapy supervision research. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 11–27). New York, NY: Wiley.
Watkins, C. E. Jr. (1997). Defining psychotherapy supervision and understanding supervisor functioning. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 3–10). New York, NY: Wiley.