Chapter 10: Getting the Most From Your Fieldwork and Supervision

Chapter 10: Getting the Most From Your Fieldwork and Supervision

CHAPTER 10

Getting the Most From Your Fieldwork and Supervision

CHAPTER OUTLINE

Aim of the Chapter

Self-Inventory on Being a Supervisee

Making the Most of Your Fieldwork

Securing a Quality Fieldwork Placement

Knowledge and Skills Required for Successful Job Performance

How to Profit From Your Fieldwork Experiences

The Challenge of Working With Differences

Benefiting From Your Supervision

Be Open to Multiple Sources of Learning

Dealing With Challenges and Self-Doubts

You Are Not Expected to Know Everything

Think Out Loud

Finding Your Voice While Listening to Others

A Focus of Supervision

Our Style of Supervision

Get the Supervision You Deserve

The Effective Supervisor

Dealing With Supervision That Is Less Than Ideal

Informed Consent in Supervision

Participating in Group Supervision

Multiple Roles and Relationships in Supervision

Freedom From Sexual Harassment

Supervision Versus Personal Therapy

CHAPTER OVERVIEW

• Your fieldwork courses are likely to be among the most important experiences you will have in your program. Select these experiences wisely and arrange for a variety of field placements. Realize that these placements can help you decide on your professional specialization.

• To learn about prospective field placements, explore the websites of local agencies and become familiar with the services offered as well as their mission/philosophy and internship opportunities.

• Treat your field placement like a job, even if you don’t get paid for your internship. Arrive on time, dress appropriately, and behave professionally in your interactions with your supervisor, the other interns, agency staff, and clients.

• Although it is good to do your best, do not try to be a perfect intern. Fieldwork experiences are designed to teach you about the skills of helping, and you can learn much from your mistakes.

• Learn how to ask for what you need from your supervisor. It is important that you learn your limits and communicate them effectively to your supervisor. Know the difference between being assertive and aggressive in communicating your needs.

• Supervisors have different styles, and no one way is right. You can learn a great deal from various supervisors.

• The ideal supervisor may be hard to find. Supervisors are sometimes assigned to this role with little preparation or training. If your supervision is inadequate, be assertive in doing something about it by taking an active stance in asking for what you need from your supervisor.

• Even though supervision is similar to therapy in some ways, there are important differences. Supervision sessions should not evolve into personal therapy sessions.

• Sexual relationships between supervisors and supervisees (or professors and students) are unethical because of the harm that they typically do to supervisees (or students). Such relationships represent a clear misuse of power and also confound the supervisory or learning process.

KEY CONCEPTS AND TERMS

Group supervision is a format that allows supervisors to work with several supervisees to discuss cases and to develop skills in conceptualizing cases and implementing treatment interventions.

Informed consent, as it pertains to the supervision process, refers to providing to supervisees information they will need to make best use of the supervisory relationship.

Multiple-role relationships in supervision occur when a supervisor has concurrent or consecutive professional or nonprofessional relationships with a supervisee in addition to the supervisor–supervisee relationship.

Parallel process refers to the process that occurs when supervisees learn ways to conceptualize what they are doing with their clients by reflecting on what they are learning about interpersonal dynamics in the supervisory relationship.

Copyright © 2019 Cengage Learning. All rights reserved.

Copyright © 2019 Cengage Learning. All rights reserved.

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