BPS301 Professional Supervision
The Educational Academy: global online /distance learning college
Duration: 100 Hours
£329
(Plus exam fees)
Detailed information
| Duration: | 100 Hours |
|---|---|
| Price: | £329 (Plus exam fees) |
| Type: | Courses |
| Method: | Online |
| Accreditation: | Statement of Attainment |
| Prepares for: | Understand supervision skills. Professional supervision for psychologists and counsellors involves (for want of a better word) debriefing. For the past 20 years or so, the concept of supervision in the helping professions has been under scrutiny. The field of supervision has consequently been reviewed and revised to determine consistent philosophies across the board, and to explain exactly what is meant by supervision and what its central values and aims are. |
| Geared towards: | The defining philosophies for the practice of supervision are to be found in the Standards for Supervision and the Curriculum Guide for Counselling Supervision.Without the opportunity to discuss cases in a confidential professional situation, a professional can themselves begin to suffer from the burden of having to deal alone with a build up of problems they confront on a regular basis. This course develops skills in supervising other professionals and an awareness of what to expect when undergoing supervision yourself. |
| Requirements: | None |
| Internship: | Not applicable |
| Students per class: | 1 |
Do you need further information?
Contact the person in charge , free and at no obligation, for information on how to enroll, enrollment limit/availability and more.
Course program
Lesson Structure
There are 7 lessons in this course:
Introduction to professional supervision
Different supervision models
Professionalism, ethics, and legal concerns
Different approaches to supervision
Supervision for different professions
Organisational considerations
Managing supervision
Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Aims
Describe what is meant by professional supervision, why it is necessary, benefits and disadvantages;
Define and compare different models of supervision including reciprocal mentoring, group supervision, self supervision, and agency supervision;
Develop an understanding of professional issues of supervision including confidentiality, ethics, quality control, and legal concerns;
Understand and define different approaches to supervision including psychoanalytic, cognitive-behavioural, solution-orientated, process-orientated and narrative methods;
Understand some of the different approaches applied to supervision for different professional groups;
Explain the different requirements of providing supervision in organisations where most employees are counsellors, organisations where counsellors are in the minority, and organisations of non-counsellors;
Identify the different managerial components of the supervision process including budgeting, monitoring frequency of supervision, selection of supervisors, and the question of standardisation.
What You Will Do
Explain the concept of professional supervision;
Describe the process of a one-on-one case study of professional supervision;
Determine the pros and cons of professional supervision;
Define different supervision models including reciprocal mentoring, group supervision, self supervision and agency supervision;
Identify ethical concerns to be considered in supervisor/supervisee and supervisee/client relationships;
Consider the importance of confidentiality and duty of care;
Identify main legal concerns arising from supervision;
Discuss problems caused by treating supervision as a form of quality control.
Explore similarities and differences between psychoanalytic, cognitive behavioural, solution oriented, process oriented and narrative approaches to professional supervision;
Identify key problems associated with matching theory to practice in supervision.
Some Sample Course Notes
Personal Moral Qualities of A Counsellor
Under the BACP (British Association of Counselling and Psychotherapy) Code, practitioners must have certain personal moral qualities when dealing with their clients. These are providing services with an ethical and moral component. The qualities should be developed in the individual as a personal commitment rather than because they “have to”. They should aspire to the following personal qualities –
Empathy – understanding things from another person’s perspective. Putting yourself in “their shoes”.
Sincerity – Be consistent between what we say and what we do.
Resilience – Work with the client, supporting them in their concerns, without diminishing us personally.
Integrity – Be moral, honest, coherent and straightforward in our dealings with others.
Respect – Hold others in esteem and understanding.
Humility – Be able to assess our own strengths and weaknesses.
Competence – Use the skills and knowledge that is required.
Fairness – Apply appropriate criteria to inform decisions and actions.
Wisdom – Have sound judgement that informs your practice.
Courage - Act in spite of any risks, your own fears and uncertainties.
It is a challenge to work ethically and there can be times when we have competing obligations. In this situation, it would be easier to stop analyzing things ethically to avoid any tension. However, these ethics are intended to assist practitioners in situations where they should be taken into account.
Supervisors will often have to support their counsellors in ethical decisions. These can be a matter of individual choice and can be difficult for the counsellor and supervisor.
There are 7 lessons in this course:
Introduction to professional supervision
Different supervision models
Professionalism, ethics, and legal concerns
Different approaches to supervision
Supervision for different professions
Organisational considerations
Managing supervision
Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Aims
Describe what is meant by professional supervision, why it is necessary, benefits and disadvantages;
Define and compare different models of supervision including reciprocal mentoring, group supervision, self supervision, and agency supervision;
Develop an understanding of professional issues of supervision including confidentiality, ethics, quality control, and legal concerns;
Understand and define different approaches to supervision including psychoanalytic, cognitive-behavioural, solution-orientated, process-orientated and narrative methods;
Understand some of the different approaches applied to supervision for different professional groups;
Explain the different requirements of providing supervision in organisations where most employees are counsellors, organisations where counsellors are in the minority, and organisations of non-counsellors;
Identify the different managerial components of the supervision process including budgeting, monitoring frequency of supervision, selection of supervisors, and the question of standardisation.
What You Will Do
Explain the concept of professional supervision;
Describe the process of a one-on-one case study of professional supervision;
Determine the pros and cons of professional supervision;
Define different supervision models including reciprocal mentoring, group supervision, self supervision and agency supervision;
Identify ethical concerns to be considered in supervisor/supervisee and supervisee/client relationships;
Consider the importance of confidentiality and duty of care;
Identify main legal concerns arising from supervision;
Discuss problems caused by treating supervision as a form of quality control.
Explore similarities and differences between psychoanalytic, cognitive behavioural, solution oriented, process oriented and narrative approaches to professional supervision;
Identify key problems associated with matching theory to practice in supervision.
Some Sample Course Notes
Personal Moral Qualities of A Counsellor
Under the BACP (British Association of Counselling and Psychotherapy) Code, practitioners must have certain personal moral qualities when dealing with their clients. These are providing services with an ethical and moral component. The qualities should be developed in the individual as a personal commitment rather than because they “have to”. They should aspire to the following personal qualities –
Empathy – understanding things from another person’s perspective. Putting yourself in “their shoes”.
Sincerity – Be consistent between what we say and what we do.
Resilience – Work with the client, supporting them in their concerns, without diminishing us personally.
Integrity – Be moral, honest, coherent and straightforward in our dealings with others.
Respect – Hold others in esteem and understanding.
Humility – Be able to assess our own strengths and weaknesses.
Competence – Use the skills and knowledge that is required.
Fairness – Apply appropriate criteria to inform decisions and actions.
Wisdom – Have sound judgement that informs your practice.
Courage - Act in spite of any risks, your own fears and uncertainties.
It is a challenge to work ethically and there can be times when we have competing obligations. In this situation, it would be easier to stop analyzing things ethically to avoid any tension. However, these ethics are intended to assist practitioners in situations where they should be taken into account.
Supervisors will often have to support their counsellors in ethical decisions. These can be a matter of individual choice and can be difficult for the counsellor and supervisor.
Do you need clarification regarding the course program?
Contact the person in charge , free and at no obligation, for information on how to enroll, enrollment limit/availability and more.
The Educational Academy: global online /distance learning college
The Educational Academy has been established to meet the developmental needs of a changing society in a global economy.
The aim of the Educational Academy is to offer relevant, cost& time effective development programmes using a range of flexible delivery methods.
The courses are designed to grow individuals, both personally and professionally, to equip them for a fulfilling life and career.
The Educational Academy was the brainchild of Dr James Macaskill born from many years experience as an academic leader, researcher and consultant within the UK and globally.
In the current and future economic, technological and social environment it has become evident that personal development has become the key to both individual and global survival and growth.
Therefore it is imperative that the advantages offered by the digital age should be utilized to meet those needs in a flexible, relevant and cost effective way.
The Educational Academy meets that challenge.
The aim of the Educational Academy is to offer relevant, cost& time effective development programmes using a range of flexible delivery methods.
The courses are designed to grow individuals, both personally and professionally, to equip them for a fulfilling life and career.
The Educational Academy was the brainchild of Dr James Macaskill born from many years experience as an academic leader, researcher and consultant within the UK and globally.
In the current and future economic, technological and social environment it has become evident that personal development has become the key to both individual and global survival and growth.
Therefore it is imperative that the advantages offered by the digital age should be utilized to meet those needs in a flexible, relevant and cost effective way.
The Educational Academy meets that challenge.