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The Foundations of Good Clinical Supervision

This course describes the attitudes and actions of clinical supervisors considered “good” and effective. These attitudes and actions are contrasted with supervisors recalled as “bad” or ineffective. Readings from articles in the supervision literature are used to supplement and elaborate on these attitudes and actions. Particular focus is given to the differences between administrative supervision, clinical supervision and training. Five key responsibilities of clinical supervisors in high quality or evidence based programs are identified and discussed in detail.

This is a Beginning Level course. The target audience is all behavioral health supervisors of therapists working with children and adolescents.

Learning Objectives

1. Identify the differences between administrative supervision, clinical supervision and training.
2. Identify the attitudes and behaviors of “good” and “bad” clinical supervisors.
3. Identify five core responsibilities of clinical supervisors associated with high quality service delivery.

This course uses an online distance-learning self-paced format.  It includes recorded audio, recorded video-based webinars, and selected readings.  There are post-tests to ensure comprehension of the material. Participants can communicate with the instructors via the online moodle interface. Real-time communication with the instructor in our online, self-paced distance learning courses is not possible. However, participants can send an email to the instructor via the online moodle interface within the course and expect to receive a response within 48 hours. All course content, including post-tests, should take approximately two hours to complete.

Frequently Asked Questions
Visit our Online Course Policies for additional information regarding the CFBT online learning center, accommodations for disabilities, reporting problems with the course, instructions for viewing webinars, etc.

Tailoring Supervision to the Individual Therapist

The focus of supervision needs to be informed by an assessment of the therapist’s skill set, while the supervisor’s approach to supervision needs to be informed by an understanding of the person of the therapist. This course presents a framework for thinking about the latter, exploring the influence of therapists’ learning preferences, approach to handling emotional intensity, therapists’ personal context (e.g. gender, race, life stage, values), and stage of professional development as a clinician.

This is a Beginning Level course. The target audience is all behavioral health supervisors of therapists working with children and adolescents.

Learning Objectives

1. Identify two general learning styles and how they can affect response to supervision.
2. Describe how the therapist’s personal context and approach to handling emotional intensity can affect response to families and to supervision.
3. Identify four stages of professional development and how this affects the learning needs of therapists.

This course uses an online distance-learning self-paced format.  It includes recorded audio, recorded video-based webinars, and selected readings.  There are post-tests to ensure comprehension of the material. Participants can communicate with the instructors via the online moodle interface. Real-time communication with the instructor in our online, self-paced distance learning courses is not possible. However, participants can send an email to the instructor via the online moodle interface within the course and expect to receive a response within 48 hours. All course content, including post-tests, should take approximately two hours to complete.

Frequently Asked Questions
Visit our Online Course Policies for additional information regarding the CFBT online learning center, accommodations for disabilities, reporting problems with the course, instructions for viewing webinars, etc.

Supervising Two-Person Teams

One of the unique features of Pennsylvania’s Family Based Mental Health Services program is that it is team delivered. This adds another level of complexity to supervision. Not only must the focus be maintained on individual therapists’ development within the team, but also on development of the team itself. This course identifies the stages of team development and the most common team-based challenges supervisors face.  The role of the supervisor in supervising two-person teams at each stage of development is highlighted, as well as supervisory strategies for addressing issues that arise.

This is a Beginning Level course. The target audience is all behavioral health supervisors of therapists working with children and adolescents.

Learning Objectives

1. Identify principles of team development.
2. Describe predictable challenges in team development.
3. Describe strategies for using challenges in team formation to facilitate growth and development.

This course uses an online distance-learning self-paced format.  It includes recorded audio, recorded video-based webinars, and selected readings.  There are post-tests to ensure comprehension of the material. Participants can communicate with the instructors via the online moodle interface. Real-time communication with the instructor in our online, self-paced distance learning courses is not possible. However, participants can send an email to the instructor via the online moodle interface within the course and expect to receive a response within 48 hours. All course content, including post-tests, should take approximately two hours to complete.

Frequently Asked Questions
Visit our Online Course Policies for additional information regarding the CFBT online learning center, accommodations for disabilities, reporting problems with the course, instructions for viewing webinars, etc.

The Working Context of Family Based Supervision

This course serves as an introduction to clinical supervision in agencies, with a specific focus on supervising therapists who work in the community, such as in Pennsylvania’s Family-Based Mental Health Services program.  The expectations of the many stakeholders invested in treatment services are clarified – these expectations form the context of supervision. This course also clarifies the three major components (or roles) involved in overseeing treatment services, reviews the various ways that agencies have structured these roles, and highlights the strengths and challenges associated with each structure. Lastly, the common challenges of supervision in agencies are presented, along with tips for coping.

This is a Beginning Level course. The target audience is all behavioral health supervisors of therapists working with children and adolescents.

Learning Objectives

1. Identify the different types and tasks of family-based supervision.
2. Describe the expectations of different stakeholders in family-based supervision.
3. Identify strategies FB supervisors can use for managing the multiple challenges of FB supervision.

This course uses an online distance-learning self-paced format.  It includes recorded audio, recorded video-based webinars, and selected readings.  There are post-tests to ensure comprehension of the material. Participants can communicate with the instructors via the online moodle interface. Real-time communication with the instructor in our online, self-paced distance learning courses is not possible. However, participants can send an email to the instructor via the online moodle interface within the course and expect to receive a response within 48 hours. All course content, including post-tests, should take approximately two hours to complete.

Frequently Asked Questions
Visit our Course Policies for additional information regarding the CFBT online learning center, accommodations for disabilities, reporting problems with the course, instructions for viewing webinars, etc.