Tailoring Supervision to the Individual Therapist

CE Hours: 2.0

Cost: $24

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 approach to handling emotional intensity can affect response to families and to supervision.
3. Describe how the therapist’s personal context can affect response to supervision.
4. 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.

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