Dr. Melissa Smith, LPCC-S, NCC
Supervision
Supervision CACREP Doctoral Competencies (2016):
a. Purposes of clinical supervision
b. Theoretical frameworks and models of clinical supervision
c. Roles and relationships related to clinical supervision
d. Skills of clinical supervision
e. Opportunities for developing a personal style of clinical supervision
f. Assessment of supervisees’ developmental level and other relevant characteristics
g. Modalities of clinical supervision and the use of technology
h. Administrative procedures and responsibilities related to clinical supervision
i. Evaluation, remediation, and gatekeeping in clinical supervision
j. Legal and ethical issues and responsibilities in clinical supervision
k. Culturally relevant strategies for conducting clinical supervision
Supervision Competency
Artifacts of Clinical Supervision Competency obtained through Clinical Practice:
Since becoming a clinical supervisor, I have had the opportunity to provide supervision to many talented and wonderful clinicians during their residency. My experience began in 2019 when I started providing supervision for clinicians seeking their certification and license in the field of addiction in the State of North Carolina. To be able to provide supervision for these clinicians, I accumulated 4,000 hours of supervised clinical supervisory experience verified by a current certified clinical supervisor. While completing the hours of supervisory experience, I also completed the required 15 hours of clinical supervisory-specific education and training. After meeting these requirements, I obtained a passing score on the IC&RC CS Examination and was approved by the State of North Carolina to be a Certified Clinical Supervisor in May of 2021.
In December of 2021, I applied and was granted permission to provide Clinical Supervision to LPC Residents, LMFT Residents, LSATP Residents, and CSAC Supervisees in the state of Virginia. This is a high accomplishment and requires an LPC and an LSATP licensure. After moving to Ohio in 2022, I applied for the ability to provide supervision comparable to my permissions granted in other states and was awarded the supervision designation for LICDC/CDC interns, followed by supervision designation for LPCC a year later.
Attached below are copies of my licensures as evidence of my supervisory credentials. These examples demonstrate my clinical supervisory experience and meet the criteria for competencies: a, b, c, d, e, f, g, h, i, and k.
Certified Clinical Supervisor (Now expired due to relocation to Ohio)
Virginia Supervisor Registry Listing found at https://www.dhp.virginia.gov/counseling/asr/CounselingSupervisorsList.aspx.
Artifacts of Clinical Supervision Competency obtained from experiences and courses at a CACREP-Accredited Program
In COUC 714 Supervision and Consultation, I developed my philosophy and personal clinical supervision model. Through learning about the various theoretical frameworks and models of clinical supervision, I was able to integrate components from various models to create my model, DIMOTIS. DIMOTIS, was uniquely created to enhance clinical supervision for counselors serving populations with comorbidities and substance use disorders. Additional information about DIMOTIS and my model can be found here: Personal Clinical Supervision Model.
This artifact provides evidence of mastery level competency for the following competencies: a, b, c, e, i, j, and k.
After completing the clinical supervision model, it was important to develop an appropriate consent form for future clinical supervision opportunities that addressed various competencies as required by CACREP standards. When developing the Clinical Supervision Ethics Informed Consent and Agreement assignment, I applied the new knowledge obtained thus far in COUC 714 and was able to create an ethically sound document that outlines appropriate expectations for supervisees.
This artifact provides evidence of mastery level competency for the following competencies: a, b, c, e, f, g, h, i, j, and k.
Additionally, while enrolled in COUC 714 Supervision and Consultation I completed clinical supervisory experience as a requirement for successful completion of the course. For this assignment, we were required to videotape and submit two supervisory sessions and then write reflections on the experience. In these reflections, we had to identify areas of the video where we showcased appropriate skills of counseling supervision, areas of growth, and the use of our supervision model. For more information about these two experiences, see the attached artifacts: Initial Session, Second Session, and Final Self-Reflection Paper. Additionally, a portion of the first initial session recording can be seen below.
These artifacts provide evidence of mastery level competency for the following competencies: a, b, c, e, f, g, h, i, j, and k.
Lastly, during the intensive for COUC 714 Supervision and Consultation, we were placed in groups and given a group assignment to create a research proposal for a conference. This assignment called for the collaborative creation of a PowerPoint that identified a gap in research within supervision. For this assignment, my group created: Addicted to Comfort: Navigating Intersectional Identities in the Supervision of Substance Use Counselors. The PowerPoint for this assignment can be found here: Research Study Proposal.
This artifact provides evidence of mastery level competency for the following competencies: a, b, c, e, i, j, and k.
Additionally, clinical supervision was addressed directly while completing the requirements of COUC 810: Dissemination of Research and Scholarship in Counseling. In this course, we were assigned to a group and were tasked to complete a manuscript for publication on a topic related to supervision. For this assignment, the group that I was placed in conducted a systematic integrative review of the literature on telehealth supervision. The manuscript is still in process but it can be found here: Telehealth Supervision: A systematic integrative review.
This artifact provides evidence of mastery level competency for the following competencies: j and k.
Artifacts of Faculty Clinical Supervision competency obtained during experiences and courses at a CACREP-Accredited Program
Through my education at Liberty, I learned that when clinical supervision occurs at an academic level between a faculty member and a student it is labeled ‘faculty supervision’. In COUC 710 Advanced Group Counseling and COUC 980 Supervision Internship, I was provided the opportunity to attain faculty supervisory experience.
In COUC 710 Advanced Group Counseling, I was provided faculty supervision alongside Dr. Keith-Barbian for Master’s level students enrolled in COUC 512 Group Counseling. Through this experience supervising masters-level student group leaders, I developed an ability to identify the needs of different learners and adjust to accommodate each individual’s needs, as necessary. This process was enjoyable and additional details of this experience are outlined here: Faculty Supervision Reflection Paper. Dr. Keith-Barbarian’s evaluation of my participation in her class can be found here: Faculty Supervision Evaluation.
These artifacts provide evidence of mastery level competency for the following competencies: d and e.
In COUC 980 Supervision Internship, my colleague and I were selected to complete the internship requirements to the course COUC 698 Practicum under the faculty supervision of Dr. Stacey Lilley. During each Saturday class, I grew more confident as I was provided the space, encouragement, and support to assist with lectures, manage student concerns, and provide faculty supervision for students completing counseling practicum hours at clinical sites. During this course, I gained an exponential amount of knowledge and confidence in my ability to provide supervision to graduate studies. As a requirement of the internship class, I completed two video presentations that showcased competency in both individual supervision and group supervision. These can be found here: Individual Supervision Presentation and Group Supervision Presentation. Following each presentation, I also completed a self-evaluation of various areas of competency. These can be found here: Individual Supervision Self-Evaluation and Group Supervision Self-Evaluation. Following completion of the course, I received evaluations from students and Dr. Lilley regarding their perception of my competency. The evaluations can be found here: Student Evaluations and Faculty Evaluation.
These artifacts provide evidence of mastery level competency for the following competencies: a, b, c, d, e, f, g, h, i, j, and k.
Supervision Reflection
Reflect on the process of developing leadership level knowledge, skills, and practices in this competency. What has been especially impactful/meaningful/important to you personally and professionally?
As I reflect on my time in the PhD program at Liberty, I am filled with great joy and appreciation for all I have learned from the program curriculum, the faculty, and colleagues that I have met along this journey. The connections that I have made theoretically, physically, and academically have significantly impacted my competency in supervision and have impacted me both personally and professionally.
Describe an area of strength that you have developed while in the program in this area of competency. What is one way you plan to utilize this strength in your vocation?
During my time in this program, I have developed advanced clinical supervision skills useful in counseling clinical supervision and faculty clinical supervision. Through the development of my personal philosophy of clinical supervision, I gained a clear direction that will guide my future practice as it reflects the person I envision myself to be as a supervisor. I intend to take this knowledge and apply it when working with counselors in training both in the field and in academia.
Describe an area of challenge/growth opportunity in this area of competency. What is your plan to develop excellence in this area?
As a fairly new faculty clinical supervisor with limited previous experience, it will be very important to continue to grow and develop through continued practical application of supervision skills in an academic setting. The difference in provide clinical supervision in the field and clinical supervision in academia can be tricky to navigate. It is my hope that I will acquire an opportunity to teach graduate students and will continue to seek excellence in the area of faculty clinical supervision.