Call us: +44 (0)1227 789 649 - Monday to Friday 9am to 5pm
Professional Supervision for Counsellors
Professional Supervision for Counsellors Level 4 100 Hours Certificate Course
Learn About Professional Supervision for Counsellors
Professional Supervision for Counsellors course online. Learn to guide and advise other counsellors. Professional supervision for psychologists and counsellors involves debriefing. Without the opportunity to discuss cases in a confidential professional situation, a professional can themselves begin to suffer from having to deal alone with a build-up of problems they confront regularly. Develops skills in supervising other professionals and an awareness of what to expect when undergoing supervision yourself.
This course has been accredited at level 4, by ACCPH (Accredited Coaches, Counsellors, Psychotherapists and clinical Hypnotherapists). Graduates can join ACCPH as a professional member after completing this course and put the letters "MACCPH" after their name.
The tutor will be Iona Lister - Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills, who is a highly qualified and experienced counselling professional, plus author. Your fee will include expert mentor support throughout. See what past customers have said about the course below:
" A very productive and useful course which has progressed my field of work". Lesley C, Professional Supervision, UK
" Lectures, research - professional and fast feedback from my tutor, Iona. Very professional and great customer service".
Cristina P, Professional Supervision for Counsellors, UK
Lesson Structure: Professional Supervision BPS301
There are 7 lessons::
- Introduction to Professional Supervision
- Nature and scope of counselling
- Defining supervision
- Benefits of being supervised
- Personal moral qualities of a counsellor
- Case study
- Your strengths and weaknesses
- SWOT analysis
- Qualities of a professional supervisor
- Models of Supervision
- Beginning the super vision process
- Models of supervision
- Proctors interactive model of supervision
- Use of reflection in the theoretical framework
- Forms of supervision: individual, group, self, agency
- Reporting and record keeping
- PBL: Create and present a plan with specific strategies for improving the supervision of employee’s work related skills, attitudes, and knowledge in the workplace, based on a clear understanding of the person’s needs, values, and situation.
- Professionalism, Ethics, and Legal Concerns
- Introduction and ethical codes
- Supervisor professional standards
- Ethical decisions
- Responsibilities of supervisors to other professionals
- Informed consent
- Multicultural counselling
- Dual relationships
- Professional boundaries
- Professional misconduct
- Bringing the profession into disrepute
- Different Approaches to Supervision
- Relavent theories or models
- Developmental models
- The Professional Development Model (PDM)
- Discrimination model
- Issues in supervision
- What is burnout
- What causes burnout
- Is stress the same as burn out
- Online counselling and supervision
- Telephone counselling
- E mail or online counselling
- How does online supervision work
- International perspectives on counselling supervision
- Supervision for Different Professions
- What to look for in an effective supervisor
- Foundations of supervision
- Supervision policy statement
- Case study: Supervision in social work
- Case study: supervision in occupational health nursing
- Case study: supervision in the coaching profession
- Case study: supervision for child safety
- Case study: supervision in youth work
- Organisational Considerations
- Self governance, awareness and supervision
- Defining requirements
- Organisational dynamics
- Team dynamics
- Supervision and outside contractors
- Benefits of supervision in an organisation
- Managing Supervision
- Issues in managing thew process
- Frequency and duration of supervision
- Other elements
- Motivating factors
- Transference and counter transference
- Power abuse
- Selection of supervisors and supervision
- Standardised and open methods of supervision
Each lesson requires the completion of an assignment which is submitted to the academyl, marked by the academy's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Learning Goals:Professional Supervision BPS301
- Understand 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;
- Understand 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.
Practical (Set Tasks)
- 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.
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Excerpt from the Course
SUPERVISOR PROFESSIONAL STANDARDS
Supervisors maintain high standards of professional competence and ethical behaviour, and recognize the need for continuing education and personal care in order to meet this responsibility.
Supervisors participate in only those practices which are respectful of the legal, civic, and moral rights of others, and act to safeguard the dignity and rights of their clients, students, and research participants.
Supervisors limit their counselling services and practices to those which are within their professional competence by virtue of their education and professional experience, and consistent with any requirements for provincial and national credentials. They refer to other professionals when the counselling needs of clients exceed their level of competence.
Supervisors take reasonable steps to obtain supervision and/or consultation with respect to their counselling practices and, particularly, with respect to doubts or uncertainties which may arise during their professional work.
Supervisors claim, or imply, only those professional qualifications which they possess and they are responsible for correcting any known misrepresentation of their qualifications by others.
When making an ethical decision, the following factors must be taken into consideration:
The client has the right to be self-governing. The client must be respected and it is important that they participate in counselling or psychotherapy on a voluntary basis. This includes opposing the idea of clients being manipulated against their will.
The practitioner must be trustworthy. They must act in accordance with the trust placed in them. Confidentiality should therefore be regarded as an obligation.
This means that the practitioner should have a commitment to promote the client’s well-being. This includes acting in the best interests of the client at all times, based on professional assessment. Therefore the onus is on the counsellor to work within the limits of their counselling competence based on their personal training and experience.
Justice refers to treating clients fairly and impartially, and respecting their human rights and dignity. It also includes the consideration of any legal requirements or obligations.
The practitioner should foster their self-knowledge and care for themselves. There is an ethical responsibility to engage in supervision for professional support and development, and to actively seek training and pursue continual professional improvement.
This means a commitment to avoiding harm to the client. This includes avoiding sexual, financial, emotional or other forms of client exploitation. The practitioner has an ethical responsibility to avoid causing harm, even when harm is unintended or unavoidable. This includes challenging the malpractice or incompetence of others and not bringing discredit upon the profession.
Responsibilities of Supervisors to Other Professionals
Supervisors understand that ethical behaviour amongst themselves, and with other professionals, is expected at all times.
Supervisors do not condone or engage in sexual harassment which is defined as deliberate or repeated verbal or written comments, gestures, or physical contact of a sexual nature.
Supervisors strive to understand and respect the diversity of their clients including differences related to age, ethnicity, culture, gender, disability, religion, sexual orientation, and socio-economic status.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- ADL Ebook where relevant
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice