Table Of ContentA PRACTICAL GUIDE
TO CLINICAL SUPERVISION
IN GENETIC COUNSELING
Genetic Counseling in Practice
General Editors: Bonnie Jeanne Baty and Angela Trepanier
1. Genetic Counseling Research: A Practical Guide
I. MacFarlane, P. McCarthy Veach, and B. LeRoy
2. Foundations of Perinatal Genetic Counseling
A. Mathiesen and K. Roy
3. A Practical Guide to Clinical Supervision in Genetic Counseling
P. McCarthy Veach
A Practical Guide to
Clinical Supervision in
Genetic Counseling
Patricia McCarthy Veach
Distinguished Teaching Professor Emerita
Department of Educational Psychology
University of Minnesota
Minneapolis, MN, USA
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Library of Congress Cataloging-in-Publication Data
Names: Veach, Patricia McCarthy, author.
Title: A practical guide to clinical supervision in genetic counseling /
Patricia McCarthy Veach.
Other titles: Genetic counseling in practice.
Description: New York, NY : Oxford University Press, [2023] |
Series: Genetic counseling in practice |
Includes bibliographical references and index.
Identifiers: LCCN 2022034961 (print) | LCCN 2022034962 (ebook) |
ISBN 9780197635438 (paperback) | ISBN 9780197635452 (epub) |
ISBN 9780197635469 (online)
Subjects: MESH: Genetic Counseling—organization & administration |
Personnel Management—standards | Staff Development—standards |
Administrative Personnel—standards | Administrative Personnel—ethics
Classification: LCC RB155.7 (print) | LCC RB155.7 (ebook) | NLM QZ 52 |
DDC 362.196/042—dc23/eng/20220902
LC record available at https://lccn.loc.gov/2022034961
LC ebook record available at https://lccn.loc.gov/2022034962
DOI: 10.1093/m ed/9 780197635438.001.0001
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Contents
Preface | xix
About the Authors | xxi
Contributors | xxiii
1. Introduction to Supervision Theory and Practice | 1
Patricia McCarthy Veach
Objectives | 1
What Is Clinical Supervision? | 1
Who Does Supervision Serve? | 3
Reciprocal Engagement Model of Supervision | 5
REM- S Tenets and Goals | 7
REM- S Supervisor Strategies | 8
Supervisor Competencies | 9
Supervision Is Hierarchical | 18
Why Serve as a Supervisor? | 19
Closing Thoughts | 20
Learning Activities | 20
Activity 1.1 Supervisor Self- Assessment | 20
Activity 1.2 Reflecting on Supervision | 21
Activity 1.3 Wearing Different Supervisor Hats | 21
Activity 1.4 Genetic Counseling Supervisor
Competencies | 22
v
vi | Contents
Activity 1.5 REM- S Goals | 24
Appendix 1A: Genetic Counseling Supervisor
Competencies | 25
Appendix 1B: The Psychotherapy Supervisor Development
Scale | 36
2. Supervisory Styles | 39
Patricia McCarthy Veach
Objectives | 39
Stylistic Differences | 39
Consultation Style | 41
Teaching Style | 42
Counseling Style | 43
Evaluation Style | 44
Style Limitations | 45
Additional Comments About Supervisory Styles | 47
Behaviors Common to Supervisory Styles | 49
Closing Thoughts | 50
Learning Activities | 51
Activity 2.1 Identifying Supervisory Styles | 51
Activity 2.2 Using Supervisory Styles | 52
Activity 2.3 Supervisory Focus and Style | 54
Activity 2.4 Supervision Metaphors | 57
Activity 2.5 The Counselor Supervisory Style | 57
Activity 2.6 Supervisory Styles: Triad Role Plays | 58
Appendix 2A: Learning Activities Answer Key | 60
3. Setting the Stage for Supervision | 61
Patricia McCarthy Veach
Objectives | 61
Initiating the Supervisory Relationship | 61
Building a Supervision Working Alliance | 61
Prepping for Supervision: Anticipatory Guidance
Strategies | 63
Student and Supervisor Questions | 64
Contents | vii
Supervision Information Statements and Agreements | 66
Additional Strategies to Set the Stage for Supervision | 67
Closing Thoughts | 70
Learning Activities | 70
Activity 3.1 Working Alliance Factors | 71
Activity 3.2 Prepping for Supervision— Getting
Started | 71
Activity 3.3 Prepping for Supervision— Anticipating
Student Questions | 72
Activity 3.4 Challenging Student Questions | 72
Activity 3.5 Supervision Information Statement/
Agreement | 72
Appendix 3A: Genetic Counseling Student Questions About
Supervision | 73
Appendix 3B: Genetic Counselor Supervisor Questions About
Students | 80
Appendix 3C: Sample Information Sheet | 82
Appendix 3D: Sample Information Agreement | 85
4. Culturally Engaged Supervision | 89
Ian M. MacFarlane and Krista Redlinger- Grosse
Objectives | 89
Introduction | 89
Important Terminology | 91
Culture | 91
Cultural Competence | 92
Cultural Humility | 93
Cultural Engagement | 94
Additional Terms | 94
Foundations in Theory and Research | 95
Culturally Engaged Supervision: Applications and
Strategies | 96
Starting Point: Cultural Self- Awareness | 98
Entry Points: Communication | 100
Challenging Issues: Microaggression/ Racism | 109
Continuing the Work | 113
viii | Contents
Closing Thoughts | 114
Learning Activities | 115
Activity 4.1 Cultural Self- Awareness | 115
Activity 4.2 Communication Style Dimensions | 116
Activity 4.3 Culture Sharing in Supervision: Dyad Role
Plays | 116
Activity 4.4 Challenging Situations: Dyad Role Plays | 117
Activity 4.5 Culturally Engaged Supervision | 118
Appendix 4A: Cultural Identities and Their Intersection | 122
Appendix 4B: Communication Style Dimensions | 123
Appendix 4C: Culture Sharing Worksheet | 125
5. Models of Supervisor and Student Development | 129
Patricia McCarthy Veach
Objectives | 129
Supervisor and Supervisee Developmental Models | 129
Supervisor Models | 130
Common Themes in Supervisor Models | 134
Supervisee Developmental Models | 135
Supervisor and Supervisee Developmental Challenges:
Parallel Processes | 136
Developmentally Based Interventions for Supervisors | 141
Developmentally Based Interventions for Students | 144
Engage in Assessment | 144
Match Interventions to Developmental Level | 144
Use Examples | 145
Assign Scaffolding Tasks/ Experiences | 145
Counseling Independently | 148
Assess Student Readiness | 148
Prepare Students to Counsel Independently | 150
Prepare Yourself for Students to Counsel
Independently | 151
Closing Thoughts | 152
Learning Activities | 152
Activity 5.1 Supervisor Development Self- Reflection | 153
Activity 5.2 Supervisor Development Self- Assessment | 153
Contents | ix
Activity 5.3 Experiential Evolutionary Scaffolding | 154
Activity 5.4 Addressing Student Developmental Issues:
Triad Role Plays | 154
Activity 5.5 Supervisor and Student Developmental
Stages | 156
6. Setting Goals in Supervision | 157
Patricia McCarthy Veach
Objectives | 157
What Are Goals and Why Are They Useful? | 157
Types of Performance Goals | 158
Characteristics of Viable Goals | 159
Goal- Setting Processes | 159
Determining Goal Content | 160
Establishing Goal Levels: Bloom’s Taxonomy | 161
Goal- Setting Strategies | 163
Establish Long- and Short- Term Goals | 163
Regularly Review Long- and Short- Term Goals | 165
Make Goal Setting a Collaborative and Focused
Process | 165
Modify Goals as Appropriate | 167
Recognize and Manage Common Goal- Setting Pitfalls | 167
Evaluate Your Goal- Setting Skills | 169
Strategies for Promoting Goal Accomplishment | 170
Mind Mapping | 170
Closing Thoughts | 173
Learning Activities | 173
Activity 6.1 Writing Viable Goals | 173
Activity 6.2 Connecting Goals to Behaviors and Goal
Measurement | 174
Activity 6.3 Writing Goals Using the Discrimination Model
and Bloom’s Taxonomy | 175
Activity 6.4 Mind Mapping to Promote Goal/ Strategy
Accomplishment | 176
Activity 6.5 Setting and Prioritizing Short- Term
Goals | 177
