Professional Disclosure Statement for Supervision
Supervisor: Dr. Don Russell
Supervisor Contact Information:
Full contact information can be provided upon request. Please use 'Contact us' link.
About Don Russell
Your supervisor is Don Russell, Ed.D. I have a doctorate in Counselling Psychology from Argosy University, Sarasota. My dissertation topic was the character strengths of practicing counselors. I am certified and am an approved supervisor with The Professional Association of Canadian Christian Counsellors (PACCC). I have been counseling for over 15 years in various organizations and have been teaching counselling for over 10 years.
About Supervision
Supervision has two goals: the development of the skills of the supervisee and the protection of the public. These are always operating simultaneously when supervision is occurring. Most of the time it seems that the primary attention is being paid to developing skills. When this is so, it is because a judgment is being made that the second goal is being satisfactorily met. When there is any question about the adequacy of the care that the client(s) is receiving, supervision will become more active and intrusive.
Supervision also includes the supervisor operating in the counselor role. THis is not to be confused with the actualldoing of therapy. This means that the style of interaction is intended to elicit your intrigue with your thoughts and feelings and reactions in your professional role. The goal of this is to increase your effectiveness and competence. At no time will supervision include counseling or psychotherapy. If a need for that is recognized your supervisor will indicate that and suggest a referral to a counselor or psychotherapist.
About my Supervision Style and Theoretical Orientation
My supervisory style is collaborative, trusting in the synergy of wisdom from both supervisor and supervisee pursuing the best in the supervisee for the best for the counselee(s).
My theoretical orientation to supervision is developmental. I believe that supervisees change and develop as they progress through their clinical experiences. As such all role of teacher, counselor, consultant and evaluator come into play at times in my supervision. Generally, supervisors-in-training who are more seasoned will experience less 'teacher' role and more ‘consultant' role. In my clinical work my theoretical orientation is integrative. I make reasoned judgments about what theoretical approach fits the client's self-understanding and understanding of the problem. Most recently, I have been influenced by the common-factors movement which de-emphasizes theory and emphasizes client resources and client wisdom about what's needed for change. In my counsellilng work I specialize in working with adults with mood or anxiety disorders, addictions and trauma-recovery.
My responsibilities in the supervision work include monitoring client welfare, counselor welfare, teaching supervision skills. Providing regular verbal and written feedback and evaluation, and ensuring compliance with legal, ethical, and professional standards.
About the Structure of Supervision:
The structure of our supervision will depend and be constructed collaboratively based on the needs and availability of both supervisor and supervisee. Normally post-graduate supervision does not include tape review and written critique. More commonly, supervision sessions will include discussion of cases, particularly challenging or problematic ones with some structure to provide session-to-session continuity.
About Confidentiality
The issues you discuss in supervision will be confidential with the following exceptions:
- Your performance and conduct in this clinical experience will be described in general terms to PACCC if you request that in writing. This may be requested if the supervision is in pursuit of PACCC Certification.
- If I am asked in writing by you to provide information about your clinical experience in the form of a recommendation for a job, licensure, or certification.
- Disclosures made in group supervision cannot be absolutely guaranteed as confidential. Although I will take every measure to encourage confidentiality and act appropriately if confidentiality is not upheld.
- Disclosures related to threats to harm self or others, reasonable suspicion of child or vulnerable person abuse, when ordered by a court of law. These exceptions are established by provincial or federal law.
About Assessment
Formal assessments of your professional work will be done intermittently and a summative assessment will be made at the end of the working relationship. You will receive a copy of this assessment instrument at the beginning of the working relationship. However, verbal and/or written feedback will be given throughout the entire clinical experience by a variety of other means.
About shared and unique responsibilities
Both parties hold a responsibility to work toward the protection of the clients involved, and to making the supervisory relationship effective. Both resolve to work constructively to troubleshoot problematic dynamics if they occur.
The Supervisee is responsible to:
- Prepare for and attend sessions.
- Complete any assigned task or learning exercises between sessions.
- Keep supervisor informed regarding client issues and progress.
The Supervisor is responsible to:
- Prepare for and attend all sessions.
- Provide regular feedback and a formal assessment at the conclusion of the supervisory relationship.
- Review supervisee's case notes or other materials for quality control purposes.
Commencing supervision can seem daunting and intimidating. Most people find however that it is the most important phase of their professional formation and that it is exciting, stimulating and affirming. I look forward to our work together and to celebrating your professional progress.
A printer-friendly version of this form is available upon request for signing to indicate informed consent.
SUPERVISION AGREEMENT
The supervisory relationship is an experiential learning process that assists the supervisor-in-training in their development of their professional competence and effectiveness as a supervisor. This contract is designed to assist the supervisee and supervisor in establishing clear expectations about that supervisory process.
This agreement is made between the Supervisor, Don Russell, Ed.D, and the supervisee (__________________________), for the purpose of defining the supervisor and supervisee responsibilities when this supervisor provides services to counselor supervisees. This agreement is flexible and may be renegotiated at any time.
This agreement is voluntary and may be terminated by either party at any time, although both parties agree that, except in unusual circumstances, reasonable efforts will be made to solve problems prior to termination of the agreement.
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Introduction and Expectations of the Supervision Experience
Supervisor
Your supervisor is Don Russell, Ed.D. I have a doctorate in Counselling Psychology from Argosy University, Sarasota. My dissertation topic was the character strengths of practicing counselors. I am certified and an approved supervisor with The Professional Association of Canadian Christian Counsellors (PACCC). I have been counseling for 10 years in various organizations and have been teaching counselling for 9 years. My supervisory style is collaborative, trusting in the synergy of wisdom from both supervisor and supervisee pursuing the best in the supervisee for the best for the counselee(s).
My theoretical orientation to supervision is developmental. As such all role of teacher, counselor, consultant and evaluator come into play at times in my supervision. Generally, supervisees who are more seasoned will experience less 'teacher' role and more ‘consultant' role.
My responsibilities in the supervision work include monitoring client welfare, counselor welfare, teaching supervision skills. Providing regular verbal and written feedback and evaluation, and ensuring compliance with legal, ethical, and professional standards.
In order to help best meet your counselor development goals, please list three supervision skills or competencies you would like to develop.
Expectations of Supervisory Relationship
Early in the supervision relationship, we will address working alliance issues such as our expectations of thee supervisory relationship, how we can intentionally make it most positive and constructive, consider how diversity issues may impact the supervisory process.
The supervisory process relies heavily on collaborative and reflective learning. As such I position myself mainly as coach and facilitator of the learning and growing process.
Supervision session content is mostly discussion. Normally videotape or audiotape are not used. The session generally begins with a brief follow-up of previous cases that may warrant further discussion, an overview of all active cases and then the supervisee chooses a particular case that he/she feels warrants some discussion.
The supervision sessions will take place at a frequency and a scheduled time mutually agreed upon by supervisor and supervisor-in-training.
The supervisor will provide, at the beginning of the supervision relationship the evaluation criteria and form that will be used.
The cost for supervision is $75.00 for a hour-hour session.
Ethics and Legal Issues in Supervision
I voluntarily submit to the American Counselling Association, Professional Association of Canadian Christian Counsellors, and Association of Counsellors in Education and Supervision Codes of Ethics.
Supervisor availability
Full contact information is provided for supervisees.
