Supervision

What Students have to say about Erica Rhoads as a supervisor

Professor Rhoads provided effective feedback for case presentations and offered insight to the students throughout the semesters as well as offered her free time to provide individual supervision.  She provided detailed help and guidance through experience and multiple resorces. She was organized and approachable. Insightful and good at feedback. She was very thorough in explaining assignments and went above and beyond to respond to questions. She isn’t afraid to speak up, and willing to help in any way she could.  She was empathetic and attentive to student needs. She was knowledgeable and thought creatively with problem solving concerns related to the class. She communicated in a timely manner, worked collaboratively with students in problem solving and creating ideas for direct and indirect hours, and always came prepared to supervision. She is very attentive to the students and provides essential feedback.  Professor Rhoads helped me by giving me feedback on my own strengths as well as things that I could do to improve. She has great leadership skills and was able to step in any time there was clarification needed for assignments, etc. She helped me learn the art of feedback and how to apply it to my peers and for my personal growth.

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

Supporting Artifacts

Completed during COUC 714 Supervision and Consultation

• This course is designed to prepare doctoral level counselors to supervise and consult in a wide variety of settings.  Supervision roles, models, methods, issues, techniques, assessment, evaluation, and ethical and legal considerations are reviewed with attention to the empirical literature and application.  Responsibilities related to counselor development and gatekeeping are examined.  Consultation frameworks, program evaluation, and problem-solving are discussed.  An emphasis is placed on cultivating personal reflection, multiculturalism (including a Christian worldview), and application of clinical supervision and consultation knowledge. 

Artifact 1 shows evidence in mastery as a graded model of supervision that includes (a.) the purposes of clinical supervision in providing an understading of roles and philosophy of supervision. This artifact also evidences mastery in (b.) a theoretical framework and model of clinical supervision as its stated purpose and content of the paper. Additionally, explaining the supervisory role and relationship of theory to practice is evidence of mastery of (c.) the roles and relationships related to clinical supervision. This artifact also discusses (i.) evaluation, remediation, and gatekeeping in clinical supervision demonstrating competency as the importance of evaluation and the implications are addressed. This area along with the (j.) legal and ethical issues and responsibilities in clinical supervision are covered in the model stressing the importance of following ethical and legal guidelines. Finally, the importance of understanding the cultural context addressed within this artifact demonstrates competency in (k.) culturally relevant strategies for conducting supervision.

Artifact 2 was created to work with a supervisee and delineates the (a.) purposes of the clinical supervision and described my (b.) theoretical framework and model of clinical supervision along with the (c.) roles and relationships to clinical supervision as part of the contract. It also covers the (d.) skills of clinical supervision by listing the supervisor responsibilities. This was an (e.) opportunity for developing a personal style of clinical supervision through designing the contract. In these ways, competency of a, b, c, d, and e. were developed.

Artifact 3 and Artifact 4 provide self-reflection of the supervisory experience showcasing further (e.) opportunities for developing a personal style of clinical supervision and (f.) assessment of supervisees’ developmental level and other relevant characteristics along with (g.) modalities of clinical supervision and the use of technology and (h.) administrative procedures and responsibilities related to clinical supervision. Each of these areas can be seen as being developed over the course of the supervision sessions. Beginning with developing my supervisory style, assessing my supervisee, using various modalities in supervision, and recording the administrative parts of supervision. These artifacts also highlighted my own identity development as a supervisor.

Artifact 5 continues this theme of self-evaluation and covers the competencies of (e.) developing a personal style of clinical supervision with reflection on supervisee development, which also covers (f.) assessment of supervisees’ developmental level and other relevant characteristics along with (i.) evaluation, remediation, and gatekeeping in clinical supervision. This artifact also provides examples of covering ethics and multicultural aspects in supervision to demonstrate competency in (j.) legal and ethical issues and responsibilities in clinical supervision and (k.) culturally relevant strategies for conducting clinical supervision.
Artifact 6 and Artifact 7 include feedback of the supervision from Dr. Thomas and highlight competency development especially in (e.) opportunities for developing a personal style of clinical supervision, (f.) assessment of supervisees’ developmental level and other relevant characteristics, and (i.) evaluation, remediation, and gatekeeping in clinical supervision. There are also comments that discuss ethics and multicultural aspects which demonstrate development in (j.) legal and ethical issues and responsibilities in clinical supervision and (k.) culturally relevant strategies for conducting clinical supervision.

Completed During COUC 710 Advanced Group Counseling

• Within this course students will be assigned to a master’s level group class and are expected to co-lead a demonstration group, provide a lecture on a group topic and provide co-supervision.

Artifact 8 details the graded self-reflection of supervising master’s level Counselors in Training group leadership. This opportunity provided developmental competence in the ongoing taks of (e.) developing a personal style of clinical supervision. Additionally, this provided for using technology as a format offering experience in (g.) modalities of clinical supervision and the use of technology. Within this artifact, details of administrative skills are also included (h.) administrative procedures and responsibilities related to clinical supervision.

Completed During COUC 980 Supervision Internship

• In this course, students gain supervised experience in the supervision activities of a regularly employed professional in the field of counselor education. Under the mentorship of faculty and supervisors, students will continue to develop the personal qualities, characteristics, and behaviors of a supervisor as they transition from “Doctoral Student” to “Counselor Educator.” As future faculty and supervisors, students will participate in the activities required of faculty providing supervision of entry-level counseling practicum students. To ensure that the internship provides students with a well-rounded experience, students will have supervision experiences in both individual and group supervision. Particular attention is given to students’ professional growth and development during this supervised internship experiences

The following artifacts contrast with earlier artifacts in supporting the ongoing development and competency in supervision. Artifact 9 is another example of a supervisory contract that, similar to Artifact 2, details in a more refined way the (a.) purposes of the clinical supervision and further described my (b.) theoretical framework and model of clinical supervision along with the (c.) roles and relationships to clinical supervision as part of the contract. It also covers the (d.) skills of clinical supervision by listing the supervisor responsibilities.

Artifact 10, artifact 11, and artifact 12 are all examples of self-reflection of supervisory skills. These articles provide evidence of mastery in the criteria of (a.) purposes of clinical supervision including the (b.) theoretical frameworks and models of clinical supervision and (c.) roles and relationships related to clinical supervision. The self evaluations inluded noting the (d.) skills of clinical supervision gained during the internship experience, along with (e.) opportunities for developing a personal style of clinical supervision during the term. Other opportunities during the internship included demonstrating competency in (f.) assessment of supervisees’ developmental level and other relevant characteristics. The (g.) modalities of clinical supervision and the use of technology were demonstrated through the online aspect of the internship while (h.) administrative procedures and responsibilities related to clinical supervision competency was demonstrated as required evaluations of students were provided through administrative recordkeeping. Ongoing (i.) evaluation, remediation, and gatekeeping in clinical supervision were practiced throughout the course and the mastery is noted in the self reflections. Finally, considerations for (j.) legal and ethical issues and responsibilities in clinical supervision along with (k.) culturally relevant strategies for conducting clinical supervision were necessary as part of the internship and demonstrate competency as reflected in the artifacts as they report work in both group and individual supervision sessions.

Next, artifact 13 and artifact 14 demonstrate mastery in supervision as specific supervision experiences are presented. These artifacts include mastery of the criteria of (a.) purposes of clinical supervision and (b.) theoretical frameworks and models of clinical supervision as these are related to specific individuals for supervision. The artifacts also portray competency in displaying the (c.) roles and relationships related to clinical supervision as students were supervised in a relational setting. The (d.) skills of clinical supervision are demonstrated as the reports indicate ways that the supervision process was addressed showing mastery of this criteria. Within the presentations were (e.) opportunities for developing a personal style of clinical supervision as mastered through the development over the experience. The presentations also highlighted the (f.) assessment of supervisees’ developmental level and other relevant characteristics showing mastery of this criteria within the artifact. The artifacts also demonstrate mastery of (g.) modalities of clinical supervision and the use of technology as each required the use of technology in different ways with individual or with a group. The presentation artifact also demonstrates mastery of (h.) administrative procedures and responsibilities related to clinical supervision as this presentation was to provide oversight by the internship supervisor of appropriate administrative procedures. The artifacts show the use of (i.) evaluation, remediation, and gatekeeping in clinical supervision as the supervision included working with students to provide feedback and growth opportunities as well as note any concerns. Finally, the (j.) legal and ethical issues and responsibilities in clinical supervision and (k.) culturally relevant strategies for conducting clinical supervision were necessarily demonstrated in these artifacts to include mastery of these parts of supervision as well.

To provide further proof of mastery of the supervision criteria (a. through k.) evaluations by the students in artifact 15a and by the supervising professor in artifact 15b include testimony of the skills and personal style developmed and demonstrated throughout the course.

Reflection of Supervisor Competency

1. The process of developing my leadership skills in the area of supervision was one of taking prior mentoring skills and applying them to a supervisory context. What I have learned in the past in discipleship ministry was that I only need to be a few steps ahead of those I am leading. So as I have had postitive supervision experiences and appreciated the knowledge given to me, I have been able to learn from my professors and my supervisors how to best guide others towards their goals of becoming counselors.
2. I believe the strengths that I have developed through this program is a better understanding of leadership and the value especially of servant leadership. I want to help others along in becoming all that they can be and hope that my skills will serve to build them up to be better counselors.
3. An area of growth in the supervision competency is certainly the need for continuing experience and training in other areas of counseling. As a person newer to the counseling field, there are many areas where I am still learning and growing in competence. While I do believe this is certainly a life-long journey, as I have more experience and training, I will have more to offer those that I supervise.
4. As mentioned before, while I was learning about discipleship, I learned that I can lead those behind me as I am one step ahead. Staying close to God in this journey will help me to keep that step ahead and as I look to God to lead me, I can offer my servant leadership as Jesus has and hope to bring others to a stronger faith in God’s leading in their lives as well.

Supervision Experience

Faculty Supervisor

Individual and group supervision for online practicum counseling students during the summer semester of 2022. Supervision of Group Counseling students during spring semester 2023 (one week online intensive).

Awana Co-Director

Developed and oversaw an Awana Children’s Ministry at Portland Baptist Church from Fall of 2009 to Spring 2012. This involved planning, recruiting leaders, advertising, mentoring, scheduling, conflict resolution, and problem solving.