PSY-8564

 ** ALLIANT INTERNATIONAL UNIVERSITY-CSPP ** ** One Beach Street, Suite 100 ** ** San Francisco, CA 94133 ** **__ PSY8564 SUPERVISION: HEAD START BEHAVIORAL HEALTH TRAINEES __** ** FALL SEMESTER 2009 COURSE SYLLABUS ** Course Number  : PSY8564

Course Title : Supervision: Head Start Behavioral Health Trainees

Applicable for the following term : Academic Year 2009-2010 Units  : 1 unit

LOCATION: AIU-CSPP Campus, Room

TIME: 5:10 p.m. to 7:00 p.m.

Open TO YEAR LEVELS: G-3 to G-5 Class Day/Time  : Wednesdays on alternate weeks (*note November 2009) beginning 09/02/2009 for a total of 8 classes this semester.

GRADING: Letter grades

INSTRUCTORS: Tony Rousmaniere, Psy.D. and Jennifer (Jenna) Frischknecht, Psy.D., J.D.   Email:  tony@doctorrousmaniere.com Email: jfrischknecht@juno.com Fax: (510) 628-9068 Mailing Address: 519-17th Street Suite 210 Oakland, CA 94612 The Psy.D. and Ph.D. clinical psychology programs are organized to enable students to build sequentially on both knowledge and skills. This course is open to both Psy.D. and Ph.D. students, and has as its primary purpose the introduction of advanced-level students to individual supervision in the role of supervisor.
 * CONTACT INFORMATION **  :
 * Tony Rousmaniere**: Office: (415) 401-7405
 * Jenna Frischknecht **  : Office: (510) 628-9065 ext. 310
 * Fax and Mailing information for both professors is the same:**
 * Office hours are scheduled by appointment. We are on campus Wednesdays. **
 * I. RATIONALE: **

Each course in the Psy.D. and Ph.D. program is designed to accomplish program specific learning outcomes (or training goals and objectives). With regard to //Psy.D.// program learning outcomes, this course helps in the fulfillment of the following:

**B.** To develop students/graduates who demonstrate competency in: 1) relationship, 2) assessment and 3) intervention **C.** To develop students/graduates who have the knowledge, skills, and attitudes necessary to function professionally in a multicultural society **D.** To develop students/graduates who have professional problem solving skills and attitudes essential for life-long learning and scholarly inquiry

With regard to //Ph.D.// program learning outcomes, this course helps in the fulfillment of the following: **1.** To prepare students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings **3**. To prepare students to be ethical and responsible professional psychologists who are committed to life-long learning and productivity ASSESSMENT:
 * II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND

A. ** **Course Description:** This course will focus on the supervision of pre-clinical level practicum students using an individual supervision model. Students will supervise Practicum I Psy.D. students in a Head Start preschool program through Child Start, Incorporated (Napa and Solano counties) in individual sessions once per week and in turn will be supervised.


 * B. Purpose of the Course:** By the end of the academic year, students will be able to organize the information needed to supervise the pre-clinical practicum students working with the Head Start target child population (preschoolers) and gain a knowledge of basic concepts regarding the individual supervision format. In addition, students will be able to understand the ethical and legal aspects of the supervisor role.

1. Demonstrate the use of a variety of supervision techniques in role play; 2. Demonstrate the use of supervision techniques through reports of supervision sessions; 3. Demonstrate professional behavior as an individual supervisor in the role of supervising pre-clinical practicum students
 * C. Specific Learning Outcomes:** Specifically, by the end of the academic year and upon completion of this course, students will be able to :


 * D. Instructional Strategy:** Students themselves will be supervised in the role of individual supervisor by both the course instructor and class members through the use of group (peer and faculty) evaluation of reported supervision sessions. In addition, role played supervision sessions using class members will also be used as needed to demonstrate supervision techniques. Lectures, class discussions, and readings will focus on generic supervision issues.


 * E. Course Component on Multicultural and International Issues:** Underlying the framework of this course exists foundational multicultural considerations (race, class, gender, culture, sexual orientation) and their individual and collective effect upon the supervision process. We will examine these issues through class lectures, discussion, role plays and assignments. It will be particularly important to maintain an awareness of how these factors may influence the supervisory relationships that are developed.

Every effort will be made to accommodate students with disabilities. To facilitate this, students requesting accommodations in __any__ class or with homework and/or exams and quizzes should identify themselves to the instructor in a timely fashion (at least two weeks prior to any exams and/or due dates) by presenting an accommodation letter. If you need to determine if you qualify for accommodations due to a disability or to obtain an accommodation letter, please contact Nina Ghiselli, Psy.D. in the Office of Disability Services at 415/955-2164 or at nghiselli@alliant.edu. ||
 * F. Description of Course Requirements and Assessment Methods:** Class participation (attendance, discussion, assigned readings, role plays, in-class assignments, professional behavior); required supervision sessions (with evaluation forms and supervision logs for each supervisee); self-assessment paper.

|| ** Regular Attendance: ** If you ever find it is impossible to attend a class session, you are expected to inform either professor. Either leave a written message in either adjunct faculty mailbox or call either one of us at our previously given office telephone numbers. If you have __more than one__ absence in a semester, you will be required to meet with professors individually and to complete a written paper on a topic assigned. ** Active Participation ** **in Class Discussions:** This class functions on a __peer consultation model__—therefore you NEED to participate! We expect each student to become a part of the team and to provide for each other an atmosphere of respect and thoughtful commentary upon what is shared. We envision this seminar as a safe place for each of you to explore the area of professional development related to learning to supervise another student. If at any time you don’t feel safe in expressing your thoughts/feelings on a topic appropriate to the classroom discussion, it is your responsibility to let either/both professors know in class or privately. As a supervisor, be prepared and on time for the supervision session, review material that you may need to know in order to adequately provide training, provide a safe environment for learning, and maintain the confidentiality of your student(s). With further regard to the issue of confidentiality, this will be maintained through the __use of initials only__ when discussing your supervisees in this class. Additionally, if issues pertaining to your supervisee arise which you feel may be inappropriate to discuss within the group format, please contact me to make an appointment and discuss the matter privately.
 * You need to understand clearly that you will be evaluated based upon your classroom participation in addition to written assignments. Therefore, the following course requirements are relevant for the entire year-long course: **
 * You need to understand clearly that you will be evaluated based upon your classroom participation in addition to written assignments. Therefore, the following course requirements are relevant for the entire year-long course: **
 * Professional Behavior: **   You are to behave in a manner that is ethically, legally, and clinically appropriate, particularly in the area of supervision. If you have questions regarding this, please refer to the “Education and Training” section of the American Psychological Association 2002 Ethical Principals and Code of Conduct (available in its entirety at [] ).

- Teaching the student how to use individual supervision for consultation, presenting cases, and processing work as a clinician; - Assessing developmental needs and providing information required for the student to succeed; - Monitoring the student’s on-site activities through review of forms* and communication with student (see forms below*); - Exploring countertransference issues in a safe manner; - Working with the student to develop a genogram of her/his family when she/he was four years old and at present; - Providing feedback and direction for the student in her/his role as a “Behavioral Health Trainee (BHT)” and developing psychologist: - Teaching basic skills for becoming a psychologist (i.e., observation skills, developing appropriate activities for individual target children and groups, learning how to consult  with staff and/or parents appropriately, writing progress and process notes, writing case  reports, developing case presentations, preparing case examples for mathcing interivews) - Providing a mentoring role as a more expeienced AIU/CSPP student; - Maintaining a professional role and appropriate boundaries as a supervisor and __not__ a therapist or friend, providing a minimum of __25 sessions over the year__. Use the **Supervision Log** attached to this syllabus to document sessions.
 * The Scheduling and Carrying-Out of Weekly 1-Hour Individual Supervision Sessions:**

forms with the BHT (see the attached packet including a sheet of instructions for the BHTs): -Behavioral Health Trainee (BHT) Program (“attendance poster”) -Weekly Log -Yearly Requirements -Training Syllabus -Behavioral Health Teaching Tool (1 per semester) -Target Child Notes -Target Child Report
 * * ** __Forms for your review (7):__ You will monitor student activities by reviewing and using the following

soon as possible should a problem arise (i.e., the need for a CPS report, severe depression in a supervisee) by calling **415/939-1060** **or 415/401-7405** and leaving a message if there is no response. Consultation questions between classes which are //not// of a serious/emergency nature may be e-mailed to either professor at the e-mail addresses as listed on the first page of this syllabus.    **G. **** Grades ** will be based upon all above-listed course requirements (Section F of this syllabus). Failure to perform with doctoral-level quality in any of these areas will be grounds for no credit and failure. A No Concern, Pass with Credit B No Concern or Some Concern, Pass with Credit C Serious Concern, Pass with Credit D Serious Concern, No Credit F Failed Performance, No Credit ** III. COURSE READINGS AND MATERIALS: **
 * The Professional Handling of Crises and Other Serious/Emergency Situations:  **  Contact either primary supervisor (Tony Rousmaniere, Psy.D. or Jenna Frischknecht, Psy.D.) immediately or as


 * __ Required  __**__  :

__  Falendar, C.A. & Shafranske, E.P. (2004). __Clinical Supervision: A competency-based approach__. Washington, DC: American Psychological Association. ISBN: 1-59147-119-2

Campbell, J.M. (2000). __Becoming an effective supervisor: A workbook for counselors and psychotherapists__. Philadelphia, PA: Accelerated Development. ISBN: 1-56032-847-9

(For this second required text, you are only required to read the key points of the content area. Thus, readings from this text are actually quite brief. It is recommended that you review the questions contained in the exploration questions section of each chapter and perhaps even answer some of them.)

__** Ames, L.B. & Ilg, F.L. (1985). __Your three-year-old: Friend or enemy?__ New York: Dell Publishing.
 * __ Recommended:

Ames, L.B. & Ilg, F.L. (1976). __Your four-year-old: Wild and wonderful!__ New York: Dell Publishing.

Barnes, G.G., Down, G. & McCann, D. (2000). __Systemic supervision: A portable guide for__ __supervision training__. Philadelphia: Jessica Kingsley Publishers.

Carroll, M. & Holloway, E. (Eds.) (1999). __Counseling supervision in context__. Thousand Oaks, CA: Sage Publications. Greben, S.E. & Ruskin, R. (Eds.) (1994). __Clinical perspectives on psychotherapy supervision__. Washington, DC: American Psychiatric Press. Haley, J. (1996). __Learning & teaching therapy__. New York: Guilford Press.

Holloway, E. (1995). __Clinical supervision: A systems approach__. Thousand Oaks, CA: Sage Publications.

Holloway, E. & Carroll, M. (Eds.) (1999). __Training counseling supervisors__. Thousand Oaks, CA: Sage Publications.

Nuefeldt, S.A. (1999). __Supervision strategies for the first year practicum.__ Alexandria, VA: American Counseling Association.

Pope-Davis, D.B. & Coleman, H.L.K. (Eds.) (1997). __Multicultural counseling competencies:__ __Assessment, education and training, and supervision__. Thousand Oaks, CA: Sage Publications.

IV. COURSE OUTLINE BY WEEK
Please note: Again, remember when discussing your supervisees to **identify each by their initials** **only**. Also, when discussing issues pertaining to your supervision, be prepared with a **consultation question**. This involves thinking about what you hope to accomplish in discussing this student. What do you need to understand about yourself? About your student? About the “client” or agency? Use your countertransference to inform you and help to form your consultation question. Is your consultation question related to your role with one or all of your supervisees? Is this a question of roles (i.e., supervisor v. therapist)? Your goal here is to learn how best to use the consultation process to inform your work as a supervisor. **__ Key to reading assignments __**** : ** F&S = Falender, C.A. & Shafranske, E.P. (2004). __Clinical supervision: A competency-based approach__. Campbell = Campbell, J.M. (2000). __Becoming an effective supervisor: A workbook for counselors and psychotherapists__ WEEK 1 Orientation to the course (course syllabus, requirements, objectives) (09/02/09)** ***Introductions group of trainees
 * Reflection on our own experiences with supervision
 * Information that supervisors need in order to supervise this particular
 * Complete schedules in order to be matched with supervisee(s)

__Readings__: Campbell, Chapters 1, 2, and 11 (just skim Chapter 11)

__Assignments__: We will place matching information in your school mailbox by 09/15/09, assigning supervisees to each of you. Once you’ve received this information, please contact each supervisee by placing a note in his/her school mailbox with your phone number, good times to call you, e-mail address, and days/times when you are potentially available for supervision.

WEEK 2 NO CLASS (09/09/09) WEEK 3 Getting Started: (09/016/09) *Focus on developmental expectations, family life cycle issues, risk factors and potential mental disorders anticipated for target child population (Review of Behavioral Health Teaching Tool) *Focus on organizational characteristics of a Head Start program and why requirements for trainees were instituted in the way they are. *Plan initial supervision sessions by using the readings below to think about what you want to achieve. You need to place a contact note (see above) with each supervisee by the end of this week (09/18/09).

__Readings__: -Campbell, Chapter 3 //What are models of supervision?// (Focus in particular on family therapy models, brief therapy, and solution-focused models) -F&S Chapter 1 //The practice of clinical supervision//
 * - **  F&S Appendix A //Sample supervision contract outline//

__Assignments__: Review developmental and family life cycle tables handed out in this class, as well as Head Start paperwork handed out in the initial class. Review DSM-IV sections related to mental disorders that might by anticipated in the target population. Make and keep your initial appointment with your supervisee(s) and have each do the two genograms as assigned. Your own genograms are also due by the next class—please bring all genograms to class with you from Week 5 forward.

WEEK 4 NO CLASS (09/23/09)

WEEKS 5, 7, 9, 12, 14, 16: Each of the following classes will focus on group supervision of individual supervision sessions. You are expected to be able to contribute to the discussion as a result of personal experience and through a review of the pertinent readings. Our goal will be for each student/supervisor in the class to present at least one of their supervisees and then we will talk about the rest of the supervisees as we have time. a //two-week break in November// due to the Veteran’s Day Holiday.
 * Please make a note of the schedule for the remainder of this semester, with

WEEK 5 __Readings__: - Campbell, Chapter 4 //What are the methods and techniques of// (09/30/09)// clinical supervision?// - Campbell, Chapter 5 // What is the role of the relationship in supervision? //   - F&S, Chapter 2 //What makes for good supervision?// WEEK 6 NO CLASS (10/07/09)   WEEK 7  __Readings__: - Campbell, Chapter 6 //How does the supervisor select methods// (10/14/09//) and techniques to help the supervisee grow and develop?// -Campbell, Chapter 9 //What is the role of administrative tasks in supervision?// (Focus upon sections on pages 194 and 196 regarding evaluation.) -F&S, Chapter 3 //Building technical competence// WEEK 8   NO CLASS (10/21/09)   WEEK 9  __Readings__: -F&S, Chapter 4 //Addressing personal factors in supervision// (10/28/09)    WEEK 10 NO CLASS (11/04/09) WEEK 11    NO CLASS DUE TO VETERAN’S DAY HOLIDAY (11/11/09)

WEEK 12 __Readings__: -F&S, Chapter 5 //Alliance in therapeutic and supervisory// (11/18/09) //relationships//

WEEK 13 NO CLASS (THANKSGIVING HOLIDAY) (11/25/09)   WEEK 14  __Readings__: -Campbell, Chapter 8  //What is the role of multicultural issues in// (12/02/09)// supervision?// -F&S, Chapter 6 //Building diversity competence in supervision // -F&S, Appendix C //Cross-cultural counseling inventory-revised// __Assignment__: Assess yourself with the assistance of your supervisees using F&S text, Appendix B //Working alliance inventory//

WEEK 15 NO CLASS (12/09/09)   WEEK 16 __Assignments Due__: -Fall Semester Self-Assessment (12/16/09) -Supervision Log for each supervisee -Evaluation Form (with comments) for each supervisee

