Counselor in Training 360 Degree Case Conceptualization Process for Group Supervision

The Journal of Counselor Preparation and Supervision Volume 10 | Number 1 Article 1 2017 Counselor in Training 360 Degree Case Conceptualization Process for Group Supervision Meredith A. Rausch Augusta University, Laura L. Gallo Boise State University, Follow this and additional works at: https://repository.wcsu.edu/jcps Part of the Higher Education Commons, Other Social and Behavioral Sciences Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Rausch, M. A., & Gallo, L. L. (2018). Counselor in Training 360 Degree Case Conceptualization Process for Group Supervision. The Journal of Counselor Preparation and Supervision, 10(1). Retrieved from https://repository.wcsu.edu/jcps/vol10/iss1/1 This Article is brought to you for free and open access by WestCollections: digitalcommons@wcsu. It has been accepted for inclusion in The Journal of Counselor Preparation and Supervision by an authorized editor of WestCollections: digitalcommons@wcsu. For more information, please contact . Counselor in Training 360 Degree Case Conceptualization Process for Group Supervision Abstract This article introduces a developmental process for case conceptualization practice during group supervision based on the underpinnings of the Integrative Developmental Model presented by Stoltenberg and McNeill (2010) and Mindsets by Dweck (2006). The design incorporates a strengths-based method encouraging reflective practice and risk-taking. Practical methods for group interaction and discussion are presented. Keywords Case conceptualization This article is available in The Journal of Counselor Preparation and Supervision: https://repository.wcsu.edu/jcps/vol10/iss1/1 Counselor supervisors are tasked with the role of directing and monitoring counselors in training during their practicum and internship placements. A comprehensive process of supervision can be a valuable tool for supervisors as they aim to structure the group supervision experience with the most current and effective methods. In an effort to provide a visual tool which combines aspects of research-based models with the integration of a new approach, the authors propose the 360° Case Conceptualization Process for Group Supervision, furthermore referred to as the 360° Process. This process involves a visual tool for counselors in training, using a circle to indicate areas for group and individual focus when conceptualizing a case study. Following the tool as one would the movement of a clock, supervisees can progress through the areas which align with the areas necessary to fully discuss a counseling client. Accrediting bodies, such as The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016), require students to engage in supervision during their practicum and internship experiences. Supervisors have the difficulty of combining the tasks and parameters of supervision with the developmental levels of the counselors in training (Bernard & Goodyear, 2009). This critical time in a counselor’s development can be largely influenced by the supervision format provided by their instructor and feedback from peers. The Association for Counselor Education and Supervision (ACES, 2011) outlined best practices for supervision and provided recommendations specifically for group supervision and feedback for counselors in training. The best practices suggest that supervisors provide feedback which is both challenging and supportive appropriate to the student’s developmental level, experience, and client needs (ACES, 2011). In addition, goal setting related to case conceptualization is an important focus of supervision sessions (ACES, 2011). Counselors in training create increasingly complex case conceptualizations as new associations are able to be made regarding client issues (Constantine, 2001). The use of a visual tool which includes multiple areas for conceptualization process, while challenging supervisees of various developmental levels during practicum and internship experiences may increase student awareness of the many facets of case conceptualization. Developmental Needs of Master’s Level Counselors in Training An important part of a counselor’s training and supervision occurs during their practicum and internship placements. Field experiences provide opportunities to work with a variety of clients, develop understanding of clients, and create treatment plans. Part of this progression of learning involves the processing of feedback, which may be affected depending on how a student receives and understands the provided information (Stoltenberg & McNeill, 2010). Feedback should be accurate, well-thought out, and relevant. Nevertheless, learning and growth are not always linear--counselor trainees may be functioning at different levels of development and require different types of feedback. Incorporating a growth mindset within supervision sessions may help counselors in training embrace learning as opportunities for growth; rather than demonstrations of a grand performance. Teaching mindsets to counselors in training may provide a framework which allows supervisees to more positively approach goals within supervision. Dweck (2006) created the fixed versus growth mindset philosophy within the field of psychology ten years ago, but the concepts are relevant today and in a wide array of areas. In addition, theoretical models such as the Integrated Developmental Model (IDM; Stoltenberg and McNeill, 2010) help counselor educators and supervisors understand the different needs of counselors in training at different times throughout their training and how feedback may change throughout their development. Mindsets. It is important to understand the difference between fixed and growth mindsets in order to create a productive supervision environment. A fixed mindset follows the premise that intelligence is static and cannot be changed (Dweck, 2006). There is a desire to appear smart and make few mistakes, therefore, not encouraging risk taking, giving up easily when encountering obstacles, ignoring feedback, and feeling threatened by others’ success. Conversely, a growth mindset follows the belief that intelligence can be developed (Dweck, 2006). The focus involves learning and embracing challenges as opportunities, persisting in the face of obstacles, growing from criticism, and being inspired by others’ success. The goal of incorporating a growth mindset philosophy is to help learners thrive on challenges and respond positively to setbacks (Dweck, 2015). Dweck stresses the importance of all individuals incorporating a mixture of both a fixed and growth mindset, but believes one can work on recognizing the aspects of their own fixed mindsets in order to grow as counselors. A focus on cultivating a growth mindset within practicum and internship experiences may alleviate anxiety which is recognized in Level 1 supervisees. Much of Dweck’s work has focused on use within K-1 (...truncated)