This course will cover updates in the requirements for licensure for clinical social workers in the State of Missouri, since 2018. We will also review the basic requirements for documentation of supervision for clinical social work licensure. Following a review of relevant rules changes and documentation requirements, which is expected to take about 30 minutes, the remainder of the course will be devoted to a discussion of the particular papers sent to those registering for this course, and a more general discussion of some key elements in initiating and sustaining a supervisory relationship with a master’s-level social worker hoping to learn the skills necessary to practice psychodynamic psychotherapy. There will be an opportunity for sharing experiences about effective ways to facilitate learning of psychodynamic concepts based on the experiences of attendees.

Detailed Course Outline:

6:30-7:00 Review of requirement for documentation for supervisees, and any changes to the licensure law and statutes.

7-7:50 Review and Discussion of Watkins and Callahan article on how psychoanalytic supervision works. Attendees are expected to have read the paper and to be prepared to discuss the ideas in the paper.

a) Review of Wampold’s Contextual Model of the Psychotherapy Relationship

b) The place of the “real relationship” in both psychotherapy and in supervision

c) Functional mechanisms of supervisee learning

7:50-8 Break

8-9 Review and Discussion of Davidson paper on Integration and Learning in Supervision. Attendees will be expected to have read the paper and to be prepared to discuss the ideas in the paper.

a) History of the “supervisor knows best” model of supervisory relationships in psychodynamic work

b) Supervision within the interpersonal framework of a psychoanalytic Institute.

c) Discussion of how supervision helps the supervisee to learn.

d) The real relationship between supervisor and supervisee and how it facilitates learning.

e) Discussion of how supervision can enable the supervisee to be “fully alive” with a patient.

9-9:30 Deeper exploration of the models of supervision and the methods for making supervision a more effective process for learners.

Objectives:

1. Attendees will be able to articulate several aspects of the real relationship between supervisor and supervisee.

2. Attendees will be able to identify several aspects of Wampold’s contextual model of the supervisory relationship.

3. Attendees will be able to delineate several features of the supervisory relationship that facilitate the deepening of the learning experience of psychotherapy.

Assigned Readings:

Davidson, L. (1987) Integration and learning in the supervisory process. The American Journal of Psychoanalysis, 47(4) 331-341.

Watkins, C.E. and Callahan, J. (2106) How does psychoanalytic supervision work? A brief communication. Scandinavian Psychoanalytic Review, 39(1) 46-50.

 Click HERE for Continuing Education Credit details.