Mentoring and Clinical Supervision Programs [2.10.2f 16]
The following are mentoring and supervision resources specific to the behavioral health field.
Substance Abuse and Mental Health Services Administration
SAMHSA has developed A Provider’s Guide on How to Use Core Competencies in Behavioral Health to support the dissemination and implementation of competencies within the behavioral health field. This guide includes an online collection of resources, case studies, articles, bibliographies, and other materials to help behavioral health providers implement the use of competencies within their organization, county, or State. Found at A Provider’s Guide on How to Use Core Competencies in Behavioral Health [link].
Competencies for Substance Abuse Treatment Clinical Supervisors CSAT's Technical Assistance Publication (TAP 21-A) Download a copy
Here.
History of TAP 21-A includes background to the TAP 21 A and provides access to
Competencies for Substance Abuse Treatment Clinical Supervisors, TAP 21-A, found on the ATTC web site Here.
ATTC Network The nationwide, multidisciplinary resource for professionals in the addictions treatment and recovery services field.
Supervision Definitions. This list is augmented by Term Master, a comprehensive collection of Websites compiled as a term and definition resource for professionals in the field of addiction treatment and recovery services, as well as the general public. Found
Here.
Supervisory Five Performance Domains. The five performance domains of Counselor Development; Professional and Ethical Standards; Program Development and Quality Assurance; Performance Evaluation; and Administration are tied to competencies, found on the ATTC web site
Here.
Supervisor Foundations. The five foundation areas of Theories, Roles, and Modalities of Clinical Supervision; Leadership; Supervisory Alliance; Critical Thinking; and Organizational Management and Administration are illustrated with corresponding competencies on the ATTC web site,
Click Here.
Clinical Supervision Tools. This web page on ATTC includes Center supervisory tools and links to other clinical supervision resources, found
Here.
Clinical Supervision Bibliographies. Found on the ATTC web site,
Click Here.
National Centre for Education and Training on Addiction (NCETA)
The following is an excerpt from Stress and Burnout: A Prevention Handbook for the Alcohol and Other Drugs Workforce, by Natalie Skinner and Anne Roach from National Centre for Education and Training on Addiction (NCETA), Flinders University: Adelaide, Australia. The full Stress and Burnout handbook can be found Here or through a search request Here.
Mentoring and clinical supervision can address a number of recognized contributors to stress and burnout. For instance, a mentor or clinical supervisor can help with issues such as:
- Stressful events. A mentor/clinical supervisor can provide assistance to develop coping strategies.
- Role ambiguity. A mentor/clinical supervisor can help clarify the roles and responsibilities of the job.
- Career development. A mentor/clinical supervisor can facilitate career progression by helping practitioners enhance clinical skills and experience and by providing (in some cases) the required credentials for registration with professional bodies.
- Skill use. Skill variety, task identity, task significance, and autonomy and feedback are recognized contributors to job satisfaction,[1] which in turn can impact worker well being. Clinical supervision and mentoring can help expand practitioners’ repertoire of clinical and interpersonal skills.
The transient nature of the client population, high relapse rates, and a lack of follow-up opportunities can present challenges to workers’ capacity to maintain a positive, enthusiastic, and engaged approach to their work. In this type of working environment, it is important to remember the importance of positive feedback and recognition.
Providing positive feedback, recognition, and rewards for workers’ skills and abilities in providing services, independent of client outcomes, has been identified as an important preventive factor for stress and burnout in health and human service professionals.
[2]
For a comprehensive guide on mentoring in the AOD field, refer to:
Todd, C. (2005). Mentoring. In N. Skinner, A.M. Roche, J. O’Connor, Y. Pollard, & C. Todd (Eds.),
Workforce Development TIPS (Theory Into Practice Strategies): A Resource Kit for the Alcohol and Other Drugs Field. National Centre for Education and Training on Addiction (NCETA), Flinders University, Adelaide, Australia. The chapter on mentoring can be found
Here.
The entire Workforce Development TIPS (Theory Into Practice Strategies): A Resource Kit for the Alcohol can be found Here.
Mentoring: An Age-old Strategy for a Rapidly Expanding Field. A What, Why, and How Primer for the Alcohol and Other Drugs Field.
This monograph, written by Joanne McDonald for Australia’s National Centre for Education and Training on Addiction (NCETA), is practical and user friendly. It maps out ways in which mentoring can be adapted for behavioral health organizations/workers in a cost effective and beneficial manner. Click Here.
American Counselor Association
Supervision Styles that are Perceived and Preferred by Supervisors and Supervisees: Case Studies, found Here.
The Supervisory Relationship: It’s Impact on Trainee Personal and Skills Development. The purpose of this paper is to discuss the use of basic computer technology in counselor education with a focus on online or distance education. The examples given are easy to adapt to a variety of course topics and are useful in on-site classes as well as online courses.
Click Here.
Other related resources:
[1] Sparks, K., Faragher, B., & Cooper, C. L. (2001). Well-being and occupational health in the 21st century workplace. Journal of Occupational and Organizational Psychology, 74, 489-509.
[2] Maslach, C., & Leiter, M. P. (1997).
The truth about burnout. San Francisco: Jossey-Bass.