{"id":145,"date":"2023-06-08T22:10:54","date_gmt":"2023-06-09T02:10:54","guid":{"rendered":"https:\/\/traumacompetent.com\/?page_id=145"},"modified":"2023-06-12T17:18:19","modified_gmt":"2023-06-12T21:18:19","slug":"training","status":"publish","type":"page","link":"https:\/\/traumacompetent.com\/training\/","title":{"rendered":"Training"},"content":{"rendered":"

The Clinical Supervision of Competency-based Trauma Mental Health: A Training Series (18\u00a0Hours of Continuing Education in\u00a0Trauma-informed\u00a0Ethics and Supervision)<\/h2>\n

Melinda Paige, Ph.D, LPC, CPCS, NCC<\/h3>\n

The\u00a0clinical\u00a0supervision literature include exemplary practices in trauma mental health supervision providing a model of foundational principles and practices to support clinical supervisors, yet there remains a lack of awareness about these\u00a0essential\u00a0resources. Training about competency-based trauma mental health supervision is still missing from most graduate level training programs.<\/p>\n

The persistent negative physical and psychological consequences of traumatic stress is a growing public health concern, therefore practitioners working in a variety of mental health settings will likely be working with survivors of trauma. It is imperative that their professional training includes core trauma knowledge and trauma-focused clinical skill supervision.<\/p>\n

Professional Codes of Ethics state that specialized training and supervision are required before engaging in clinical practice in any specialty area. Therefore, without evidence-based training to support the trauma-specific practice of supervision, supervisors are at risk of practicing outside the bounds of their clinical competency.<\/p>\n

Empirical research provides trauma-informed mental health supervision models grounded in exemplary practices in trauma mental health ethics and supervision. There are trauma-specific\u00a0guidelines including six key principles of a trauma-informed approach to ethical decision making and\u00a0four components necessary for competent trauma-sensitive clinical supervision. When you\u00a0include\u00a0these key elements in clinical supervision sessions you can be assured that you are practicing\u00a0ethically and\u00a0within the bounds of your clinical competency\u00a0by\u00a0utilizing evidence-based clinical supervision\u00a0practices.<\/p>\n

Attend this workshop and you will walk away with a step-by-step framework for providing trauma-competent mental health supervision including essential elements of trauma-focused\u00a0care.These\u00a0essential elements are common to all empirically based trauma-specific supervision models. You will learn how you can integrate this framework with your current approach to ethical decision making and clinical supervision to increase your effectiveness and outcomes with supervisees.<\/p>\n

Join Melinda Paige, Ph.D, LPC, CPCS, NCC as she\u00a0provides the tools and techniques to improve your clinical supervision outcomes\u00a0in\u00a0this\u00a0trauma-competent supervision and ethics training just as she has for other clinicians around the nation.<\/p>\n

Training Program Outline<\/h2>\n

Foundations of\u00a0Clinical\u00a0Supervision<\/h3>\n
    \n
  • Supervision as a field of practice requiring unique knowledge and skills<\/li>\n
  • The necessity of specialized training in clinical supervision<\/li>\n
  • Clinical supervision as state-specific legal requirement for licensure<\/li>\n
  • Didactic and experiential standards and systemic training for clinical supervision<\/li>\n<\/ul>\n

    Models\u00a0for Training Clinical Supervisors<\/h3>\n
      \n
    • Essential empirical knowledge including\u00a0self-awareness,\u00a0and\u00a0theoretical and conceptual knowledge application<\/li>\n
    • Essential empirical skills including supervision methods and techniques<\/li>\n
    • Seven core curriculum areas required by standards for clinical supervision<\/li>\n<\/ul>\n

      Clinical\u00a0supervision competency domains\u00a0and models for\u00a0mental health supervision<\/h3>\n
        \n
      • Transtheoretical models of clinical supervision<\/li>\n
      • Models grounded in psychotherapy theory<\/li>\n
      • Developmental models<\/li>\n
      • Social role models<\/li>\n<\/ul>\n

        Multicultural Competency\u00a0Development\u00a0in Supervision<\/h3>\n
          \n
        • Assessing diversity dimensions such as: age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status<\/li>\n
        • Identifying individual differences and intersections among diversity dimensions.<\/li>\n
        • Awareness of one\u2019s interpersonal functioning and professional disposition in valuing individual and cultural diversity<\/li>\n<\/ul>\n

          Assessment in Clinical Supervision<\/h3>\n
            \n
          • Assessing the developmental level and learning needs of supervisees<\/li>\n
          • Identifying ethical, legal and professional regulatory issues<\/li>\n
          • Evaluating professional dispositions and ethical decision making<\/li>\n
          • Measuring the supervisory relationship and\u00a0alliance<\/li>\n<\/ul>\n

            Foundations of Trauma-competent Supervision<\/h3>\n
              \n
            • The ubiquity of trauma and physical and psychological consequences<\/li>\n
            • Critical aspects of competency-based trauma mental health<\/li>\n
            • Four components necessary for competent trauma-sensitive supervision<\/li>\n
            • A qualitative model of competency-based trauma knowledge, skills and attitudinal conditions<\/li>\n<\/ul>\n

              Methods of Trauma-competent Supervision<\/h3>\n
                \n
              • A counselor-centered approach to supervision<\/li>\n
              • Developing quality relationally based supervisory alliances<\/li>\n
              • Trauma-sensitive supervision models and approaches<\/li>\n
              • Trauma-focused supervision techniques<\/li>\n<\/ul>\n

                Ethical Issues in Trauma-specific Supervision<\/h3>\n
                  \n
                • The ethics of trauma-competency and professional disposition<\/li>\n
                • Ethical principles of self-care in clinical practice<\/li>\n
                • Ethical standards of self-care guidelines<\/li>\n
                • Six key principles of a trauma-informed approach to ethical decision making<\/li>\n<\/ul>\n

                  Evaluation of\u00a0Trauma-competent\u00a0Supervisees<\/h3>\n
                    \n
                  • Trauma-informed counselor competencies for supervisees<\/li>\n
                  • Evaluating secondary traumatic stress\/vicarious trauma in supervision<\/li>\n
                  • Assessing compassion satisfaction and\u00a0compassion\u00a0fatigue<\/li>\n<\/ul>\n

                    Preventing Vicarious Traumatization and Secondary Traumatic Stress<\/h3>\n
                      \n
                    • Protective factors and strategies in proactive prevention<\/li>\n
                    • Components of counselor well-being and emotional safety<\/li>\n
                    • Developing trauma-informed consultation communities<\/li>\n
                    • Signs to be aware of in supervisee wellness and development<\/li>\n<\/ul>\n

                      Building Vicarious Resiliency<\/h3>\n
                        \n
                      • Facilitating meaning making and self-reflective practices in supervision<\/li>\n
                      • Recognizing post-traumatic growth and resilience<\/li>\n
                      • Assessing positive effects of helping professions<\/li>\n
                      • Facilitating reconnection and belongness<\/li>\n<\/ul>\n

                        Beyond Self-care: Restorative\u00a0Practices in Clinical Supervision<\/h3>\n
                          \n
                        • Mindfulness practices for grounding and tolerating abreaction<\/li>\n
                        • Autonomic nervous system regulation in supervision<\/li>\n
                        • Modulating ANS arousal with brakes and body awareness<\/li>\n
                        • Facilitating therapeutic presence and reflective practices<\/li>\n<\/ul>\n

                          Foundations of Trauma Mental Health Competency<\/h3>\n
                            \n
                          • Trauma mental health as a specific field of practice requiring unique knowledge and skills<\/li>\n
                          • The necessity of specialized trauma-competent training and supervision<\/li>\n
                          • Exemplary practices in trauma mental health care<\/li>\n
                          • Didactic and experiential standards and systemic training in traumatology<\/li>\n<\/ul>\n

                            Physical and\u00a0Psychological\u00a0Consequences of\u00a0Traumatic\u00a0Stress<\/h3>\n
                              \n
                            • The ubiquity of trauma and adverse childhood experiences and the pervasive impact of trauma<\/li>\n
                            • Systematic approaches inclusive of trauma-specific diagnostic and treatment services within a trauma-informed environment.<\/li>\n
                            • Curative, trauma-specific treatment interventions rather than mental health care that exacerbates the effects of trauma<\/li>\n<\/ul>\n

                              Trauma-informed Beliefs\u00a0and Attitudinal Conditions<\/h3>\n
                                \n
                              • Demonstrating an understanding of contextual and systemic factors<\/li>\n
                              • Applying knowledge about cultural humility and adaptations for survival<\/li>\n
                              • Demonstrating acceptance of unique trauma experiences and respect for client as expert<\/li>\n<\/ul>\n

                                Core Trauma Knowledge<\/h3>\n
                                  \n
                                • Demonstrating core trauma knowledge and concepts in trauma-competent clinical practice<\/li>\n
                                • Applying knowledge about common elements of evidence-based interventions<\/li>\n
                                • Utilizing knowledge about common factors in trauma-focused intervention and treatment<\/li>\n<\/ul>\n

                                  Trauma-focused clinical skills and evidence-based\u00a0models and\u00a0interventions<\/h3>\n