order instructions

Counselors who are in a supervisory role must constantly be aware of their ethical obligations. Ethically and legally, supervisors are responsible for the quality of services and actions of supervisees. Ethical supervision includes paying particular attention to the following areas: competence, evaluation and due process, dual relationships, confidentiality, and informed consent. While supervision may seem fairly straightforward, it is actually a complex and often multilayered process that should not be taken lightly.

Counselors in training have an ethical responsibility to secure appropriate supervision from a qualified supervisor, align to this supervisor’s theoretical orientation as it applies to supervision, and to engage as an active partner in the supervisory process. Many states have specific guidelines for approved clinical supervisors. It is your responsibility to ensure that you are receiving the specific type, quality, and quantity of supervision that is required by your academic program and state of licensure.

For this Discussion, reflect on the qualities of effective and ineffective supervisors. Think about a time when you worked with a supervisor. This does not need to be in a counseling position or even a paid position. Consider potential courses of action if you discovered your supervisor was engaged in unethical behavior.

Post by Day 2 a description of the qualities of the most effective supervisor and the least effective supervisor and explain whether you consider these supervisors to be ethical or unethical. Then, explain how these supervisors affected your performance. Explain the significance of having an ethical supervisor. Finally, explain a potential course of action if you discovered that your supervisor was behaving unethically.

Be sure to use the Learning Resources and the current literature to support your response.

Required Resources

Readings

• Remley, T. P., Jr., & Herlihy, B. (2016). Ethical, legal, and professional issues in counseling (5th ed.). Upper Saddle River, NJ: Pearson.
  • Chapter 7, “Competence, Assessment, and Diagnosis” (pp. 154-187)
  • Chapter 8, “Malpractice and Resolving Legal and Ethical Challenges” (pp. 188-201)
  • Chapter 15, “Supervision and Consultation” (pp. 358-379)
• By the numbers: Counselor impairment. (2005). Counseling Today, 48(4), 3.

  Retrieved from the Walden Library databases.

• Everall, R. D., & Paulson, B. L. (2004). Burnout and secondary traumatic stress impact on ethical behaviour. Canadian Journal of Counseling, 38(1), 25–35.

  Retrieved from the Walden Library databases.

• Lawson, G. (2007). Counselor wellness and impairment: A national survey. Journal of Humanistic Counseling, Education and Development, 46(1), 20–34.

  Retrieved from the Walden Library databases.

• Magnuson, S., Black, L. L., & Norem, K. (2004). Supervising school counselors and interns: Resources for site supervisors. Journal of Professional Counseling, Practice, Theory, & Research, 32(2), 4–15.

  Retrieved from the Walden Library databases.

• Wilcoxon, S. A., Norem, K., & Magnuson, S. (2005). Supervisees’ contributions to lousy supervision outcomes. Journal of Professional Counseling, Practice, Theory, & Research, 33(2), 31–49.

  Retrieved from the Walden Library databases.

• Wilkerson, K. (2006). Impaired students: Applying the therapeutic process model to graduate training programs. Counselor Education & Supervision, 45(3), 207–217.

  Retrieved from the Walden Library databases.

Media

• Laureate Education, Inc. (Executive Producer). (2012). Clinical mental health counseling: Counselor impairment [Video]. Baltimore, MD: Author.

  Note: The approximate length of this media piece is 4 minutes.