HomeMy WebLinkAboutClinical SupervisionDEPARTMENT
OF
CORRECTION
OPERATIONS
Programs
DIRECTIVE NUMBER:
607.26.01.006
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SUBJECT:
Clinical Supervision
Adopted: 01-12-04
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01.00.00. POLICY OF THE DEPARTMENT
It is the policy of the Board of Correction that the Department of Correction will provide
programs which promote offender change and successful reintegration into the
community.
The Department shall not discriminate on the basis of age, disability, race, sex, creed,
or national origin. Considerations for the approval or denial of programs shall include,
but not to be limited to, the capability of the Department to pro vide programs and the
eligibility of the offender.
Nothing in this policy statement nor in Department of Correction policy or directive or
other sources establishing procedure or operations shall establish any right under state or
federal law to programmi ng or education for offenders.
01.01.00. Purpose
To ensure quality program delivery through clinical supervision and staff training.
02.00.00. TABLE OF CONTENTS
01.00.00. POLICY OF THE DEPARTMENT
01.01.00. Purpose
02.00.00 TABLE OF CONTENTS
03.00.00. REFERENCES
04.00.00. DEFINITIONS
05.00.00. PROCEDURE
05.01.00. Performance Evaluation
05.02.00. Learning Plan
05.03.00. Quality Assurance
05.04.00. Oversight
03.00.00. REFERENCES
Department Policy 607, Correctional Education And Programs.
DIRECTIVE NUMBER:
607.26.01.006
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Clinical Supervision
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04.00.00. DEFINITIONS
Clinical Supervisor. An individual that has demonstrated the skills, training, and
certification to oversee the clinical skills of program delivery staff. Task and functions o f
supervision include: plan, direct, monitor, and evaluate the work of another; offer
information and techniques that improve the knowledge and skills of those being
supervised.
Developing Counselor. Developing counselors have limited understanding of to ols,
systems, and models of addiction treatment and may be inconsistent in their application
to counseling interactions. They are not sufficiently proficient at addiction treatment to
practice independently and require regular professional supervision. They are
counselor trainees, entry-level counselors and correctional specialists who are not
eligible for full credentials.
Eight (8) Practice Dimensions. Includes one hundred and twenty-one (121) discrete
competencies believed essential to effective treatment services for individuals, families
and significant others.
Exemplary Counselor. Exemplary counselors strategically apply and integrate the
counseling competencies with consistency and effectiveness. They can conceptualize
treatment and incorporate services across a broad range of disciplines. These
counselors are eligible for, or have achieved, the highest levels of professional
credentials and/or qualifications. They provide leadership and serve as role models and
consultants to other staff. The se staff may assist in the training and supervision of non-
certified staff involved in program delivery.
Facility Head. The person with primary responsibility to oversee, manage or operate a
Department facility.
Learning Plan. Plan that breaks down kno wledge, skill and attitude into manageable,
measurable learning steps with the goal of becoming proficient in the application of the
competencies. The learning plan is individualized to the needs and learning styles of
the program delivery staff.
Offender. A person under the legal care, custody, supervision or authority of the Board
including a person within or without the state pursuant to agreement with another state
or a contractor.
Proficient Counselors. Proficient counselors demonstrate and apply counseling
knowledge, skill and attitudes with consistency and effectiveness in a variety of
counseling interactions. They have achieved an acceptable skill level across the range
DIRECTIVE NUMBER:
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of addiction counseling competencies. These counselors are eligible for, o r have
achieved, necessary credentials and/or qualifications for professional practice.
Program Delivery Staff. Employees of the Department that occupy the position of
psychosocial rehabilitation specialist, drug and alcohol rehabilitation specialist, or in
some instances, clinicians, program managers, and pre -release specialists.
Rubrics. A sub-classification of counseling competencies to be used in performance
assessment. Rubrics are descriptio ns of expected behaviors at three (3) distinct stages
in a counselor’s development. A set of rubrics has been identified for developing
proficient and exemplary addiction counselors. Rubrics serve as a descriptive
benchmark on a counselor development conti nuum.
Rubric’s Rating System. Instrument used to rate program delivery staff’s level of
proficiency.
TAPS 21. This document presents the knowledge, skills, and attitudes that are needed
for achieving and practicing the competencies listed in "Addiction Counseling
Competencies." It is intended to provide guidance for the professional treatment of
substance use disorders.
05.00.00. PROCEDURE
The facility authority, with support from the Division of Prisons, will ensure quality
program practices by me ans of clinical supervision.
Clinical supervisors will ensure internal quality controls exist by monitoring the quality
and proficiency of program delivery staff by direct observation. Video or audio
mechanisms may be used to assist in monitoring when the observer is unable to
observe in person because of distance or work schedule. The frequency of
observations may be weekly, monthly, or quarterly, depending upon the counselor
proficiencies and learning plan.
To allow program delivery staff to fulfill their job functions effectivel y, the clinical
supervisors shall develop, maintain, support, and mentor relationships with program
delivery staff. Clinical supervisors will evaluate program staff with the Performance
Assessment Rubrics System in combination with TAPS 21.
05.01.00. Performance Assessment
Clinical supervisors shall assess program delivery staff with a combination of the
Rubrics Performance Assessment and Taps 21. Clinical supervisors will identify areas
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for supervision jointly with the program staff member, focusing on areas that will assist
the staff member with their job assignments. Assessment areas are identified in
subsection 05.01.01. and 05.01.02.
A summary of the developmental progress indicating areas being a ddressed in clinical
supervision will be submitted to the administrative supervisor for the program staff
member being supervised. This is to be completed at least yearly for inclusion in the
performance appraisal, or more often if needed to ensure the co unseling practice
progress is being advanced for the individual.
The Rubrics Performance Assessment shall be used relative to each staff's level of
competency. The goal is to increase all counseling skills used by program staff. Staff
delivering addicti on-based and non-addiction-based programs can be evaluated at the
Developing Counselor level with the intent of progressing each staff member to the
Proficient Counselor level. In addition to each staff being evaluated according to his or
her own skill level, staff will also be evaluated on their effectiveness in delivering proper
course content as outlined in manuals and/or other directives. A learning plan will also
be developed based on these criteria.
05.01.01. Transdisciplinary Foundation and Practic es
Transdisciplinary foundation and practices shall be the foundation of counselor
competency. Regardless of professional identify or discipline, each treatment provider
must have a basic understanding of addiction that includes knowledge of current
models and theories. All addiction-focused disciplines are built on a common
foundation.
These foundations and practices include:
Understanding addiction, basic knowledge about substance abuse disorders;
Treatment knowledge, treatment and recovery models;
Application to practice, how to apply treatment knowledge to practice; and
Professional readiness, issues related to self awareness, appreciation of
diversity, ethics and continuing education.
05.01.02. Practice Dimensions
Practice Dimensions include:
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Clinical Evaluation;
Treatment Planning;
Referral;
Service Coordination;
Counseling;
Client, Family, and Community Education;
Documentation; and
Professional and Ethical Responsibilities.
05.02.00. Learning Plan
Clinical supervisors, in collaboration with program delivery staff, shall jointly develop a
learning plan based on the results of the clinical assessment. The clinical supervisor is
expected to elicit feedback from those individuals being assessed and consider the
preferred styles and methods of learning for those individuals.
Clinical supervisors shall break down the learning plan by knowledge, skill, and attitude
into manageable, obtainable, and measurable le arning steps. Clinical supervisors shall
ensure the learning plan is individualized to the needs and learning styles of the person
being supervised. The learning plan shall have overall needs broken down into their
constituent parts: the knowledge; the skills; and the attitudes necessary to attain
proficiency.
Clinical supervisors shall ensure a copy of the learning plan is provided to the program
delivery staff within thirty (30) days of evaluation results. A copy of this plan shall be
given to the program staff member's supervisor upon request or when otherwise
deemed appropriate.
Clinical supervisors shall monitor learning plans and make revisions as needed.
05.03.00. Quality Assurance
Clinical supervisors may participate in new-hire interview panels for the Department
when selecting persons to fill program delivery positions.
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Clinical supervisors, in conjunction with the facility head or designee, will ensure that
program delivery staff perform within identified level of proficiency.
Clinical supervisors shall provide program delivery staff with direct clinical supervision,
instruction, training, guidance, and coaching in professional development. Alternative
methods can be used such as audio, video, and distance learning to augment direct
supervision.
Clinical supervisors will recommend specific training programs for the program staff to
attend as it relates to necessary coursework and/or training to meet or maintain
proficient level competencies. These recommendations will be made to both the
program staff and their supervisor.
The Division of Programs will provide clinical supervision coursework or training with
adequate frequency to provide the necessary training for clinical super visors to improve
their clinical supervision skills. The facility head will ensure clinical supervisors are
given the opportunity to attend specific coursework or training.
05.04.00. Oversight
The Division of Programs will monitor compliance with this directive.
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Administrator, Operations Date