FLORIDA CERTIFICATION BOARD Supervision Key

2y ago
5 Views
2 Downloads
2.62 MB
10 Pages
Last View : 18d ago
Last Download : 2m ago
Upload by : Elisha Lemon
Transcription

FLORIDA CERTIFICATION BOARDSupervision KeyThe successful application ofknowledge to practice is one ofthe most-needed and desiredoutcomes for behavioral healthprofessionals, and others,involved in providing servicesoffered to women. Whileindividuals themselves willdetermine to what extent learningis operationalized, effectivesupervision is necessary for thisto be maximized.Welcoming Services and Service Coordination forWomen with SUD and/or Co-occurring DisordersFramework and Use of this Supervision KeyThis Supervision Key is designed as a companion guide to the Welcoming Services and Service Coordination forWomen with Substance Use and Co-occurring Disorders course. Its use is to facilitate supervision of behavioral healthprofessionals. The Supervision Key is not intended to be a comprehensive approach to supervision but is designed toexplore and support course content with the professional as it relates to practice and service delivery.You, the supervisor, can use this Supervision Key to explore general understanding of the course; interest in individual sections of the course; and concerns about individual sections of the course.You may also use the Supervision Key to clarify any boundaries and/or limitations in using the course information; clarify course information, as it relates to behavioral health professionals’ attitudes, roles, and competencerelated to gender-responsive services for women; and expand skills specifically related to engaging, welcoming, and retaining women in treatment and other servicesfor substance use and co-occurring disorders among behavioral health professionals.October 2017 Florida Certification Board1

Please consider the timing and frequency of course-related supervision. Sessions should occur soon after the staff member completes the course; and at subsequent intervals to assess how course material has been used in practice.Intent of the CourseThis course examines the gender-specific barriers that women with substance use disorders (SUDs) and co-occurringmental health disorders often experience when attempting to access treatment and recovery supports. These barriers,combined with programs and facilities that do not incorporate more welcoming practices, contribute to reduced treatmentaccess, engagement, retention, and outcomes.By reducing gender-specific treatment barriers and creating and sustaining a welcoming environment designed tosupport treatment and recovery, women with SUD and co-occurring disorders, along with their children, have the bestshot at effective treatment and favorable outcomes.From this perspective, the course explores the rationale and specific methods for creating and sustaining welcomingenvironments for women – those that support recovery and resiliency for women seeking services, in addition to theirchildren and other relevant family members. There are several key points of contact with women that are emphasized asopportunities for creating more welcoming services for women: first contact, outreach, pre-treatment, case management/recovery support, the first appointment, and ongoing service delivery.As the clinical or program supervisor, it is essential to keep current with research and evidence-based practices relating tothe characteristics and components of successful service systems for women. A solid body of research has resulted in aset of core principles of gender-responsive treatment for substance use and mental health conditions. These include: recognizing the role and significance of personal relationships inwomen’s lives. addressing the unique health concerns of women. acknowledging the importance and role of socioeconomic issues. promoting cultural competency that is specific to women. endorsing a developmental perspective. attending to the relevance and presence of various caregiver roles thatwomen assume throughout their lives. recognizing that culturally-ascribed roles and gender expectations affectsociety’s attitudes toward women with substance use disorders. adopting a trauma-informed perspective. using a strengths-based treatment model for women. incorporating an integrated and multidisciplinary treatmentapproach for women. maintaining a gender-responsive treatment environmentacross all settings. supporting development of gender competency specificto the issues of women.1This course specifically addresses welcoming as a deliberate approach to building a positive environment that engageswomen who might be considering entry into treatment and other services. Welcoming enhances the engagement processby better aligning attitudes and ways of interacting. The course stresses that welcoming attitudes and environments haveto be supported by organizational policies, practices, and procedures that engage, treat, and support each woman’sspecific needs.October 2017 Florida Certification Board2

Staff FactorsTreatment providers and staff members at all entry points in systems that servewomen need to be skilled in using a supportive approach for women with SUDsand co-occurring conditions. Although it is widely assumed that clinical staffwho provide behavioral health services treatment are prepared to serve bothmen and women, the training received by clinicians does not always specificallyinclude women-centered treatment.Training and supervision for behavioral health professionals who provideservices for women should address gender differences and the deliveryof gender-responsive services. It is also important that staff supervisioninclude a process that identifies, acknowledges, and brings awareness to anypotential biases, judgments, and stigmatizing actions toward women who usesubstances.Training Topic Examples the psychological growth anddevelopment of women cultural competence sexual orientation and genderidentity issues the role of relationships inwomen’s development of asense of self the importance of children inthe treatment process parenting models and practicesContextual Factors and Competency-based SupervisionSupervision requires an awareness of contextual factors and how they influence supervisory interactions. Examplesof contextual variables that can arise in clinical interactions include race, ethnicity, age, gender, religious and spiritualpractices, sexual orientation, socio-economic status and disability. Variables in the supervisory relationship can occurwithin the context of the supervisor, supervisee, client, and the setting in which supervision occurs.For this course and Supervision Key, gender issues are the overarching contextual factors. In this case, the roleof the supervisor is to help support the development of gender competency specific to the issues of women.Competency-based clinical supervision places emphasis on the identification of the knowledge, skills, attitudes, andvalues that are assembled to form specific clinical competencies. The supervision process facilitates the developmentof professional aptitude surrounding specific competencies.Implementation of competency-based supervision requires the commitment of the supervisor and supervisee to identifythe specific competencies that are the focus of a supervision plan. It is beyond the scope of this Supervision Keyto list all of the competencies that are relevant to gender competency. These have been detailed by the SubstanceAbuse and Mental Health ServicesAdministration (SAMHSA) in theirpublication Addressing the Needsof Women and Girls: DevelopingCore Competencies for MentalHealth and Substance AbuseService Professionals. See theResources section at the end ofthis publication to learn how toaccess this report that can be usedas an important supplement to thisSupervision Key.October 2017 Florida Certification Board3

1Review the teaching points2Assess the Impact ofBarriers and EffectiveSupports on Engagementand Retention of Womenin Program Services3Apply the conceptsModule 1Now that your staff members have taken the Welcoming Services and Service Coordination for Women with SubstanceUse and Co-occurring Disorders course, there are three basic steps to guide the transfer of learning into practice fromModule 1. Gender-Specific Issues, Barriers, and Consequences for Women with Substance Use Disorders.1. Review the Teaching PointsReview the teaching pointsYour first supervisory action is to “check the learning” to gauge the level ofcomprehension among course takers and determine if clarification or additionaleducation is necessary.Assess the Impact ofBarrierspointsand EffectiveYou may begin a dialogue using the list of teachingand prompts below.Supports on Engagementandyou?RetentionASK - What did you learn? What surprisedWhat ofdoWomenyou NOT agreeinProgramServiceswith? What challenged your thinking? What else do you need to know to1Review the teaching points.2Assess the impact ofbarriers and effectivesupports on engagementand retention of womenin program services.3Apply the concepts.be effective?Key Course Topics in Module 1: Overall, researchfindsthat women often haveApply theconceptsdifferent pathways to substance use, have different risk factors for substanceuse, suffer different consequences of substance use, experience differentbarriers to treatment, and have different recovery-support needs from thoseof men.October 2017 Florida Certification Board4

Important Module 1 TopicsQuestions to Reinforce Learning1. Substance use statistics among womena. Young women are now using some substances at therate of men (which were previously used at a lower ratethan men).b. In Florida and nationally, women use/misuse somesubstances, particularly prescription medications andmethamphetamine, at greater levels than males.c. National data shows most pregnant women stop theiralcohol use when they are pregnant, while othersprogressively reduce their alcohol use in later stagesof pregnancy.What are the most prevalent substances used today amongwomen?Is substance abuse among women viewed differently than thesame behavior among men?Why?2. Initiation pathwaysa. Stress, negative emotions (such as poor self-concept,depression and loneliness), and significant relationships(boyfriend, partner, or spouse) are strong in precipitatinginitial use of drugs among women.b. There is a significant relationship in women betweentrauma and violence, and the initiation, abuse, anddependence upon substances.What are the biological, psychological and social factors thatcan have an impact on the onset of use, the development andprogression of substance use and dependence women?What are the relational aspects surrounding the initiation ofsubstance use?c. Telescoping - Women progress faster from initiation ofuse to developing substance-related adverse consequencesthan men.3. Addictiona. Progression to addiction in women is more accelerated thanin men.b. Substance use affects women’s connections andrelationships, causing them to leave or abandon manyof the relational systems on which they formerly depended.Why do women progress more quickly to addiction than men?How does the use/abuse of alcohol and other drugs impact therelationships in a woman’s life?4. Co-occurring conditionsa. Women are more likely to have multiple comorbidities(three or more psychiatric diagnoses in addition to substanceuse) than men.What are the most commonly occurring psychiatric conditionsthat are positively associated with substance use amongwomen?b. A history of traumatic events, such as sexual and physicalWhat is the interplay between a history of traumatic events andassaults, childhood sexual and physical abuse, and domestic substance use?violence, are significantly associated with initiation ofsubstance use and the development of SUDs among women.5. Barriersa. Once women acknowledge that they have a substanceuse problem and decide to seek treatment, they stillmust overcome a variety of barriers (personal,interpersonal and structural) to finding and accessingtreatment resources.What types of personal and system barriers keep women fromtreatment?How do service provider agencies contribute to the barriers?2. Assess the Impact of Substance Use and Co-occurring Conditions Among WomenOnce you are confident that the staff member has a general working knowledge and understanding of the teachingpoints, it is time to explore a little deeper. This is an opportunity to assess the staff member’s attitudes, judgments, andbiases about women who have substance use and co-occurring disorders. It is also an opportunity to explore yourorganization’s gender responsiveness and the proficiency of individual clinicians.October 2017 Florida Certification Board5

Areas of Discussion: Explore how the staff member(s) feel about women and substance use. Do biases exist? Can they be empatheticand non-judgmental in their counseling duties? Discuss the implications of the substance use prevalence data among women. How does this data correspondwith the women served by your organization? Are there particular service needs that are related to drug trends? Given the close connection between women’s substance use and co-occurring mental health conditions, howcan programs serving women address this issue through programming and partnerships? How does yourorganization address co-occurring issues? How do these conditions affect women’s help-seeking behavior? What type of barriers have you identified that affect the women your organization serves? Issues raised by women who have experienced trauma, such as domestic violence and other forms of abuse orReviewthe teachingtrauma(childhoodor adult),pointscan raise secondary traumatic stress in the helping professionals. Explore any issuesrelated to re-experiencing personal trauma or showing an increase in arousal and avoidance reactions related tothe indirect trauma exposure among staff working with persons with trauma histories.12Assess the Impact ofBarriers and EffectiveSupports on Engagementand Retention of Womenin Program Services3Apply the conceptsModule 21.Review the Teaching PointsReview the teaching pointsKey Course Topics in Module 2: Comprehensive, gender-responsive andtrauma-informed treatment programs can provide the safe, nurturing, andempowering environment that women need to recover. Service providers thatAssessthe Impactare welcoming should engage with all womenand theirfamiliesofin empathic,Barriers and Effectivehopeful relationships that facilitate appropriate identification of needs, access toSupports on Engagementappropriate assessment, and properly matched services.and Retention of Womenin Program ServicesApply the conceptsOctober 2017 Florida Certification Board1Review the teaching points.2Assess the impact ofbarriers and effectivesupports on engagementand retention of womenin program services.3Apply the concepts.6

Important Module 2 TopicsQuestions to Reinforce Learning1. Unique service arraya. Each woman requires a unique compliment of servicesWhat are important elements of comprehensive continuum ofbased on the severity of her substance use and co-occurring recovery for women and their children?conditions, needs for family, and social, health, mental health,and economic supports.Why do women require such unique service arrays?b. There are three primary types of services for women withSUDs and their children: (1) clinical treatment, (2) clinicalCan you provide examples of clinical treatment services, clinicalsupport, and (3) community support.support services, and community support services that are partof the SAMHSA/CSAT’s Comprehensive Model of Care forWomen?2. Welcominga. Welcoming is fundamentally about attitude, values, andways of interacting. It’s also about creating welcomingenvironments.What does it mean to be welcoming? How do you view yourpersonal responsibility in creating a welcoming culture?b. Attitudes and environments have to be supported byorganizational policies, practices, and procedures thatengage, treat and support each woman’s specific needs.What comprises the three levels of welcoming practices (basic,intermediate, and advanced)?c. Involves helping women, even those who are hardest towelcome, find proactive solutions to their concerns.How do you make welcoming strategies more deliberate andpurposeful?3. Engagement/Barrier Reductiona. Outreach services (engagement strategy #1) are animportant facet of engagement; they can identify a woman’smost urgent concerns and address those first until she isready to take on other issues.b. Screening provides a good opportunity to engage women inthe treatment and case management processes.c. Pretreatment services (engagement strategy #2) whichaddress psychosocial barriers, including stigma, othertreatment barriers, and denial, are effective engagementactivities.d. Case management (engagement strategy #3) can effectivelyaddress the numerous barriers and the array of complexproblems that women often encounter.What can be done to make the first contact with womenwelcoming and engaging?Why is this so important?What are the three core engagement strategies for women thatcan be used to reduce barriers to treatment?Describe how each of these strategies can be offered with a“welcoming mindset.”4. Treatment services.a. Assessment and treatment services for women must extendbeyond standard care to address specific needs for women,pregnant women, and women with children.What types of innovative assessment and treatment strategiescan be used to make services more welcoming for women?b. Women recover best in a homelike atmosphere that is warmand welcoming for them and their children.What can be used to create a safe and more homelikeatmosphere within your organization and across servicesettings?c. A trauma-informed environment and trauma-specificservices are critical for the vast majority of women withSUD/co-occurring disorders.What services are important for inclusion of children and otherfamily members?What are important considerations for a trauma-informedenvironment and service approach?October 2017 Florida Certification Board7

2.Assess the Adequacy of Services and Supports for Engagement and Retentionof Women in Organizational ServicesThe content in this module presents an opportunity to explore specific strategies and practices at the individual andorganizational level to challenge current behavior and foster improvements for gender-responsive services.Areas of Discussion: Ask staff to use a “smart shopper” activity to determine how welcoming your organization is to women with complexneeds. Ask staff members to call one of the organization’s programs and pretend to be a woman seeking services.You can help devise a profile for the woman that they can use for the call, i.e., has a baby and/or other children, isusing a specific drug or multi-drug use, has a co-occurring mental health condition, is a victim of domestic violence,etc. What did they learn? How welcomed did they feel at the first contact? Discuss findings and possible remediesfrom the activity during supervision. Using the SAMHSA/CSAT Comprehensive Model of Care model, discuss opinions about how comprehensive theservice array is for the women served in this organization. Do you have partnerships in place to meet the needs thatare beyond your scope of service? What thoughts came to mind among staff when learning about the principles and practices of being welcoming?Did staff do any self-evaluation or get ideas about how program services can be more welcoming? At what level ofwelcoming (basic, intermediate or advanced) were these reflections? Are deliberate and focused strategies being used to reduce barriers for women seeking services? What are thesuccesses or challenges to engagement? Ask clinicians how they are addressing traumatic stress symptoms, trauma-specific disorders, and other symptoms/disorders related to trauma in the clients they serve. What other training or resources do they need to be moreconfident and proficient in addressing these issues? Assess if clinicians have experienced any traumatic stress responses as

Oct 01, 2017 · Women with Substance Use and Co-occurring Disorders course. Its use is to facilitate supervision of behavioral health . supporting development of gender competency specific 1to the issues of women. . must overcome a variety of barriers (personal, interpersonal and

Related Documents:

13.19 Voltage-Transformer Circuit Breaker 1032 13.20 Voltage-Balance Supervision 1033 13.21 Voltage-Sum Supervision 1034 13.22 Voltage Phase-Rotation Supervision 1035 13.23 Current-Balance Supervision 1036 13.24 Current-Sum Supervision 1037 13.25 Current Phase-Rotation Supervision 1038 13.26 Temperature Supervision 1039

supervision and solution-focused supervision. Postmodernism is defined, key themes within the postmodern supervision literature are identified, a brief review and critique of the literature on both supervision approaches is provided, and implications for the practice of supervision and future

counseling supervision and have acquired at least 3 years of experience in counseling For licensed individuals who began supervision post January 1, 2013, need to have one of the followings: 2 semester hours of graduate credit in training in counseling supervision or . 30 contact hours of workshop training in counseling supervision.

supervision). KEYWORDS. Clinical supervision, conceptual model, systematic review One of the major challenges hindering the further development of clinical supervision has been poor conceptualization in both theory and empirical studies: Clarifying what clinical supervision is and how it works. Supervision theories have historically been derived

Child and Family Services Supervision Manual Implemented Spring 2015 Section 3 Supervision Scheduling Consultive Supervision Individual “Case Level” Supervision Frequency: Weekly Time Allotted: 1‐2 hours per session Strategies: Focused case su

31 l’importance de la cip 32 supervision formative des agents de terrain communautaires 33 supervision formative quotidienne de la cip/v (personnel en Établissement) 34 supervision formative de la cip/v dans le contexte de la supervision intÉgrÉe 35 visites de

Counselling Supervision: Theory and Practice is an entry level course that focuses on fundamental issues in the theory and practice of clinical supervision, including: models of supervision, the supervision relationship, the impact of culture and diversity and personal factors

Spartan Tool product. 2 1. Escape Key 2. Help Key 3. Standard Survey Key 4. WinCan Survey Key 5. Overlay Key 6. Overlay Style Key 7. Overlay Size Key 8. Footage Counter Key 9. Report Manager Key 10. Settings Key 11. Spa r e Function Key 1 12. Spa r e Function Key 2 13. Power Button 14. Lamp O 15. Lamp - Key 16. Lamp Key 17. V