History and Purpose

The IICCS conference extends a conference series that began at the University at Buffalo in 2005 under the leadership of Larry Shulman and Andy Safyer, then- Editors of The Clinical Supervisor, supported with a small grant from NIDA. After an initial series of conferences at Buffalo, the series then continued for more than a decade at Adelphi University. It now is sponsored by the Center for Advanced Professional Education.

 Clinical supervision is the “signature pedagogy” of the mental health professions. But most of the conversations about it in the literature and in conferences has been siloed: They have occurred within disciplines, within countries, and within within groups who are primarly practitioners or primarily scholars.

The IICCS is unique in being able to provide the valuable service of bringing together supervision practitioners, educators, and researchers from across the spectrum of mental health professions and from around the world to have dialogues and create synergies that are otherwise not possible.

The IICCS is overseen by an executive committee of leaders in the field of supervision who are — in keeping with the conference’s intent — both international and interdisciplinary.

Members of the Executive Committee

CONFERENCE CO-CONVENERS

EXECUTIVE COMMITTEE MEMBERS

               undefined

Learning Objectives for the Sessions that Provide CE Credit

Webinar:  Trauma informed:  Morning

Attendees will be able to identify at least one distinguishing feature of the trauma-informed conceptualization and its rationale

Attendees will be able to describe the three manifestations of indirect trauma

Attendees will be able to describe how the TI conceptualization interfaces with at least one other accepted model of clinical supervision

Webinar:  Trauma informed:  Afternoon

Attendees will be able to take the first steps in demonstrating a TI orientation in their supervision

Attendees will be able to employ supervisory skills that promote learning, self-reflection, and self-efficacy
Attendees will be able to assist supervisees in managing their affective reactions to their work

Webinar:  Seven-Eyed Model

Attendees will be able to describe the 7 modes of the Seven-Eyed model and the aims and benefits of working in each in supervisory practice and how to move from one mode to another

Attendees will be able to employ the model in their supervisory practices

Attendees will be able to describe results and implications of a study of the model that the authors have conducted

Webinar:  Competency-based Clinical Supervision in the Telesupervision Era

Attendees will be able to identify three components of competency-based  clinical supervision;

Attendees will be able to describe how to identify and repair a supervisory strain or rupture

Attendees will be able to describe how cultural humility facilitates a multicultural respectful process in competency-based practice

Plenary I

Attendees will be able to describe at least one way in which the COVID-19 pandemic is affecting supervisory practice in China, in the US and in Argentina

Attendees will be able to identify at least one way in which the COVID-19 pandemic is likely to have more enduring effectives on supervisory practices after the pandemic is over

Plenary III

Attendees will be able to describe at least one traumatic effect of racism on those who experience it

Attendees will be able to discuss how they can identify and address racial trauma in supervision

Session 1A

Attendees will be able to describe a supervision model of burnout prevention for mental health professionals

Attendees will be able to list three perspectives of Kenyan counselors and psychologists on status and future of clinical supervision in Kenya

Attendees will be able to identify and understand positive feedback bias in supervision as it relates to the race of the supervisee

Session 1B

Attendees will be able to identify clinical supervision concerns specific to supervising mental health professionals who perform telemental health

 Attendees will be able to describe themes in a analysis of recent articles published in the Field Educator journal

Attendees will be able to provide a compelling rationale for peer clinical supervision of practicing school counselors

Session 1C

Attendees will be able to identify at least one application of intersectionality theory to clinical supervision.

 Attendees will be able to provide recommendations for improving clinical supervision in field education

Attendees will be able to describe elements of an evidence-informed supervision model, including best practices

Session 2A

Attendees will be able to Identify at least one of main training need for a supervisee, considering their experience and stage of professional growth

Attendees will be able to discuss the utility of relational humility in supervision

Attendees will be able to describe how a sample of CACREP programs are providing orientation, consultation, and professional development opportunities to site supervisors

Session 2B

Attendees will be able to describe how expert supervisors conceptualize and set priorities when supervising beginning counselors working with clients with trauma histories

Attendees will be able to identify signs of ambivalence in their supervisees or clients

Attendees will be able to discuss three pedagogical approaches to educating new supervisors

Session 2C

Attendees will be able to describe the key aspects of deliberate practice in training therapists

Attendees will be able to attendees will be able to describe two specific methods for implementing deliberate practice with supervisees.

Attendees will be able to identify markers for when to address spirituality/religion in the supervisor/supervisee relationship

Session 3A

Attendees will be able to describe how they would use the Response to Supervision Scale (RSS) and the Feelings Experienced in Supervision Scale (FESS) in their supervision

Attendees will be able to develop strategies to enhance their supervision of supervisees receiving simultaneous supervision from two supervisors

Attendees will be able to identify specific issues within supervision that are influenced by supervisor multicultural competence

Session 3B

Attendees will be able to describe at least one way that they would respond to supervisee countertransference

Attendees will be able to identify at least three unique needs of students and supervisees in recovery who have criminal histories

Attendees will be able to describe to at least one implication of globalization for their work as supervisors

Session 3C

Attendees will be able to identify at least two strategies for structuring multidisciplinary supervision

Attendees will be able to describe at least one culturally competent, trauma-informed supervision technique

Attendees will be able to describe at least two behaviors or actions that supervisors in Guatemala City report to affect the impacts of the supervision they provide

What conference registrants need to know

To help conference registrants get the most out of the conference, we have prepared Guidelines for Registrants

What conference presenters need to know

Presenters are asked to familiarize themselves with the Guidelines for Presenters

JULY 27 information update to registrants
%d bloggers like this: