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
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