Hello there.On this episode of Supervision Simplified, we're talking about all things internship and also the differences in supervision between interns, graduate students, and residents, pre-licensed clinicians.
So listen up for some tricks and tips, for some intervention ideas, for lots of practical suggestions for supporting this level of clinician.And we're excited for you to join us.
Welcome to Supervision Simplified, the podcast that's here to rock your supervisory world.
Our mission is simple yet powerful, to educate and elevate counselors, social workers, and psychologists, empowering them to serve their communities at the highest level of fidelity and service.I'm Dr. Amy Parks.
I'm a child and teen psychologist, a group practice owner, and a supervisor in Virginia.
And I'm Valerie Harris, a trauma and attachment specialist, group practice owner, and a supervisor in Tennessee. Let's make it simple and dive right in.
Hello there and welcome to Supervision Simplified.I am Dr. Amy Parks.And I am Valerie Harris.And we are so excited to be back with you today to talk about something that is absolutely 100% in Valerie's wheelhouse.
And that is the difference between supervising, well, the differences and similarities between supervising
interns, so graduate level interns, still in school, very new, super green, and comparing that to the supervision requirements and style necessities for residents, people that are pre-licensure, so they've already gone through that ritual or
you know right of passage of the graduation and you know and so sometimes those interns I know especially in your practice Valerie start with you as interns and then stay on with you through residency but many places we know many of our listeners don't have that same situation so they get residence in
post-graduation, or maybe just supervise interns.So I wonder if we could start with talking about the idea of what does it mean to supervise an intern?Let's just sort of set the tone and level set that for everybody.
I mean, what it means to supervise an intern.
Well, interns by and large are, and I also want to add another layer to that because in my work on the consulting side with Educate and Elevate, some of the feedback that I've gotten, which you're probably used to this as well, is that in some states or some schools, they require interns to have more than one site.
I tend to not take those students if we know that on the front end, but there have been times where we may have a student come in halfway through their internship and they started at another site, and I think that's actually far more common.
across the board is where they may have started at a different site, but it wasn't a good fit, or that practice goes under in the middle of their internship.
So I say all that to say, it can be tricky because you think you're getting a year with this person, but in many states or in many practices, they're not even getting that much time, which I think can be more difficult
in terms of getting them where they need to be to see if they want to hire them or if they can keep them.But one difference with the interns is they're also being supervised in school.
At least that's my experience, is that they are going to be supervised there and they're going to be supervised in the practice as well.I would say that the difference is at least in our practice and practicum, they're not even seeing clients yet.
They're just doing observation.So we're doing a lot of like really foundational things.They're already equipped with skills.That's the stuff that they're getting looked at in school all the time.
So what I'm looking at, and I'd love to hear what you look at because your practice is different because we are trauma based.So what we're looking at is I'm looking at how well regulated they are.
how they show up in the room, if they're super anxious, if they're falling into imposter syndrome really quickly.I'm just looking more for how present can this person be in the room with someone in pain and starting there.
But I'm really curious to hear where you start with them.
Yeah.So to clarify the language here, a lot of states actually use the term, different terms.So the term for an intern is actually the term they use for pre-licensed clinicians that are already graduates.
So what we're talking about right now in this conversation here is
clinicians who are still in grad school, who have not yet graduated, whose program is either two or three semesters of practicum and internship, depending on the program and the degree and things like that.
Um, and so, yeah, we, we, um, we see the same kind of thing in terms of, you know, sometimes people, I have never seen somebody whose requirement was that they had to have two sites or more than one site, but I would love to hear from our listeners about that because that's a really interesting thing.
I do think it sets you up for a couple of things.
Like there's a pro to that, like you're getting some exposure to two places, but I don't think at the end, my opinion is that I don't think at the internship level, at the grad student level, that's very.
helpful because it's just more stressful than anything else.You're just trying to get your feet under you in the setting.
Like you said, so you use that practicum period to really build capacity and get their feet under them before they even are using skills.Whereas if you were more practiced, more like us, where we don't do it that way.
So we have an onboarding period of about two weeks where, or maybe more like three weeks, I guess, where you have two observation sessions with everyone in our practice.So that's 30 different observation sessions.
And then plus you're having numerous supervision opportunities during that time individually and in group. They come to weekly huddle and things like that.But then you start seeing clients.
So imagine if you had three weeks of observation and then you started seeing clients for three weeks, then what happens for six weeks or nine weeks, then what those clients just you know, disappear.So, but that's kind of how we do things.
We, you know, we would not, I don't think I would take someone that was going to be with us for less than like two semesters.Right.For sure.Because it's not good clinical, I don't think that's good clinical care.
I get kind of maybe why that's done, but I don't like it.I don't like it.
in that realm, like we, we have them do observation, we try to get them to sit with each clinician four to five times.
And again, though, I think a lot of that is because we're trauma focused, and there's a lot more risk, I would say 85% of our clients are considered high risk in some capacity. And then yes, they have multiple opportunities for supervision.
So they do supervision and diets every week, either with myself or with our other clinical supervisor, if I'm not available.And then we have every Friday, we don't see clients.So From 9 to 1030, we have a treatment team meeting.
And so that can count as supervision depending on if they're presenting a case.A lot of times they're not that early on.But then we have different consult groups throughout the day on Friday and those rotate monthly.Then we have group supervision.
And so when I do the master's level supervision, depending on the numbers, if we have too many master's level clinicians, then we won't pull the interns in.But right now we have a lot who have just gotten their license, which is nice.
So our numbers are down on our master's level.So when we have group supervision with them monthly, we'll pull the interns in and it kind of allows for that iron to sharpen iron.And we find that that works pretty well.
One of the things that we have ran into though,
again not we won't take anybody if they require more than one site because well if if they require one another thing that we've run into that i would probably put out there as a caveat is if they want to have more than one site than your own we are not we don't do that anymore um because they're not all in with us and they're it's just a lot to manage
The other thing that we've seen is or that I find is a very important question that you need to ask any student if you're considering bringing them in your practice is what happens on your school breaks?Can you see clients over your school break?
When does your degree get conferred?So we've had a school, I'm going to try not to say their name because I don't want to tear them down, but I don't think I'll ever take another student from there again.And it's up in your area.
And it's really sad because I think the student was Is amazing now works for us is a fantastic clinician and yet.Had to stop clinical care with clients for about a month, almost a month and a half because they just wouldn't confer the degree.
They're like, we'll get there when we get there.And I'm like, you've got to be freaking kidding me.Whereas our state university is like. Yes, they can continue to see them.It gets conferred.My degree was conferred when I finished my hours.
So I finished my hours in October.I graduated in December.They conferred them in October.So every supervision hour I got after that counted towards licensure.And these schools, I'm like, I don't think you understand what you're doing for client care.
You're making practices not want to work with you.
The other thing we've ran into recently when we've been recruiting, going to a lot of different universities to try to put ourselves out there, is they want a licensed person on site the entire time an intern is there.
even if that's not even their site supervisor.And I'm like, what, like, no, that's the state of Tennessee doesn't even require that they require one X amount of hours.
So I feel like things like that, sadly, I know that's a little bit of a tangent, and it's a little off the rails a bit, but it does all affect
who you take in your practice if you take them and how supervision would show up in those cases because that comes into play.
In our practice, we added the question of when will your degree be conferred to our internship interview because we have a clinician literally right now who finished her internship and doesn't have her degree, doesn't graduate until tomorrow, I think.
So she's been out for like three weeks. And then tomorrow or Monday when the paper is signed, we have instructed her to literally carry the paper to graduation and get it signed.Then she has to still submit it to the state.
So they're turning around in maybe like two weeks.So she's out of clinical care, not getting paid, no work. at all for six weeks because of the school, because the internship ending time does not coincide with the graduation.
It'd be one thing if she could intern up to graduation.Like, can she just be an intern up until the bitter end?
She had to be not doing anything.And school breaks, some schools say, well, you could keep working.And then some say, nope, no working during the school break.
You want me to give these people clients and then you want to rip them out from under that.Like, and this is where I feel like schools, but I would love to hear your feedback.
This is where I feel like schools need to update their stuff because I think they are still under the framework of thinking they're all in agencies.
Because before group practices came on the scene and before we created, I mean, I hate to say it, it just is what it is.Before we created these opportunities for students, you didn't have this.
You had a private practice, if you were lucky, with one clinician.You had a treatment center, a psych hospital, or an agency.That was it.
And so it's almost like the language and the way they're doing things is just not up to date with the actual sites. that students are wanting to be at.It's frustrating.
I wish we could get all the schools to listen to this, all the counseling people, all the ones who are over the sites and just say, excuse me, can we just have one big meeting so that we can let you know what needs to change because it's limiting.
It's going to hurt the students and it hurts because we can't allow the clients to be
left like that.The problem.Yeah.And I hear exactly what you're saying.And I know where the problems are.Like there's a K Crip problem there.
I mean, not so much of a problem, but trying to follow the K Crip requirements, but also trying to follow the university calendar.And then like, there's so many factors here.
Um, and like I said, that's why we told our clinician, like, take your form to graduation because then we can guarantee that no one is not going to get lost in the email.It's going to get signed.
You can send it in, you can scan it, send it that night. But again, like, it's not even so much that, you know, I think a couple things.Number one, I need to have interns in my practice.That's an important part of our model.Absolutely.
I don't want to make them jump through too many hoops.But at the same time, I want them to recognize that they have set their students up for limited economic success.Because if I had known
in the past, not currently, but in the past we've had clinicians with this long of a period of a break, I wouldn't offer them a job.
Because I'd pick up those, thank goodness we had another intern coming in who picked up this clinician's load temporarily so that they're not at a loss, but that can't be done in all practices.Oh no.And so that's an economic limitation.
And so it's really interesting to think about that.And I think that there's a lot to be discussed with that.And I would love to invite on I actually have a colleague who runs the internship program for Capella.I assume it's at the master's level.
I'm not sure if she's in a doctoral program.I don't know.I have to double check.But it would be an interesting thing to discuss where the problems are that need to be identified and clarified.
So at the same time, while you're saying, yes, I want to ask all these questions, would I turn someone away Like, where are my, like, what's my big issue?Like, okay, I could live with this, I could live with this, but I can't live with this.Right.
You know, we got an email this morning, like a general email that went out to all internship supervisors for this one particular university that said, oh, essentially it said, oh, we have discovered that we are not in compliance with CAMFED.
So, or not CAMFED, but COMFED, which is the Association of American and Family Therapists, or the credentialing body, okay?Not AAMFT, but COAMFED.Anyway,
And we need all of your, the supervisor who supervises your intern needs to be, take the training to be a supervisor for marriage and family therapists.
And it's a 30 hour training, 30 hour training.Yes.And I've seen, they want more supervision in a week.Have you seen that?So one of our MFTs, they almost wanted them to have double the amount of supervision in a week that a normal intern would have.
And I'm like, I'm sorry, what?And they're like, well, it's, it's. Cam, whatever, it's their requirement.And I'm like, good luck finding that.I hope you're going to find another supervisor for this person.
I think we knew that because our internship has two supervision times a week and that was the requirement.Yes, two hours a week.
They're not even same clients.So yes, we had to get creative in that way because I'm like, what can we possibly talk about for two straight hours when you're in practicum and you've observed clients?What are you doing at the school level?
It was, I was like, you've got to be kidding me.
Well, I sat in my car seeing this message this morning and I'm like, okay, I will stop everything I'm doing this weekend.I will log into co-amped.I will get registered for the class.
I will do the 30 hour training because I didn't want this intern to not graduate because of their issue.
And I don't mind even taking that training.If you're going to give me access to it and pay for it, I'd love to take it. because I love MFTs and I would love to be a better MFT supervisor.
So I'm open to that, but you think it would have been nice to know that.
Right.And here's the question, like, do I have to be, I want to know this, I'm going to, I'm going to find this out and I'll report back to our listeners, but do you have to be an MFT to be, to take the supervision class with, you know, co-ams?
I haven't gotten that far.To my knowledge, you don't. And, and the reason being, I believe is because they just don't have enough MFTs to supervise.
Like, so it's sort of like, do you remember back when I was doing like my LPC, I can get supervision from an LCSW or an LPC or, and now in the state of Tennessee, at least, or maybe it's the NBCC, they're starting to shift that to just LPCs.
And I learned that that was because there weren't enough LPC supervisors back then to do that.Exactly.To my knowledge, you don't have to be an LMFT to take that training.
I think they're actually adding that addition and wanting the training to be done because they don't have enough MFT supervisors.So it's kind of like a way to offset that and make sure that they're getting what they need, which I'm totally fine with.
Right.That makes total sense.Well, it turned out that they sent this generic email out to everyone.And then when we freaked out because we're like, listen, we don't have an MFT supervisor.Do we need to do the 30 hour training over the weekend?
We don't want this person to not be able to continue their internship.They've already got a full caseload.Then they're like, oh, no, no, you are LPC.You're credentialed supervisor of the state.You don't have to take it.
We're like, oh. I can't believe you're telling us this.Yes, and that's kind of with mine.Like, I didn't have to take anything.I mean, if I would like to, I wouldn't mind taking it.I think it would be great.
But still, don't tell me in an email, like, could you be a little bit more, like... Don't set a fire.Exactly.
I'm literally sitting in my car on fire thinking, well, there goes whatever I was going to do over the weekend for anything, you know, that I was going to try to move forward.So crazy.So when you were working with interns,
it sounds like there's a lot of things to pay attention to.And there are probably just as many things to pay attention to for a pre-licensed clinician, someone that has already graduated.
But I think we've kind of covered like capacity is really important.Regulation is really important.How are you, what's your presence in the room?What's your energy level?And how are you- Transference, lots of transference.
Transference and counter-transference.
Highly focused on What is the diagnosis?What is the diagnosis?What is that?And I get it.I get it.And I'm like, stop, stop.And I'm trying to figure out what, what's wrong with the person because you're going to transfer that energy of how you,
This is a person to be fixed and labeled.And I know they're not trying to, it is not their heart's desire.It is their fear and their conditions for that.And if they're anything like me, I love assessment.Assessment makes me just glow.
I love to like construct puzzles and pick things apart. So I really enjoy that.And for that reason, I like a diagnostic assessment.I like a good workup.Um, I enjoy them.I love a good bio psych, social history.I love all of that.
But they're almost so fixated on that, like making sure they're getting that right, that they're missing what's happening in the room.And so I'm like, instead of asking, what is this ask, What, what's happening right now?Like what am I noticing?
What's happening?What does this mean?What does it mean for this client?You can always defer a diagnosis.You could always put a preliminary diagnosis and you're ruling out other things.
You shouldn't, as an intern, you shouldn't be clear cut on your diagnosis by session three.Sorry. I'm not going to just don't put that pressure on yourself.
You need to be, I mean, well skilled with lots of experience to be able to hone in that quick and you better have some assessments to back it up.
Otherwise, just work with a working diagnosis and say, hey, I'm going to rule out this or this and just focus more on what's happening in the room and less about where it fits in a box because your energy shifts.
And when your energy shifts, you're not connecting to the client and they're going to feel that.And these are not people to be fixed.They're people to be seen.
So when I explain it that way, they're like, Oh, and I mean that, and again, it's, that is their heart's desire.They're just, I think they just don't know how to just, they're just working harder than they need to.
Yeah, I love that advice.I think that is incredibly valuable advice and I would encourage everyone to think that same way.I love the idea of giving a preliminary diagnosis with rule-outs.
I think that that's a great strategy to really sort of cement during the internship period.I think that that's incredibly, incredibly important.And so we're thinking about all of those kinds of things and learning to build those skills.
So that when they transfer to a pre-licensed clinician, so, and as we know in all the states, there are various levels of requirements for that as well, which we've talked about ad nauseum and we will continue to talk about.
But when, where do you feel, what do you feel like happens?Where's the shift?What's the shift for you as a practice owner and supervisor?Like what's the shift for you with those clinicians?
Well, I will say if they've completed their internship with us and they shift into a pre-licensed clinician, we have usually gotten a lot of those things out of the way.
If they're coming to us from somewhere else, I find that we generally have to go back and redo those things.So I feel like those people lag a little bit.
It really just depends on what site they were at, but I would say 80% of them, if they've come to us from another place, especially if it was an agency,
then it's almost like they're a brand new intern in a lot of ways because they're used to more case management type things. style counseling and not actual psychotherapy.And you can just see the differences in that.
So I think, but if they stay with us and they did internship and they cross over into that pre-licensed clinician, I think what we tend to see a lot more then is that's when I really see imposter syndrome start to peak up because now they're a peer
and a colleague to someone who is a master's level who's maybe six months ahead of them or a year ahead.And so they've acclimated, but now they're part of the team.And then I see when they start to like
feel like they're supposed to be on this level over here with these other master's level clinicians.And it's like, hold on, hold on.You're not this person.You're you and you're where you are.
And so to me, that's the big shift that I see is continuing to work on the transference, counter transference capacity for sure.And then really starting to look at the imposter syndrome and helping them
Get even more solidified in their own counselor identity and ensuring that they're not trying to emulate their peers So if you don't mind me sharing I'll share like an intervention that I did yeah in Treatment team a couple weeks ago.
So we had a clinician that was struggling with some really just a very difficult case and it was bringing up a lot of feelings of inadequacy, just capacity issues.
And so I sat that clinician down and then I asked the clinician to identify two people on the team with whom this clinician feels really inspired by or feels like drawn to or works well with.
And so the clinician immediately picked two opposite clinicians that have a very strong presence, are able to withstand kind of like the chaos a little bit with a little more ease and a little bit less, you know, nervous system disruption.
And by opposite you mean opposite styles?Yes.Okay.
Got it.Got it.Okay.So, um, we had, I had that clinician pull, um, that selected clinician in and identify like three to four adjectives of what it is that that clinician brings
that this clinician respects and wants to be able to like hold when going into the room.
And so like the clinician said, you know, strength, being able to be kind of direct and candid and not being kind of thrown off by, you know, clients who are difficult or abrasive or kind of with those disorganized attachments and complex trauma can just be throwing stuff at you.
And so the clinician that was selected spoke about how they access that within themselves. And then also spoke to the clinician, the other clinician, about how they observe that and when they notice that in this clinician and how they see it.
And so then I had the clinician choose a scarf to represent those qualities that they most want to inhabit for themselves that they see in this other clinician.And we did that with both the clinicians that were chosen.And so in that next session,
The clinician went into session with that client and brought those scarves into the room and put them in other places just so that the clinician could see them.
So the idea was sort of to use some like experiential work as a way of resourcing this clinician in the room with this difficult client.
I see.So you, I love that.I think that is so creative and fun.And so what I'm hearing you say is that what you did was you transferred the skill or strategy sort of to the inanimate object.
And then that's what they are carrying with them in the room as sort of a visual reminder.Yes. I'm supposed to feel or do this right now, or when I see, or have this connection.
They chose a scarf, put the scarf on that, on the clinician they chose.And that clinician spoke about how they show up and also spoke to that clinician of, here's where I see your strength.I see that you do this.I see that you do that.
So it's also a way of reminding them of like, I do have this.And you know, I'm connected to this, even in this room, I can look at this and be reminded. And it's kind of like a take on things that we do with hypnosis as well.It's very smart.
Psychodrama, it's got a lot of crossover.
Right.I love that.I love that.And so how did you prepare the, just so for our listeners can, if they want to replicate this intervention, how did you prepare the chosen clinicians for the experience?You didn't prepare anybody.
You just said show up and you gave them the instruction.
I love psychodrama so much.You don't have to prepare.People just naturally know how to come into that role.So I said,
you know, let's say it's Tom and Jerry, I'm like, Hey, Tom, choose a team member that really has some of the qualities that you think would best come in, like would best support you in the room with this difficult client.
And so Tom says, Well, it's Jerry.Okay, Jerry, would you mind coming and sitting across from Tom right now.
And okay, Tom, can you tell Jerry what it is that you most admire in him and what it is that you see that you really want for yourself in the room?Well, I think that Jerry is able to stay calm under pressure.
Jerry doesn't allow these things to affect him.He's got a lot of strength.He's able to just stay focused.Okay, Jerry, do you see any of that in Tom?Well, yeah, I see that in Tom when Tom is has done this and this and that.
And so it's this exchange, and they're already in the role.Like in psychodrama, people embody roles that aren't theirs.But in this case, they were just in their own roles.
And we just brought in the props as a way to symbolize that, symbolically, to be able to resource the clinician in the room with that client.
And did you do this in treatment team, like as a group?I did.I love that.I think that is so fun and so powerful.And I think that that could be a really amazing way of building, you know, not only of just figuring out how to resource, but also
Working on building capacity, building teamwork, building, you know, that sort of experience of being supervised and or supported by a clinician, that peer-to-peer supervision that we talk about.I think that is super fun.I love that.
I think that is really great.As a clinician, the goal is to be able to work with your client in such a way that they become their own therapist, right?
Reparenting them or helping them awaken the adult part of them that can be their own therapist. So I think of that in supervision as well.
I think the goal is not for me to always have the answers or solutions, but for me to help them learn to access that within themselves and within each other so that they can lean on one another as a team and hold space for one another because
Otherwise, I can't be there 24-7 and they don't need to just do it like me.Teamwork makes the dream work.So the more that they can embody those parts of each other and really
bring that into the room, I feel like it really strengthens them as a team.
Yeah.And I love how you referenced that working with residents versus working with interns might actually involve more attention to the imposter syndrome, because I don't think that that's well known.
But I see a lot of confidence, you know, it's sort of along that same vein, like a lot of confidence issues. in very competent clinicians.
And so I do feel like I am like the hype girl for a lot of folks because I see them having the capacity and the skills and the ability and yet really not knowing that they do or not feeling that they do.
And so I hadn't really thought of it so much as imposter syndrome as just lack of confidence, but I love that you're thinking and framing it that way.So I think that that's really powerful.
Is there anything as you're working through the couple of years of supervision or residency with a pre-licensed clinician, is there anything then you really want to instill in them for the moments, the time period, the transition then from that
role of pre-licensed to licensed clinician?Because I do think that there is sort of some attention paid at that level too, or should be.What do you think that, you know, they're not going to be supervised anymore.
So there's a whole, I think you have to, there's a preparation requirement.I'm wondering how you address that.
So, I like to ask them if there are things that, well, I will say in our practice too, even though they're not getting supervision, they know that supervision is forever, like it's consultation at that point.
But I do like to ask sometimes, you know, of course, we issue a lot of assessments throughout supervision anyway and get feedback that way, so that helps.But other things I like to ask is sort of,
you know, as as you are transitioning to this place of licensure, is there anything that you feel like you still are struggling with that maybe you didn't get in supervision that you need?
Or, um, I like to ask a lot more about their career trajectory at that point, like, you see yourself, you know, is there
certification like is there something you know if you could really make an impact like in in the next three to five years what do you think that might look like just to kind of gauge what's important to them and so I have some master's level clinicians right now or temp license people who are
I know we're very interested in leadership.I have some who I know are interested in becoming supervisors.I have some who I know want to get a certification in EMDR.
And so I think in those moments, it's looking more at that empowerment piece in that career. piece and helping them understand what is the mark you want to leave in the world as a clinician or within this practice and how can we support you in that.
Yeah, and how can we help you develop into that next level. Before we run out of time, you should definitely share who you use for assessments because we should tap them to sponsor our podcast.
I like surveys all day and they do need to sponsor us because I use them a lot and I tell a lot of people about them.
We use them with clients, we use them with clinicians and the great thing about them is it's an older system so some people complain about that.
compared to another system that I won't mention because they are definitely not paying us to talk about them.And we don't, I don't use them because they cost way too much money.
But the great thing about psych surveys is I think every fifth clinician you add is free.Oh, I see.And I think it's like $5 a month per clinician. which is probably cheaper than anything else out there.
I mean, if you buy them a Starbucks, it's going to be more expensive than that.
And the amount of assessments available is insane.
There's just so many and you can put them on a rotation and it will automatically email those people and remind them that it's due and it'll just keep, it'll just nudge and annoy them until they do them.
Well, you know, like to that topic, to that end, you know, it doesn't have to be a sexy platform to be an effective strategy.That's right.So let's be really clear.Yeah.It doesn't have to be all the bells and whistles to be doing good work.So, yeah.
And I will definitely be reaching out to you Psych Surveys to sponsor us because we both use you.So I think that it's really, really a valuable recommendation.
Is there anything else that you can think of that you want to share with our audience about this internship supervision?
And we'll continue, of course, to have lots of conversations about this ongoing, but anything specific that you think you really want people to pay attention to in the internship space versus the pre-license space?
Yes.So one of the things that we're going to be implementing, I've wanted to do it for a long time, just haven't done it, but I would highly recommend that people implement it is get feedback from your other clinicians.
I've been getting feedback from our other clinicians for quite some time, but we're going to do this in a more structured way with a Google form where there can be the clinicians can give some feedback.
Because here's the thing, we're only, unless they're, in the beginning when I started a group practice, all the interns were with me, so I got to see everything.
But as a supervisor now, someone with a much smaller caseload, you only see them in certain ways.And let me just tell you, they do not show up in front of you the way they do in front of everyone else.
I don't care what you say, nine times out of 10, you are getting their best face, you're getting the best parts of them. And that's not a bad thing.
But especially in the beginning, so you're not seeing the team dynamics, you're not seeing what's happening with different clinicians.And so I think it's very important to allow the clinicians to give feedback. on what they're seeing.
And because one, it shows that you trust their feedback, you're making them part of the process.And when people can weigh in, they're more likely to buy in.
So the more they're weighing in on what they're seeing and what they're observing, it gives them more buy in into the whole teaching model as a whole, and it shows them that their voice matters.And we can start to see really interesting data like
Well, that's funny.This person is getting a lot of great feedback from these sets of clinicians and they're very similar in style.These are different in style.
So I wonder if this clinician is actually just more of this style of a clinician and works better with these clients.
So there's just a lot of nuance that I think that you're going to miss if you don't give your clinicians a way to give you some quick feedback, even if it's just, you know, three questions on a Likert scale that they can rate.Right.
Even that can give you some really good data points and things that you can follow up with and look at with that intern to start figuring out maybe some things that you can work with them on at a more specific individualized level.
Yeah.I wonder if you want to mention, if you want to, first of all, if you're going to add that to your internship paperwork package, and if you want to mention your internship paperwork package and your Facebook group.
Yes, I am updating all of that.
And so the plan is that by the end of the year, I'm going to roll out an entirely new packet with it's going to be a lot more robust, it's going to have a lot of these things like data driven things, feedback, it's going to have
Um, a lot more like video training, different things like that.So it's going to be a lot more comprehensive for those who've ever, who have already bought the package, the paperwork package, there's basically going to be an add on fee.
If they want to come back and get the updated things, they can do that.Um, for those who have been in my mastermind, I've, I've ran that twice now.
They automatically get all the updates, um, because they were my first two groups and I promised them that. And then, yes, go to the Facebook group, Educate and Elevate, because we are going to be doing a whole lot more in 2025.
And it's going to be big.And there's lots of great things coming.And I'm super excited.
Awesome.I will be paying the fee for the upgrade because I have your package.So I'm very much looking forward to that.So the Facebook page is Educate and Elevate, one of our sponsors for the podcast, Educate and Elevate.
So we want to just continue to emphasize that teaching part of things and in this our supervision work.Thank you so much for chatting with me about this today.I really appreciate it.
It was fun to be reminded of kind of the things that we know and do and and share that with our audience.Yeah, absolutely.All right, Valerie, have a great day, and thanks everybody for listening to Supervision Simplified.
Our podcast really needs to have you and your feedback, so we hope that you will listen, you will share it with your friends, and keep on showing up.Thanks so much, have a great day. Bye.Bye.
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