This 2.5-hr training provides supervisors with the ethical, relationship, and diversity knowledge needed to safeguard their practice when providing supervision to pre-licensed, student clinicians. The training includes an overview/review of ethical roles and responsibilities as site supervisors, practical strategies to enhance the clinical supervision relationship, and a refresher on cultural humility and diversity practices to enhance the clinical training experience overall!
This workshop exposes aspiring, new and experienced clinical training site supervisors to critical knowledge and skills, situational scenarios, and strategies for effective administrative and clinical supervision. Participants will examine ethical standards, strategies for developing and enhancing supervisory relationships, as well as methods for assessing and addressing diversit

After completing this introductory level training, participants will be able to

•  process and apply ethical standards and principles related to the provision of clinical supervision with student trainees.
• identify and apply strategies for establishing and maintaining the clinical supervisory relationship with student trainees.
•  assess and address themes of diversity including bias awareness, multicultural counseling, and cultural humility.

This program meets APA’s continuing education standard 1..2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that influence psychological practice, education, or research

This program meets APA’s continuing education goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession

This program is free for site supervisors

Adeli, S., & Mbutitia, F. (2019). Training for Professionalism in Institutions of Higher Learning in Kenya: A
Phenomenological Analysis of Counsellors’ Attachment/Practicum Experience. Review of Human Factor Studies, 25(1),
49-68. https://tcsedsystem.idm.oclc.org/login? url=https://www.proquest.com/scholarly-journals/training-professionalisminstitutions- higher/docview/2251594718/se-2
Asay, P. A., & Lal, A. (2014). Who’s Googled whom? Trainees’ Internet and online social networking experiences,
behaviors, and attitudes with clients and supervisors. Training and Education in Professional Psychology, 8(2), 105-111.
https://doi.org/10.1037/tep0000035
Callahan, J. L., & Watkins, C. E. (2018). Evidence-based training: The time has come. Training and Education in
Professional Psychology, 12(4), 211-218. https://doi.org/10.1037/tep0000204
Callahan, J. L., & Watkins, C. E. (2018). The science of training II: Prepracticum and practicum training. Training and
Education in Professional Psychology, 12(4), 231-244. https://doi.org/10.1037/tep0000209
Callahan, J. L., & Watkins, C. E. (2018). The science of training III: Supervision, competency, and internship training.
Training and Education in Professional Psychology, 12(4), 245-261. https://doi.org/10.1037/tep0000208
Enlow, P. T., McWhorter, L. G., Genuario, K., & Davis, A. (2019). Supervisor–supervisee interactions: The importance of
the supervisory working alliance. Training and Education in Professional Psychology, 13(3), 206-211.
https://doi.org/10.1037/tep0000243
Mann, S. T., & Merced, M. (2018). Preparing for entry-level practice in supervision. Professional Psychology: Research
and Practice, 49(1), 98-106. https://doi.org/10.1037/pro0000171
McNamara, M. L., Kangos, K. A., Corp, D. A., Ellis, M. V., & Taylor, E. J. (2017). Narratives of harmful clinical
supervision: Synthesis and recommendations. The Clinical Supervisor, 36(1), 124-144.
https://doi.org/10.1080/07325223.2017.1298488
Smith, R. D., Erickson Cornish, J. A., & Riva, M. T. (2014). Contracting for group supervision. Training and Education in
Professional Psychology, 8(4), 236-240. https://doi.org/10.1037/tep0000075
Swift, J. K., Callahan, J. L., Rousmaniere, T. G., Whipple, J. L., Dexter, K., & Wrape, E. R. (2015). Using client outcome
monitoring as a tool for supervision. Psychotherapy, 52(2), 180-184. https://doi.org/10.1037/a0037659
Tribitt, T., & Moody, S. J. (2021). Exploring the Program-Site Alliance: Building Partnerships Between Counseling
Programs and Fieldwork Sites. The Qualitative Report, 26(2), 465-483. https://doi.org/10.46743/2160-3715/2021.4395
W, B. M., George, A. L., Gonzalez, O., & Powell, P. W. (2022). Exploring How Counselor Education Programs Support
Site Supervisors. Journal of Counselor Preparation and Supervision, 15(2), 1. https://tcsedsystem.idm.oclc.org/login?
url=https://www.proquest.com/scholarly- journals/exploring-how-counselor-educationprograms/docview/2703394580/se-2

Target Audience: Health and mental health professionals, hypnosis practitioners, academic teachers and researchers, students

Psychologists. This program, when attended in its entirety, is available for 2.5 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

National Board- This program, when attended in its entirety, is available for 2.5 NBCC Clock Hours. The Chicago School of Professional Psychology has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 3036. Programs that do not qualify for NBCC credit are clearly identified. The Chicago School of Professional Psychology is solely responsible for all aspects of the programs. 

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.

 If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest

Veronica M. Wanzer, PhD, LCPC, NCC, ACS – Director of Clinical Training and Assistant Professor

Dr. Veronica M. Wanzer, aka, Dr. V, a native New Yorker, has served as a counselor and clinical supervisor in Maryland for ten+ years. In 2018, Dr. V graduated with a doctoral degree in Counselor Education and Supervision from Walden University. Her dissertation focused on counselor competence with gender diverse clients. Immediately following
graduation, she continued her journey as a counselor educator teaching in both Online and traditional Master’s-level counseling programs across the country, engaging with counseling students worldwide!
Dr. V’s research interests include issues of social justice, counselor competence and professional identity, as well as decolonizing mental health in marginalized communities. To disseminate this work, Dr. V presents at various counseling and interdisciplinary conferences on a yearly basis. She is engaged in various innovative research, social change projects, and publication efforts focused on social change and counseling at both domestic and international levels. She published her first peer-reviewed article in the Journal of LGBTQ Issues in Counseling. Dr. V is currently settling into her new role as Director of Clinical Training in the Clinical Mental Health Counseling program at the Chicago School of Professional Psychology’s Washington, DC Campus.

All times shown in eastern time

Start: 10:00am

Break 1- 10:45-11:00am

Break 2- 11:45am-12:00pm

End- 1:00pm