Presented by Lauren Nichols, PsyD
Friday, February 3, 2023
11:00AM-1:00PM PT / 1:00pM-3:00PM CT / 2:00PM-4:00PM ET
Event held online via Zoom. Link to access provided upon registration.
This program, when attended in its entirety, offers 2.0 CEs for Psychologists or 2.0 IL CEUs for LPCCs and LPSW
Clinical supervision is a core component of masters and doctoral-level training in mental health. While there are multiple models and theories of supervision, integration of trauma-informed frameworks is lacking. Graduate training programs may integrate trauma-informed and strength-based frameworks into discussion of client care, conceptualization of clinical cases, and treatment planning; however, these frameworks are equally as important and beneficial in the practice and delivery of clinical supervision.
This presentation aims to provide clinical supervisors with an understanding of the core features of the trauma-informed framework and strength-based approach, and how to apply these models to the supervisor-supervised relationship and development of clinical trainees. Clinical supervisors will also be encouraged to think how these models can also be applied at the systemic level within their respective organizations.
After attending this intermediate-level presentation, participants will be able to:(1. List the core features of the trauma-informed framework and identify the benefits of applying this framework to clinical
2. List the core features of the strength-based framework and identify the benefits of applying this framework to clinical supervision.
3. Identify practical applications of the trauma-informed framework and strength-based approach in one’s role as a clinical supervisor.
4. Identify practical organization-level applications of the trauma-informed framework and the implications on the overall structure and delivery of the clinical training program.
Program Standards and Goals:
This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than
application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
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.
Workshop Schedule (shown in CST):
1:00 pm – Event Begins
3:00 pm – Event Ends
Cook, Ryan M & Fye, Heather J. (2022). Trauma-informed supervision and related predictors of burnout and secondary traumatic stress among prelicensed counsellors during the covid-19 pandemic. International Journal for the Advancement of Counselling, No Pagination Specified. https://doi.org/10.1007/s10447-022-09493-x
Berger, R., & Quiros, L. (2016). Best practices for training trauma-informed practitioners: Supervisors’ voice. Traumatology, 22(2), 145–154. https://doi.org/10.1037/trm0000076
Borders, L. DiAnne, Lowman, Madeleine Morris, Eicher, Phyllis A & Phifer, Joy Kelly. (2022). Trauma-informed supervision of trainees: Practices of supervisors trained in both trauma and clinical supervision. Traumatology, No Pagination Specified. https://doi.org/10.1037/trm0000382
Knight, Carolyn. (2018). Trauma-informed supervision: Historical antecedents, current practice, and future directions. The Clinical Supervisor, 37, 7-37. https://doi.org/10.1080/07325223.2017.1413607
Substance Abuse and Mental Health Services Administration. (2014a).
SAMHSA’s concept of trauma and guidance for a trauma-informed approach. Miller, B., & Sprang, G. (2017). A components-based practice and supervi- sion model for reducing compassion fatigue by affecting clinician experi- ence. Traumatology, 23(2), 153–164. https://doi.org/10.1037/trm0000058
National Child Traumatic Stress Network. (2018). Core competencies for secondary trauma-informed supervision. https://www.nctsn.org/sites/ default/files/resources/fact-sheet/using_the_secondary_traumatic_stress
Clinical supervisors, including masters-level and doctoral level clinical supervisors, mental health practitioners, and psychologists.
Psychologists. This program, when attended in its entirety, is available for 2.0 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 OfficeofCE@thechicagoschool.edu. 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.
Counselors/Clinical Counselors: This program, when attended in its entirety, is available 2.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers: This program, when attended in its entirety, is available for 2.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*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.