Session I
Avoiding Landmines: Clinical Supervision and HR Issues
9:00am – 10:30am
1.5 CE/CEUs
Workshop Description:
The presentation will review different models of supervision. A focus will be on working with supervisors to make sure that whatever model they use is transparent to their staff trainees. Furthermore, there will be a discussion of what documentation is needed in their training materials that potential trainees should review prior to accepting a position with an organization. There will also be information presented on what supervisors must do if they are not competent to supervise in the area in which a trainee needs training.
The presentation will also address what can and cannot be asked in supervision as well as in interviewing applicants for externships, internships, and post-docs. There will also be a discussion of where to draw the line between supervision and therapy and how to handle a trainee who is having personal challenges that are interfering in their work. The importance of documenting supervision will be addressed. Finally, there will be a discussion around handling trainee disciplinary actions and terminations.
Learning Objectives:
After attending introductory-level workshop, participants will be able to:
(1) Describe what they can and cannot ask training applicants in interviews.
(2) Describe how to be transparent about their supervision model.
(3) Identify potential performance challenges when supervising a trainee and how to document them appropriately.
Professional Bio of Sol R. Rappaport, Ph.D., ABPP, Licensed Clinical Psychologist, Owner, Counseling Connections
Sol Rappaport, Ph.D., ABPP is Board Certified in Clinical Psychology and Clinical Child and Adolescent Psychology. Dr. Rappaport specializes in Forensic Psychology. He has been appointed in over 800 custody evaluations and has testified throughout the United States. Dr. Rappaport also consults to attorneys in all aspects of the litigation process. Dr. Rappaport’s national practice includes consulting with attorneys for the purpose of work product review, cross-examination, and expert witness testimony. Dr. Rappaport has presented nationally on custody, relocation, alienation, intimate partner violence, psychological testing, and other topics to various organizations, including the American Bar Association, American Academy of Matrimonial Lawyers, the Association of Family and Conciliation Courts, and several state bar associations. Dr. Rappaport has been on faculty at the Houston Family Law Trial Institute and is currently on faculty of the National Institute for Trial Advocacy/American Bar Association’s Trial Advocacy Institute and the Oklahoma Bar Association’s Family Law Advocacy Trial Law Institute.
Dr. Rappaport has several professional publications including a book on the prevention of sexual abuse as well as articles in Family Law Quarterly, Family Court Review, Journal of Child Custody, and the Journal of Child Abuse and Neglect. Dr. Rappaport has published in the area of child abuse, psychological testing, custody evaluations, as well as other topics. He has written peer reviewed journal articles and completed other professional writings as well. Dr. Rappaport is the President of the Illinois Chapter of the Association of Family and Conciliation Courts.
In addition to his forensic practice, Dr. Rappaport is a co-founder/owner of five therapeutic day schools. The schools serve children with emotional and behavioral problems as well as serves students with High Functioning Autism. Dr. Rappaport performs educational testing and violence/risk assessments for local school districts and police agencies. Dr. Rappaport also has spent over 15 years supervising graduate students in their training. Dr. Rappaport can be reached at [email protected] or [email protected].
Program Standard and Goal
This program meets APA’s continuing education Standard 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that impact psychological practice, education, or research.
This program meets APA’s continuing education Goal 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.
References:
(1) American Psychological Association. (2011). Resource guide for psychology graduate students with disabilities (2nd ed). Washington, D.C.: Author. Retrieved from http://www.apa.org/pi/disability/resources/publications/resource-guide.aspx
(2) American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060-1073.
(3) Association of State and Provincial Psychology Boards. (2015). Supervision guidelines for education and training leading to licensure as a health service provider. Retrieved from https://c.ymcdn.com/sites/asppb.site-ym.com/resource/resmgr/Guidelines/Final_Supervision_Guidelines.pdf
The presentation will review different models of supervision. A focus will be on working with supervisors to make sure that whatever model they use is transparent to their staff trainees. Furthermore, there will be a discussion of what documentation is needed in their training materials that potential trainees should review prior to accepting a position with an organization. There will also be information presented on what supervisors must do if they are not competent to supervise in the area in which a trainee needs training.
The presentation will also address what can and cannot be asked in supervision as well as in interviewing applicants for externships, internships, and post-docs. There will also be a discussion of where to draw the line between supervision and therapy and how to handle a trainee who is having personal challenges that are interfering in their work. The importance of documenting supervision will be addressed. Finally, there will be a discussion around handling trainee disciplinary actions and terminations.
Learning Objectives:
After attending introductory-level workshop, participants will be able to:
(1) Describe what they can and cannot ask training applicants in interviews.
(2) Describe how to be transparent about their supervision model.
(3) Identify potential performance challenges when supervising a trainee and how to document them appropriately.
Professional Bio of Sol R. Rappaport, Ph.D., ABPP, Licensed Clinical Psychologist, Owner, Counseling Connections
Sol Rappaport, Ph.D., ABPP is Board Certified in Clinical Psychology and Clinical Child and Adolescent Psychology. Dr. Rappaport specializes in Forensic Psychology. He has been appointed in over 800 custody evaluations and has testified throughout the United States. Dr. Rappaport also consults to attorneys in all aspects of the litigation process. Dr. Rappaport’s national practice includes consulting with attorneys for the purpose of work product review, cross-examination, and expert witness testimony. Dr. Rappaport has presented nationally on custody, relocation, alienation, intimate partner violence, psychological testing, and other topics to various organizations, including the American Bar Association, American Academy of Matrimonial Lawyers, the Association of Family and Conciliation Courts, and several state bar associations. Dr. Rappaport has been on faculty at the Houston Family Law Trial Institute and is currently on faculty of the National Institute for Trial Advocacy/American Bar Association’s Trial Advocacy Institute and the Oklahoma Bar Association’s Family Law Advocacy Trial Law Institute.
Dr. Rappaport has several professional publications including a book on the prevention of sexual abuse as well as articles in Family Law Quarterly, Family Court Review, Journal of Child Custody, and the Journal of Child Abuse and Neglect. Dr. Rappaport has published in the area of child abuse, psychological testing, custody evaluations, as well as other topics. He has written peer reviewed journal articles and completed other professional writings as well. Dr. Rappaport is the President of the Illinois Chapter of the Association of Family and Conciliation Courts.
In addition to his forensic practice, Dr. Rappaport is a co-founder/owner of five therapeutic day schools. The schools serve children with emotional and behavioral problems as well as serves students with High Functioning Autism. Dr. Rappaport performs educational testing and violence/risk assessments for local school districts and police agencies. Dr. Rappaport also has spent over 15 years supervising graduate students in their training. Dr. Rappaport can be reached at [email protected] or [email protected].
Program Standard and Goal
This program meets APA’s continuing education Standard 1.2: Program content focuses on ethical, legal, statutory or regulatory policies, guidelines, and standards that impact psychological practice, education, or research.
This program meets APA’s continuing education Goal 2: Program will enable psychologists to keep pace with the most current scientific evidence regarding assessment, prevention, intervention, and/or education, as well as important relevant legal, statutory, leadership, or regulatory issues.
References:
(1) American Psychological Association. (2011). Resource guide for psychology graduate students with disabilities (2nd ed). Washington, D.C.: Author. Retrieved from http://www.apa.org/pi/disability/resources/publications/resource-guide.aspx
(2) American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060-1073.
(3) Association of State and Provincial Psychology Boards. (2015). Supervision guidelines for education and training leading to licensure as a health service provider. Retrieved from https://c.ymcdn.com/sites/asppb.site-ym.com/resource/resmgr/Guidelines/Final_Supervision_Guidelines.pdf