Harlene Anderson

Harlene Anderson, Ph.D.

Postmodern-Social Construction Collaborative Practices:
Relationships and Conversations that make A Difference


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Harlene Anderson:: Supervision Seminars

Harlene offers Supervision Seminars in Houston and around the world. She can create a seminar specific to your needs and at your location.

International Supervisors' Symposium Summer 2008

SUPERVISION COURSE (See below)
SUPERVISION REFRESHER COURSE (See below)

 

SUPERVISION COURSE
rlene Andersosion Seminar

A Postmodern Collaborative Approach to Supervising
Counselors, Marriage & Family Therapists, Psychologists & Social Workers
in Private, University, Postgraduate & Public Agency Settings

Purpose:    The course provides a collaborative forum for both experienced and new supervisors to develop and enhance their supervision competencies. It is designed to meet the requirements for those seeking qualification as supervisors for Licensed Professional Counselors, Licensed Marriage and Family Therapists, Licensed Social Workers (renewal pending), and American Association for Marriage and Family Therapy (AAMFT) Approved Supervisor status. The course may be used for continuing education hours.

Focus:      The course focuses on practical, theoretical, legal, ethical, relationship, and personal and professional development issues in supervision. There is an emphasis on supervision from a postmodern collaborative perspective--drawing on the metaphors of social construction and narrative--within the broader context and history of systemic theories. 

Format:     A dynamic and intensive didactic and interactive experience based in a collaborative learning community philosophy will provide participants opportunities to place philosophical assumptions and theory into practice, to network with other supervisors, and to create knowledge and expertise with each other. The format will include didactic, videotape, consultation, observation of supervision, reflecting processes, experiential exercises, literature review, reflection papers for each meeting, and on-line opportunities with other supervisors.

 Criteria for Certificate of Completion:
Assigned readings.
Observations of individual and group supervision.
Analysis and reflection on a supervision case study (AAMFT applicants only)
At-home reading/learning assignments.
Observations of individual and group supervision.
Analysis and reflection on a supervision case study (AAMFT applicants only).
Student/supervisor reflection papers for each meeting and for observations.
Student/supervisor program/faculty evaluation form and self-evaluation form.
Faculty evaluation of student supervisor form.
Full attendance.

Continuing Education Hours:  40 (Includes course content as required by TXLPC & TXFMT Boards & AAMFT))

Time Requirements:
Course certificate requires attendance at two (2), two-day meetings, participation in off-site learning, and observation of supervision. Provides 40 course and 40 continuing education hours; course includes a minimum of 15 hours of didactic and 15 hours of interactional learning; includes didactic, includes at-home reading/learning assignments.

Location:
Houston Galveston Institute
3316 Mount Vernon
Houston, TX 77006
713-526-8390
admin@talkhgi.com

Dates and Schedule:
Meets for two Thrusday/Friday combinations.
Seminars are scheduled in the spring, summer and fall.

2008 Dates:
admin@talkhgi.com
713-526-8390

Fee:     $475

To Register:
Houston Galveston Institute
admin@talkhgi.com
713-526-8390

Required readings prior to first meeting:

Anderson, H. (2000) “Supervision” as a collaborative learning community. Supervision Bulletin. Washington, D.C.: American Association of Marriage and Family Therapists. pp: 7-10. (see www.harleneanderson.org)

Anderson, H. (2003) A postmodern collaborative approach to therapy: Broadening the possibilities of clients and therapists. In Ethically Challenged Professions: Enabling Innovation and Diversity in Psychotherapy and Counseling. In Y. Bates & R. House (Eds.). PCCS Books: Herefordshisre, UK (see www.harleneanderson.org)

 

SUPERVISION REFRESHER COURSE
rlene Andersosion Seminar

A Postmodern Collaborative Approach to Supervising
Counselors, Marriage & Family Therapists, Psychologists & Social Workers
in Private, University, Postgraduate & Public Agency Settings

Revitalize and Expand your Supervision Practices

 

Sponsor: Houston Galveston Institute

Faculty: Harlene Anderson, Ph.D.

Purpose: The course provides a forum for experienced supervisors to reflect on and enhance their supervision knowledge and skills and to become familiar with current supervision practices, research, and literature. It is designed to meet the requirements of the American Association for Marriage and Family Therapy (AAMFT) refresher course requirements. The course may be used for continuing education hours.

Focus: The course focuses on practical, theoretical, legal, ethical, research, and relationship issues related to supervision and supervision mentoring. There is an emphasis on supervision from a postmodern collaborative perspective--drawing on the metaphors of social construction and narrative-- within the broader context and history of systemic theories. The course will include review of:

  • Personal philosophy of supervision.
  • Current supervision literature.
  • Pragmatics of supervision, including contracts and record keeping.
  • Current TXLMFT licensing rules and regulations regarding supervision.
  • Current AAMFT Approved Supervisor and Approved Supervisor mentor standards.
  • Contextual issues of supervision including, TXLMFT and AAMFT, agency and university, on-site and off-site.
  • Similarities and differences between clinical supervision, administrative supervision, teaching, consulting, and mentoring.
  • Diversity issues, including cultural, race, ethnicity, economics, gender and sexual orientation.

Format: A dynamic and intensive didactic and interactive experience based in a collaborative learning community philosophy will provide participants opportunities to meet the learning objective and to network with other supervisors. The format will include didactic, videotape, consultation, and observation of supervision, reflecting processes, experiential exercises, literature review, and discussions.

Certificate of Completion: A certificate of completion will be provided by the Houston Galveston Institute.

Fee: $95.

Dates/Time Requirement: The course if offered on a quarterly basis. Each course is completed in a one-day, 5 hour time block.

For Information on Next Course:
admin@talkhgi.com
713-526-8390

son, H. Supn as a rtive learning community (see www.harlene.org, Some of Harlene's Writings)
Anderson, H. Becoming a Postmodern Collabo
BIBLIOGRAPHY

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AAMFT (2002) Approved Supervision Designation: Standards and Responsibilities Handbook. Washington, DC.

AAMFT (2002) International Supervisees: A Different Perspective on Cultural Competence. Family Therapy Magazine. 1(2).

AAMFT (1998) Supervision bibliography I. The Supervision Bulletin. Therapy. Vol. 11(1). Summer. Washington, DC.

American Psychological Association (February 15, 1992) Learner-centered psychological principles: Guidelines for school redesign and reform. APA Task Force on Psychology in Education.

Anderson, H. (2003) A postmodern collaborative approach to therapy: Broadening the possibilities of clients and therapists. In Ethically Challenged Professions: Enabling Innovation and Diversity in Psychotherapy and Counseling. In Y. Bates & R. House (Eds.). PCCS Books: Herefordshisre, UK.

Anderson, H. (2000) “Supervision” as a collaborative learning community. Supervision Bulletin. Washington, D.C.: American Association of Marriage and Family Therapists. pp: 7-10.

Anderson, H. (1998) Collaborative learning communities. In S. McNamee & K. Gergen (Eds.) Relational Responsibility. Newbury Park, CA: Sage Publications. pp. 65-67.

Anderson, H. & Goolishian, H. (1992) Supervision as collaborative conversation: Questions and reflections. In H. Brandau (Ed.). Von der Supervision zur Systemischen Vision. Salzburg: Otto Muller Verlag.

Anderson, H. & Rambo, A. (1988) An experiment in systemic family therapy training:  A trainer and trainee perspective. Journal of Strategic and Systemic Therapies. 7:54-70.

Anderson, S., Scholossberg, M. & Rigazio-DiGilio, S. (2000) Family therapy trainees' evaluations of their best and worst supervision experiences. Journal of Marital & Family Therapy. 26(1):79-92.

Anderson, H., & Swim, S. (1993) Learning as collaborative conversation combining the student's and teacher's expertise. Human Systems: The Journal of Systemic Consultation and Management. 4:45‑160.

Anderson, H., & Swim, S. (1994) Supervision as collaborative conversation: Connecting the voices of supervisor and supervisee. Journal of Systemic Therapies. 14:(2)1-13.

Baldwin, L., Cochran, C., Counts, C.,Dolomore, J,. McKenna, M & Vacarr, M. Passionate and purposeful: Adult learning communities. In E. Hooper-Orzenmil (Ed.).  Museum Education. pp. 298-302.

Becker, D & Liddle, H.A. (2001) Family therapy with unmarried African American mothers and their adolescents. Family Process. 40(4):413-428.

Biever, J. & Gardner, G. T. (1994). The use of reflecting teams in social constuctionist training. Journal of Systemic Therapies. 3:146‑153.

Bischoff, R. J., Barton, M., Thober, J., & Hawkley, R. (2002). Events And Experiences Impacting The Development Of Clinical Self Confidence: A Study Of The First Year Of Client Contact. Journal of Marital and Family Therapy. 28(3).

Bobele, M., Gardner, G., & Biever, J. (1994). Supervision as social construction. Journal of Systemic Therapies.

Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986) Constructed knowledge: Integrating the voices (p. 131-152 and Connected teaching (p. 214-229). Women's Ways of Knowing. New York: Basic Books.

Brufee, K.A. (1999) Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge. Baltimore and London: The Johns Hopkins University Press.

Cantwell, P. & Holmes, S. (1994) Social construction: A paradigm shift for supervision. Australian & New Zealand journal of family therapy. 15(1):17-26.

Costa, L. (1994) Reducing anxiety in live supervision. Counselor Education and Supervision. 34:30-40.

Deacon, S.A. & Piercy, F.P. (2000) Qualitative evaluation of family therapy programs. A participatory approach. Journal of Marital & Family Therapy. 26(1):39-46.

Falicov, C. (1998) Latino Families in Therapy. New York: Guilford Press.

Fine, M. (2003) Reflections on the intersection of power and competition in reflecting teams as applied to academic settings. Journal of Marital & Family Therapy. 29(3):339-3352.

Gergen, K. J. (1997) Social construction and the educational process. In L. Steffe (Ed.). Alternative Epistemologies in Education. Hillsdale, N.J.:Erlbaum.

Goldberger, N., Tarule, J., Clinchy, B. & Belenky, M. (1996) Knowledge, Difference, and Power:Essays Inspired by Women's Ways of Knowing. New York: Basic Books.

Gray, L.A., Ladany, N., Walker, J.A.& Ancis, J.R. (2001) Psychotherapy trainees’ experience of counterproductive events in supervision. Journal of Counseling Psychology. 48(4)371-383.

Green, R..J. (2000) "Lesbians, gay men, and their parents": A critique of LaSala and the prevailing clinical "wisdom." Family Process. 39(2):257-266.

Hardy, K. V. (1993) Live supervision in the postmodern era of family therapy: Issues, reflections, and questions. Contemporary Family Therapy: An International Journal. 15: 9‑20.

Hodgson, J.L., Johnson, L. N., Ketring, S.A., Wampler, R.S. & Lamson, A. L. (2005) Integrating research and clinical training in marriage and family therapy training programs. Journal of Marital and Family Therapy, 31(1).

Hoshmand, L.T. & Polkinghorne, D.E. (1992) Redefining the science-practice relationship and professional training. American Psychologist. 47(1)55-66.

Keiley, M. K. & Piercy, F.P. (1999) The “consulting-your-consultants interview”: A final narrative conversation with graduating family therapy masters students. Journal of Marital and Family Therapy. 25(4)461-468.

Laughlin, M.J. (2000) Teaching creativity in family therapy supervision: Looking through an improvisational lens. Journal of Systemic Therapies. 19(3):55-75.

Marshall, J. & Reason, P. (1993) Adult learning in collaborative action research:  Reflections on the supervision a process. Studies in Continuing Education. 15(2)117-132.

McDowell, T. & Jeris, L. (2004). Talking About Race Using Critical Race Theory: Recent Trends. Journal of Marital and Family Therapy. 30(1): 81-94.

Mezirow, Jack and Associates. (2000) Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey-Bass

Nelson, M.L. & Friedlander., M.L. (2001) A close look at conflictual supervisory relationships: The trainee’s perspective. Journal of Counseling Psychology. 48(4)384-395.

Nelson, M. L., Friedlander, M.L., Gray, L.A., Ladany, N., & Walker, J. A. (2001) Toward relationship-centered supervision: Reply to Veach (2001) and Ellis (2001). Journal of Counseling Psychology. 48(4)407-409.

Neufeldt, S.A., Karno, M.P. & Nelson, M.L. (1996) A qualitative study of experts' conceptualization of supervisee reflectivity. Journal of Counseling Psychology. 43(1)3-9.

R.E., Nichols, D.P., Nichols, W.C., & Odom, T. (2004) Trends In Family Therapy Supervision: The Past 25 Years And Into The Future. Journal of Marital and Family Therapy, Volume 30 Number 4.

Peters, J. & Armstrong, J.L. (1998) Collaborative learning: People laboring together to construct knowledge. In New Directions for Adult andContinuing Education. No. 79, Fall 1998. Jossey-Bass. pp. 75-85.

Ratliff, D.A., Wampler, K.S., & Morris, G.H. (2000) Lack of consensus in supervision. Journal of Marital and Family Therapy. 26(3):373-384.

Russell, C.S. & Peterson, C.M (2003). Student impairment and remediation in accredited marriage and family therapy programs. Journal of Marital & Family Therapy. 29(3):329-338.

Schon, D. (1983) The reflective practitioner: How Professionals Think in Action.New York:  Basic Books.

St. George, S.A. (1994) Multiple formats in the collaborative application of the "as if" technique in the process of family therapy supervision. Doctoral Dissertation.

Shamai, Michal. (2003) Using Social Constructionish Thinking in Training Social Workers Living and Working under Threat of Political Violence. National Association of Social Workers, Inc. (48)4:545-555

Sori, D.F. & Sprenkle, D. H. (2004) Training family therapists to work with children and families: A modified delphi study Journal of Marital and Family Therapy. 30( 4).

Storm, C. & Todd, T. (1997) The reasonably complete systemic supervisor's resource guide. Needham Heights, MA: Allyn & Bacon.

Storm, C. & Todd, T. (1997) The reasonably complete systemic supervisor's resource guide. Needham Heights, MA: Allyn & Bacon.

Thomas, F. (2003). Supervision Bulletin: And Justice for All- Social Justice in MFT Training Programs. Family Therapy Magazine, 2(1): 34-36.

Veach, P.M. (2001) Conflict and counterproductivity in supervision-when relationships are less than ideal: Comment on Nelson and Friedlander (2001) and Gray et al (2001). Journal of Counseling Psychology. 48(4)396-400.

Weiner, H. S. (1986) Collaborative learning in the classroom: A guide to evaluation. College English. January 1986.

* Selected readings are provided at the beginning of the course. Supplemental readings are provided based on the specific interests of the group and on recent publications. Participants are encouraged to recommend readings.

I would like to talk with you: harleneanderson@earthlink.net

Supervision as Collaborative Learning (one description of Harlene's philosophy of supervision and practice)

 

3316 Mount Vernon , Houston, TX, USA 713-522-7112  
  www.internationalsummerinstitute.org
    www.harleneanderson.org    www.access-success.com    www.taosinstitute.org
harleneanderson@earthlink.net