ENHANCING COUNSELLOR DEVELOPMENT: A MANUAL FOR PLANNING A CONFERENCE FOR COUNSELLORS IN CANADA’S NORTH by Sandra Boulianne BSW, University of Northern BC, 2012 PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN COUNSELLING UNIVERSITY OF NORTHERN BRITISH COLUMBIA April 2023 © Sandra Boulianne, 2023 ii Abstract Counsellors working in Canada’s North face many unique challenges such as “workload and complexity of client issues, geographical and social isolation, and high personnel and staff turnover” (O’Neill et al, 2013, p.3). This project will describe those challenges in more detail as well as strengths that are part of rural and remote communities and practice. This project will also include the rationale for bringing counsellors together for a multi-day conference. The terms counsellor, therapist and practitioner will be used interchangeably and refer to those practicing counselling therapy. A definition of counselling therapy provided by The Federation of Associations for Counselling Therapists in BC is as follows: The practice of counselling therapy assists people experiencing difficulties in relationships, or within themselves, and enhances their growth and well-being, by making use of relational, conversational, somatic, expressive, or educational methods and techniques informed by established counselling and psychotherapeutic theories, research, ethical standards, human diversity, and the range of human traditions (FACTBC, 2019, p.3). This project supplies a conference planning guide which will include information on funding sources, conference topics and themes, and a series of checklists and appendices that provide details of necessary steps for planning a conference. The theme for this conference is trauma informed care and I have incorporated five main principles (as developed by Fallot & iii Harris, 2006) of safety, trustworthiness, collaboration, empowerment, and choice into the overall structure and plan for the conference. iv Table of Contents Title Page ...………………………………………………………………………………..i Abstract……………………………………………………………………………………ii Table of Contents ….……………………………………………………………………...iv Acknowledgements………………………………………………………………………..vi Dedication…………………………………………………………………………………vii Part One: Introduction ……………………………………………………………..............1 Purpose and Rationale ……………………………………………………………....1 Personal Location.………………….....………………………….………….............3 Part Two: Literature Review Introduction…………..………………….………………………………………......6 Counsellor Stages of Development...……………………………………………......6 Counsellor Competence and Competencies ………………...……………………....9 Issues Facing Counsellors………………………….………………………………..11 The Importance of Supervision…………………....………………………………..15 Conclusion…………………………………………………………………………..18 References…………………………………………………………………………..20 Appendix 1 Counsellor Competencies……………………………………………………25 Appendix 2 Supervisor Competencies……………………………………………………32 v Part Three: Conference Planning Manual……...…………………………………….……..1 Introduction…………………………………………………………………………..2 Trauma Informed Care…………………………………………….............................4 Safety……………………………………….………………………………………...6 Trustworthiness………………………………………………………………………9 Choice……………………………………………………………………………….10 Collaboration………………………………………………………………………...11 Empowerment………………………………………………………………………..13 Possible Conference Topics………………………………………………………….14 Conference Considerations…….....…………………………………………….……17 Timeline...……………………………………………………………………………20 Conclusion…….……………………………………………………………….…….22 References……………………………………………………………………………23 Appendix 1: Conference Planning Survey……………………………………......……….26 Appendix 2: Event Planning Checklist…………………………………………………….28 Appendix 3: Budget Planning Worksheet………………………………………………….29 Appendix 4: Conference Evaluation (Participant)…………………………………………30 Appendix 5: Post Event Evaluation (Committee)………………………………………….31 Appendix 6: Pre- Conference Questionnaire for Stakeholders…………………………….32 vi Acknowledgments I must acknowledge a number of people who have each played a part in making the completion of this project possible for me. First, I must express my gratitude to my supervisor, Dr. Linda O’Neill, as her expertise, understanding, and student-centered approach helped to complete this graduate program with passion and motivation. Linda has been an enthusiastic supporter of my idea and has provided me with much of her time and feedback when I was unsure of how to even begin and at time, continue. I also thank my other committee members, Dr. John Sherry and Vicky Page for their interest in my project and encouragement to complete this work. I am also grateful to my fellow students for providing their opinions and support throughout this whole process. From beginning my very first master’s class, to completing this final project, I felt like I belonged and was with my people. Thank-you to my BFF of 30+ years, Heather Purvis for your belief in me and your encouragement. I always look forward to our Friday phone calls and your positivity about this path I am on. Thanks also to my sister Alice Lutz, who has always been there for me, her guest room ready on late nights after class when I was too tired to drive home, and for showing an interest in my papers and in this project. As the “smart one” in our family, your opinion always means so much to me! I am grateful to my late father, Albert Vanderhaven for modelling a dedication to lifelong learning and for always telling me it’s never too late to become what you were meant to be. I am also grateful to my mother, the late Mary Vanderhaven for her indominable cheerfulness, warmth, and patience that I hope to bring into my counselling work. Finally, I must acknowledge my loving husband, Steve Boulianne, as this has been a pretty big deal for him to manage things on the home front without me. He has been there grocery shopping, cooking dinners, and getting out of the way to go vii downstairs and watch yet another action movie so I could do schoolwork. Thank you for reminding me that I was made to do this work! And to my wonderful adult children Seth Boulianne, Zachary Boulianne, and Chloe McColman: you three are my greatest accomplishment in life and I am thankful that you have supported me with kind words and much needed hugs. Last but not least, thank you God, my Father in Heaven, for giving me compassion and understanding and for modelling this in your son Jesus, who is my Saviour and the ultimate Counsellor. viii Dedication I wish to dedicate this project to all counsellors in Northern Canada who feel isolated, weary, and alone in the important work of therapy. There are many unique challenges in working in rural and remote communities: lack of resources, inclement weather, isolation, and a legacy of historical trauma still affecting communities today. There are also strengths and aspects of your practice that could be shared, and I, along with others, look forward to learning from you and collaborating with you in the future. You are appreciated and valued, and it is my sincere hope that an annual conference will come to fruition and benefit many. May the learnings, resources, connections, and contributions of this proposed conference buoy our hearts and minds when things are tough. May we grow to have a sense of close community even though we may live and work far apart. Part One: Introduction I have always been passionate about personal and professional growth. There are times when I feel quite inadequate as a counsellor in training and in beginning to look at research for this project that focuses on counsellor development, I am comforted to learn that these feelings are very common at this stage. As Watkins (2016, ) indicates, “as unpleasant as those feelings can be…they are normal, to be expected and reflect the tensions of the growth process…” he also goes on to state that “that pain or discomfort is often necessary for and reflective of gains in therapist development.”(p. 449) Rønnestad and Skovholt (2013) state, “Continuous reflection is a prerequisite for optimal learning and professional development at all levels of experience” (p. 149). These interests are not limited to my current state as a student counsellor in training but for my future goals to be a working practitioner who is competent and connected. It is for these reasons that I would like to plan an annual conference for counsellors in the Northern Canada to attend either in person or virtually. The topics I have researched provide explanations why training is needed and what type of content would be helpful to all counsellors at varying stages within their professional practice. Purpose and Rationale Since Covid came upon us, there are multiple online courses, workshops and conferences counsellors can attend virtually to enhance their professional development. One may ask, why go to all that trouble to plan an in-person conference when I can access well known and respected speakers online? There are three reasons why this type of conference is needed. 2 Firstly, when counsellors are in training, they are heavily supervised and receive regular support and guidance in their stage as a student counsellor. When one goes on to work as a novice professional, they may get busy in the work itself and neglect to seek out the support and connection from supervisors and co-workers. Cashwell and Dooley (2001) describe supervision as providing the opportunity for counsellors to combine the theories and skills that they were introduced to in their training program and practice them in real-life situations. They stress the importance of clinical supervision in that it provides the structure, feedback, and support that enable the counsellor to continue this professional growth. Cashwell and Dooley (2001) emphasize that counsellor growth should not stop just because the counsellor completes his or her training program. The second reason for hosting an in-person conference is to build connection and competency among northern practitioners. Many smaller communities in northern Canada experience a lack of resources with many people in need of counselling but perhaps only one counsellor available. This lone counsellor could be more prone to ethical dilemmas, dual relationships, and feelings of personal and professional isolation. Many health professionals report feeling underprepared to manage the complex social, psychological, and psychiatric needs of their communities (Heath et al., p. 195). Malone and Dyck (2011) discuss some particular problems for those who work in isolated settings as having fewer colleagues, training opportunities, clinical supervision, and family support. O’Neill (2010) adds that there can be serious effects of isolation in that it can contribute to secondary trauma, burnout, compassion fatigue and vicarious trauma; all which contribute to the high turnover rate of professionals practicing in the north. This conference could be a conduit to connect counsellors with others to form peer 3 consultation groups and with clinical supervisors for regular one-on-one sessions, if they so desire. The third factor for planning a conference for counsellors in northern Canada is competency development. Competencies are defined as “the ability to perform a practice task with a specified level of proficiency” (FACTBC, 2019, p.4). I have included in Appendix 1, the FACTBC’s Entry-to-Practice Competency Profile which they identify as the set of competencies expected at entry to the profession and a starting point for ongoing development. Counsellors attending the conference would be invited to explore their own competency level, with workshops to encourage the ongoing development of competencies. Counsellors could identify competency gaps and discuss them in supervision whether that is with peer, administrative or clinical supervisors; thus, facilitating further growth and positive change. Moreover, it is also important to note that without this focus on continuous improvement of skills, counsellors may experience a decline in the level of their counselling performance which could result in harm to clients. Personal Location I have always been interested in personal and professional development. I enjoy mentoring others and being mentored myself. I also have a natural curiosity about the unique experiences of others and that is why an in-person conference particularly appeals to me. Not only do I want to respond to the needs of counsellors in northern Canada by organizing this conference, but I also want to collaborate with them so their points of view and desires for learning are a part of this endeavour. My background and previous work experience has included training and ongoing development. My first career was in banking, and I was a customer service representative trainer in downtown Vancouver for 4 a large national bank. I quickly realized in this role that I had forgotten many of the reasons why we did what we did and the meaning behind it. Prior to becoming a trainer, there were times when my role as a customer service representative was rote and routine. Training new people caused me to have an invigorated passion for the work I did and the reasons why this type of work was important. Fast forward after taking time off from public work to raise children, I pursued my bachelor's degree in social work and found work at a non-profit organization training responders for a regional crisis line. Once again, becoming a trainer enhanced my service on the lines and developments in technology provided us with continued professional enhancement opportunities. Being able to listen to partial recordings of calls contributed to richer meaning and depth in feedback to call responders, thus improving their overall performance. This enhanced engagement and competency for crisis line responders led to better call outcomes and overall service delivery which in turn resulted in a culture of continuous improvement. As a student counsellor in training, it worries me to think of the support and regular supervision no longer being a part of my weekly routine. Or does it have to be that way? For many, the cost, lack of available and qualified supervision, organizational challenges and busy schedules make this difficult to continue. This conference could not only encourage practitioners to connect with qualified supervisors but also keep them up to date on ethical standards, new treatment modalities, mental health legislation, cultural competency, and trauma informed practice. Some more details to add to my personal location are that I am Caucasian, from European (Dutch) decent, female, married, heterosexual, Christian, a mother, live in Prince George, born and raised in Kitimat, have been a counselling client on numerous occasions both as an individual and as part of a 5 couple. I also have a natural ability to connect people, I love to organize events and the meaning behind it appeals to my enthusiastic nature and professional desire to learn and be competent! This project is both daunting and exciting for me to complete. I hope to have the conference in May 2024, one year after I plan to graduate. 6 Part Two: Literature Review Introduction The literature reviewed for this project includes research regarding counsellor stages of development, counsellor competency, issues facing counsellors in northern BC, clinical and peer supervision, and ethical considerations. Research has identified that counsellor engagement and development not only apply to the novice counsellor but affect the lifespan of the counsellor’s career. As Watkins (2014,) states, “the growth experience is best thought of as an identity formation or self-elaboration process that builds with accumulated practice, reflection, study, and supervision. An ongoing series of practice-focused, disruption-restoration learning events most meaningfully contributes to that identity formation process.(p. 441)” Watkins (2014) stresses that becoming a therapist is challenging and that development unfolds over time. This supports the idea that an annual conference would be beneficial to therapists in all stages of practice. There is typically so much support and guidance given to counsellors in training but what about after that when they are practicing in the field? Counsellor Stages of Development In searching for articles regarding counsellor development, it was challenging to find research that went beyond the beginning stages. Rønnestad et al. (2016) conclude in their study on counsellor development that most research emphasizes early training, supervision, and development, with little study of the counsellor in their postgraduate years. Perhaps this is because it is easier to find and conduct research with willing subjects that are part of a university program. 7 In my research, I discovered that most studies in counsellor development are short term and specific. Of the literature reviewed, one study by Rønnestad et al. (2018) stood out and was a significant exception since it was longitudinal and followed the careers of counsellors in training all the way to retirement. This research outlines the stages of development for counsellors as they journey from novice to expert in the field. These stages and a summary of unique needs are as follows: Beginning Student According to Rønnestad et al. (2018), this stage has the Beginning Student often entering professional training with hopes of behaving in culturally embedded ways around what it means to be a therapist. This adds to fear of failure and anxiety that Beginning Students experience as well as the powerful emotional reactions that come up when role-playing in front of peers and supervisors and when seeing their first clients in practicum under the watchful eye of supervisors. According to the research by Rønnestad et al. (2018), many Beginning Students are questioning their ability to keep up with the demands of being a student along with performance anxiety. One Beginning Student said, “There was so much self awareness. Every issue seemed to be mine (p.216).” It seems that this stage is one characterized by overwhelm and a steep learning curve for many. Advanced Student This phase has students seeing therapy as more complex. Rønnestad et al. (2018) ) quote one Advanced Student saying, “I have learned that the basic stuff of active listening and support suffices at many times and this really helps. But it is also true that there is so 8 much to know about specifics. I have to learn, but don’t have time!(p.216)” Rønnestad et al. (2018) continue to stress the importance of supervision, referring to it as the “primary learning arena” (p.216) stressing that the quality of supervision is top priority for Advanced Student’s continued growth. Novice Professional According to Rønnestad et al. (2018), the Novice Professional phase may be the most critical in terms of continued development or stagnation. One of the biggest challenges for the Novice Professional is to come to terms with letting go of depending on graduate school while also experiencing the many difficult aspects of counselling practice that arise. One Novice Professional said, “I felt like it was only me going through the disillusionment with what I didn’t know. Once I started talking with colleagues, I found that there were others in the same place. Then I didn’t feel quite so alone” (Rønnestad et al., 2018, p. 216). Also identified in this study is Novice Professionals being particularly disturbed by not being able to establish a therapeutic relationship with clients, however they do indicate that “the main source of stimulus and foundation for professional development is the therapist’s experience of challenges and difficulties in therapeutic work” (Ronnestad, 2018,p.216). It would be so difficult to navigate those challenges without a supportive environment or accessing clinical supervision where one can openly discuss the struggles they are having. Experienced Professional Rønnestad et al. (2018) explain that the Experienced Professional’s development tasks include continuing to grow as a professional while avoiding burnout and stagnation. 9 It is in this phase the Experienced Professional has the confidence to integrate their “personal and professional selves” (p.216). The Experienced Professional may choose to explore new therapeutic modalities and/or get involved becoming a clinical supervisor. Senior Professional Senior Professionals may engage in the above tasks, however, according to Rønnestad et al. (2018), some may want to prepare for partial or full retirement from practice, which involves adapting their client caseload and preparing clients. Practitioners in this phase often have a “sense of coherence and genuineness in relating to clients, and a strengthened sense of consistency between their values, self-concepts, theoretical and conceptual models and techniques” (p.216). Rønnestad et al (2018, ) conclude their research study on professional development by recommending the following to counsellors who are struggling with growth: 1. That therapists consider diversifying their therapeutic model of practice (for example, by engaging in other therapeutic modalities such as couple, family or group therapy as well as individual therapy). 2. That therapists consider broadening their theoretical perspective by learning about other therapeutic approaches than what they practice (for instance by participating in continuing education activities such as workshops and conferences). 3. Seek individual or group supervision. (p. 226) Counsellor Competence and Competencies The competency profile for BC Counselling Therapists was first created by a team of counselling professionals from various agencies between May 2004-May 2006. It was then revised in 2007 after a national consultation and validation process. The most recent (2019) update can be found in Appendix 1 and includes an added resource entitled, 10 “Guidelines for Effective Counselling with Indigenous Clients: Seven Aspects of Practice Needing Special Attention” (FACTBC, 2019). This document can be used as a self-assessment tool and be brought into discussions with administrative or clinical supervisors to address gaps and future growth directions for the counsellor. What is counsellor competence and how is it measured? Firstly, competence is enabled by the possession of competencies whereas a competency is defined “as the ability to perform a practice task with a specified level of proficiency” (FACTBC, 2019, p.4). This entry-to-practice competency profile identifies a set of abilities expected at entry to the profession which should provide a foundation for ongoing development. The following statement characterizes the level of proficiency in the competencies expected at entry-to-practice: When presented with commonly occurring practice situations, the entry-level Counselling Therapist applies relevant competencies in a manner consistent with generally accepted standards in the profession, independently, and within a reasonable timeframe. The entry-level Counselling Therapist selects and applies competencies in an informed manner, anticipates what outcomes to expect in a given situation and responds appropriately. The entry-level Counselling Therapist recognizes unusual, difficult to resolve and complex situations, and takes appropriate steps to address them based on ethics and standards of practice; this includes seeking consultation or supervision, reviewing research literature, and referring the client (FACTBC, 2019, p.5). The Competency Profile (see Appendix 1) includes 125 competency headings under four practice areas: 1) Foundations; 2) Communication and Relationships; 3) Professionalism; and, 4) Counselling Therapy Process. Competencies should be “an integrated set of abilities, each competency informing and qualifying the others; competencies are not intended to be used in isolation and do not constitute a protocol for the practice of counselling therapy” (FACTBC, 2019. p. 6). Issues Facing Counsellors Working in Canada’s North 11 As Goodwin et al. (2016) discuss, Canadians in rural and remote northern communities are faced with great social and health disparities such as lower socioeconomic status, higher rates of disability, higher rates of unemployment, higher mortality rates, difficulty with transportation and higher rates of chronic illness. As a result, shortages of mental health professionals are well documented (Kulig & Williams, 2012,; McIllwariath & Dyck, 2002; Pawlenko, 2005). The northern way of helping depends on interprofessional and paraprofessional teams responding to the needs of northern community members (Goodwin et al., 2016). What does this mean for practitioners working in the north? What are some on the issues facing counsellors working in Canada’s North? Ethical Dilemmas Other factors influencing those practicing in rural and remote locations could be issues such as dual relationships, isolation, and lack of resources which may contribute to ethical dilemmas. Ethical dilemmas are “problems for which no choice seems completely satisfactory, since there are good, but contradictory reasons to take conflicting and incompatible courses of action (Kitchener, 2000, p.2). Mullen et al (2017) found that counsellors who observed higher rates of ethical dilemmas were more likely to report higher levels of stress and burnout. Burnout The expectation that burnout will occur in the career of a mental health counsellor is a factor that Cieslak (2016) discusses in his study that during graduate school, counsellors in training spend countless hours researching psychological interventions and discussing ethical and moral responsibilities of the profession but that “little time is devoted to 12 discussion of burnout symptomology, sources of burnout, or strategies for mitigating is effects within the curriculum.” He goes on to state the importance of preparing students for the real-world practice of counselling, not just the idealized one. Cieslak (2016, p.208) also concludes that burnout is a serious hazard in the mental health field and that counsellors risk it for the following reasons: a. a primary aspect of their work involves having to closely attend to experiences of trauma, b. they may typically serve high-risk populations who demand extensive attention, c. they may work in environments that increase the hazard for burnout as a result of occupational demands exceeding personal resources, and d. they must be willing to practice under increasingly burdensome managed healthcare and litigious confines. Another factor found in research by O’Neill et al., (2016) is that the mental health practitioners who live and work in small communities, are expected to be available at all hours to help clients or community members, thus, contributing to burnout. The conceptualization of burnout in counselling according to research by (Bardhoshi et al., 2019), involves exhaustion, depersonalization, and personal accomplishment that affect helping professionals. Lee et al. (2007) pose a five-dimensional model (i.e., Exhaustion, Incompetence, Negative Work Environment, Devaluing Client, and Deterioration in Personal Life) leading to the definition of counsellor burnout as, “failure to perform clinical tasks appropriately because of personal discouragement, apathy towards system stress, and emotional /physical drain” (Lee et al., 2007, p. 143). Failure to attend to burnout can have serious consequences for both counsellors and clients. Counsellors experiencing burnout may also suffer a “decline in job performance, 13 have difficulty conveying empathy for clients, or struggle to fulfill the ethical responsibility of providing quality care to clients” (Cook et al., 2020, p. 233). There are often suggestions of self-care made to practitioners experiencing burnout, which sadly places an undue burden upon them to “do more” while sidestepping what is perhaps the real source of the problem such as workload, organizational expectations, provision of only administrative supervision, and the workplace operating in a trauma-informed manner with both clients and staff. Trauma/Vicarious Trauma O’Neill’s (2010) research describes practitioners (in their own words) as “traumatized, hurt, and having survivor’s guilt” (p. 140) when conveying some of their reactions to clients’ stories and states some of the effects of this as “hypervigilance, altered worldviews, and difficulty in dealing with the lingering images generated by clients’ stories…” (p. 142). This research concludes that the consequences of working with traumatized clients in northern settings for extended lengths of time appear to include profound changes in belief, expectation, assumptions of self and the world, levels of compassion and strength, and identity. The term “vicarious trauma” is used to describe the traumatic reaction to specific client-presented information (Figley, 1995). Malone (2012) describes mental health issues facing northern community members, many who are indigenous, as “over-representation in statistics of suicide, drug and alcohol addiction, domestic violence, unemployment, low-income levels, and…insufficient mental health services (p.5), all issues related to the ongoing effects of colonization. Many practitioners serving in indigenous communities have found that 14 there is a general mistrust of Caucasian health providers and perceive this to be due to the residential school system (Pidgeon, 2014). Malone (2012) goes on to share: Prior to colonization, Aboriginal peoples had their own rich social, political, economic, and cultural structures and knowledge systems disregarded by Western cultures gave almost exclusive privilege to their own knowledge systems. Most of these, including those for mental health, were gradually eroded, disregarded, and replaced by Western cultures, resulting in lost social and kinship structures, and marginalization (p. 6). Isolation Personal and professional isolation is another issue facing northern counsellors as many do not have colleagues nearby and forming friendships with community members is tricky. Malone and Dyck (2011) discuss how “overlapping relationships become an expected aspect of care due to the increased likelihood of family or friendship ties, chance encounters, co-involvement in community activities” (p. 208). They also discuss the multiple roles people play in the community and norms that support overlapping relationships (Malone & Dyck, 2011). Rural and northern practitioners experience difficulties acquiring appropriate training, consultation and supervision, and professional development (Malone & Dyck, 2011). Their research goes on to state that this difficulty may increase isolation and burnout risks which, in turn, can affect overall competency. Access to clinical and peer supervision is one aspect that can help alleviate feelings of isolation. Practitioners may need to be somewhat bold and creative by initiating and accessing peer or clinical supervision online. The same could apply to professional development conferences as many are offered online. Of course, the whole purpose of this project is to plan and 15 highlight research that supports an in-person conference, however, if travel is too expensive or inconvenient, online options are still good options. The Importance of Supervision Bernard & Goodyear (2018) suggest that counsellors’ lack of confidence, decreased feelings of connection, and dissolving belief in making a difference leave them at increased risk of burnout and vicarious trauma. They suggest a potential approach to addressing these issues is clinical supervision, which not only benefits supervisees, but is also connected to improved counselling outcomes. Supervision is a different relationship than counselling and therapy. As Campbell (2006) states, “the primary purpose of clinical supervision is to review practitioners’ work to increase their skills and help them solve problems in order to provide clients the optimal quality of service possible and prevent any harm from occurring” (p.2). Clinical supervisors promote the competency of supervisees, and this is not only limited to counsellors in training but also for counsellors in all stages of their careers. The role of the supervisor is “always to evaluate the quality of care being given to clients and to make suggestions for improvement when necessary…the (sometimes) non-voluntary nature of the relationship along with the evaluative component makes supervision a relationship of unequal power” (Campbell, 2006, p. 3). The BC Association of Clinical Counsellors has information on becoming a qualified supervisor (https://bcacc.ca/join/acs/). It is also important to note that there are differences between administrative and clinical supervision as “they function under two separate models with different purposes, 16 different missions, and different rule books” (Campbell, 2006, p. 4). Campbell expands on this by explaining that administrators function under a business management model so their primary goal is to keep the organizational system functioning in a healthy manner, accomplishing whatever is the organization’s mission. “Administrative supervisors are involved in hiring, firing, promotions, raises, scheduling, unions, and other personnel duties. The focus of administrative supervision is on productivity, workload management, and accountability” (p.4-5). The clinical supervisor’s model functions with the purpose to help practitioners develop skills, overcome obstacles, increase competency, and practice ethically with clients. The focus is more on the supervisee’s interactions with clients and the nature is typically a “teaching, training, mentoring, and monitoring position with an emphasis on developing and maintaining competence” (Campbell, 2006, p.5). There could be confusion for clinical and administrative supervisors on the differences between laws and ethical codes. In the mental health field, ethical and legal standards frequently conflict. Clinical supervision as a specialized activity falls under the ethical codes and standards for each discipline. Administrative supervisors, on the other hand, refer to laws, regulations, and management policy for their actions. As stated earlier, perhaps a component of the conference for counsellors in northern Canada could be to connect counsellors to clinical supervisors. As Campbell maintains, “successful clinical supervision is built on an important ethical premise that supervisees, in order to grow and learn, will be open, honest, truthful, and willing to admit mistakes.” She goes on to explain the importance of “treating supervisees with respect and fairness; to maintain a commitment to growth and development; and to avoid bias, exploitation, 17 and impaired judgments” (Campbell, 2006, p.6) and stresses that this is the “basis of ethical practice in supervision.” Gray and Smith (2009) endorse methods such as reflective conversation and questions as an example of a tool for the supervisor to help supervisees in maintaining a reflective, open and solution-focused approach in supervision as well as in therapy/counselling. Campbell discusses the risks of complete openness and honesty in the administrative model as it may take on a different meaning and have very different consequences. “Both supervisor and supervisees have to carefully weigh the impact of complete honesty in an organization especially if they wish to continue to draw a paycheque” (Campbell, 2006, p. 6). It would be necessary to create a culture where it is safe to debrief, process, and reflect with a supervisor without fear of negative repercussions but due to the different model administrative supervisors operate under, it may not be completely possible. Please see Appendix 3 for a list of Supervisor Competencies and Recommended Counselling and Psychotherapy Skills for Supervisors. Another item regarding supervision is peer supervision or more accurately, peer consultation groups. Campbell (2006) shares that these “typically involve voluntary membership, and rarely is there any power differential among group members or any real structured evaluative feedback about supervision skills; it is simply a sharing of suggestions and concerns” (p.260). Lastly, supervision should not only be for professionals working in northern BC as O’Neill’s research indicates. 18 Paraprofessionals would benefit from access by phone or online to supervision that focuses on trauma interventions and crisis counselling. Taking steps to normalize the inevitable effects of witnessing clients’ trauma response and awareness of the impact of the cumulative effects of the disruption of everyday realities may be most beneficial to practitioners working in isolated conditions (O’Neill, 2010, p. 145). Conclusion After the pandemic, we have heard much talk about mental health and its effects on the general population. We have also heard about the effect on professionals: increased demand for services, waitlists, burnout, and vicarious trauma. As previously stated, we also hear messages about the importance of self-care and how it can prevent burnout among working professionals. This places an added burden on the worker to “do more” when perhaps the real solution is organizational change. Perhaps one change that this project could introduce is a conference that is set in the North and developed through the collaborative efforts of practitioners, both professional and para-professional, and other stakeholders in the North. It is my aspiration that that this manual will be utilized to prepare, plan and deliver a conference that will unite northern practitioners to learn, grow, and support one another. In addition to this, it will connect them to other professionals who can offer peer supervision and even connect counsellors to those who are qualified to provide clinical supervision. As research by Rønnestad et al. (2018) regarding counsellor development supports, in order for counsellors to optimally develop, they need to make ongoing use of the development resources that are available to them such as workshops, conferences, supervision, personal therapy, and resources in their personal life. An annual conference could have workshops and sessions on pertinent issues as well as some way to connect practitioners to supervisors and others so that even if they do not live in the same community; they can 19 meet virtually to foster a growing and maybe even thriving community of practice. “Making crucial professional development opportunities available for counsellors could therefore not only impact their own wellness and professional efficacy, as indicated in our results, but can also facilitate a protective function for both counsellors and their clients” (Um & Bardhoshi, 2021, p. 169). 20 References Bardhoshi, G., Erford, B. T., & Jang, H. (2019). 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Professional development and personal therapy. In J. C. Norcross, G. R. VandenBos & D. K. Freedheim (Eds.), Handbook of clinical psychology: Education and profession (Vol 5, pp. 223- 24 235). Washington, DC: American Psychological Association. https://doi.org/10.1037/14774-015 Rønnestad, M.H., Skovholt, T.M. (2013). The developing practitioner: Growth and stagnation of therapists and counsellors. New York, NY: Wiley. Um, B., & Bardhoshi, G. (2022). Demands, resources, meaningful work, and burnout of counselors‐in‐training. Counselor Education and Supervision, 61(2), 160–173. https://doi.org/10.1002/ceas.12232 Watkins, C. E. (2016). Listening, learning, and development in psychoanalytic supervision: A self psychology perspective. Psychoanalytic Psychology, 33(3), 437–471. https://doi.org/10.1037/a0038168 25 Appendix 1 Counsellor Competencies 1. Foundations 1.1 Human functioning a Apply knowledge of developmental transitions. b Apply knowledge of contextual and systemic influences, including social, biological, and family factors. c Apply knowledge of the significance of religion, spirituality, values, and meaning. 1.2 Theoretical framework a Use established therapeutic theory. b Establish therapeutic relationships informed by the theoretical framework. c Apply knowledge of how human problems develop, from the viewpoint of the theoretical framework. d Apply the theoretical framework to client contexts and presentations. e Apply a theory of change consistent with the theoretical framework. f Recognize the benefits, limitations, and contraindications of differing theoretical frameworks. 1.3 Mental health a Integrate knowledge of the impact of trauma on psychological functioning. b Recognize the major classes of psychotropic drugs and their effects. c Recognize the major diagnostic categories identified in the current editions of the DSM (Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association) and the ICD (International Classification of Diseases), and their possible implications for therapy. d Recognize the impact of drug and alcohol misuse. e Apply knowledge of neurobiology pertinent to clinical practice. 1.4 Awareness of self a Recognize instances where the counselling therapist's life experiences may enhance or compromise effectiveness. b Recognize instances where the counselling therapist's subjectivity, values, and biases may compromise effectiveness. c Obtain support to enhance objectivity. 1.5 Diversity a Apply knowledge of human diversity. b Adapt the counselling therapist's approach to meet culture-specific needs of clients. c Recognize how historic and systemic oppression, power imbalance, and social injustice may impact the therapeutic process. d Recognize and address barriers that may affect access to counselling services. e Identify and access culturally relevant resources. f Model behaviour that promotes inclusion. 2. Communication and relationships 2.1 Communication a Use clear, concise written and oral communication. 26 b Use electronic and social communication media in a secure and professional manner. c Use communication style appropriate to the recipient. d Communicate in a manner that promotes inclusion. e Use effective listening skills. f Monitor non-verbal communication. g Differentiate fact from opinion. h Communicate effectively in a group setting. i Explain theoretical concepts in everyday language. 2.2 Relationships a Show respect to others. b Maintain appropriate boundaries. c Recognize and address conflict in a constructive manner. d Maintain congruence between what is said and what is done. 2.3 Collaborative practice and referral a Create and sustain working relationships with other professionals. b Differentiate the functions of other service providers. c Show respect to other disciplines. d Participate in collaborative practice. e Develop and maintain a referral network. f Identify community resources relevant to client needs. g Engage actively with a client’s community. 3. Professionalism 3.1 Legal and regulatory compliance a Comply with relevant federal and provincial / territorial legislation. b Comply with relevant municipal and other local bylaws. c Comply with requirements of statutory regulatory body. d Comply with requirements of self-regulatory organization. e Distinguish between the role of a statutory regulator and a professional association. 3.2 Ethics a Recognize ethical issues encountered in practice. b Apply an ethical decision-making process. C Address organizational policies and practices that are inconsistent with legislation and professional standards. d Resolve ethical dilemmas in a manner consistent with legislation and professional standards. e Recognize and acknowledge personal accountability in decision making. 3.3 Self-care and safety a Maintain wellness practices that contribute to professional performance. b Build and use a support network. c Recognize and address indicators of compromised performance. d Recognize and address need for personal counselling. e Recognize and address risks to personal safety. 3.4 Reflective practice a Obtain performance feedback from various sources. b Undertake self-evaluation and identify goals for improvement. c Implement changes to improve effectiveness. 27 d Practice within the counselling therapist's level of skills and knowledge. e Remain current with developments relevant to area of practice. f Use research findings to inform clinical practice. g Recognize and address the need for the counselling therapist to obtain clinical supervision. h Recognize and address the need for the counselling therapist to obtain consultation. i Negotiate parameters for clinical supervision and consultation. 3.5 Records a Maintain comprehensive records of professional activity. b Ensure clarity and legibility of records. c Maintain security and preservation of records. d Recognize and address factors affecting confidentiality and access to information. e Recognize and address factors affecting transfer of information and records to others. 3.6 Business practices a Recognize and address liability concerns. b Establish sound business management policies and procedures. c Establish procedures to deal effectively with client crises and emergency situations. d Establish procedures to provide services during therapist absence. e Employ ethical advertising principles. f Maintain professional deportment congruent with practice setting. g Use planning and time management skills. 3.7 Third party support a Identify when advocacy or third party support may be of value to the client, and advise client accordingly. b Support clients to overcome barriers. c Advocate for clients to address systemic barriers. 3.8 Reports to third parties a Prepare clear, concise, accurate, and timely reports, appropriate to the needs of the recipient and the client. b Recognize ethical and legal implications when preparing reports. 3.9 Supervision a Differentiate among administrative supervision, clinical supervision, and consultation. b Recognize the principles of clinical supervision and the complexities of the role of clinical supervisor. 3.10 Collegial consultation a Recognize the principles of consultation and the complexities of the role of consultant. b Articulate parameters of consultation. c Provide consultation within therapist's limits of professional expertise. 4. Counselling Therapy Process 4.1 Orientation a Explain the proposed theoretical framework for therapy. b Describe the therapeutic process. c Establish agreement on who is the client for the purposes of therapy. d Explain the responsibilities of the counselling therapist and the client in the therapeutic relationship. e Explain confidentiality and its limits. 28 f Establish ongoing informed consent. g Provide key administrative policies and procedural information to client. 4.2 Assessment a Identify client's strengths, vulnerabilities, resilience, and resources. b Select and utilize appropriate assessment tools. c Refer client for external assessment where appropriate. d Identify client’s expectations of therapy and its outcomes. e Integrate assessment data into proposed therapeutic process. f Communicate assessment information so client understands its relationship to proposed therapeutic process. g Assess for and address legal duty to report and legal duty to warn. 4.3 Therapeutic relationship a Establish and maintain a client-therapist relationship. b Establish and maintain therapeutic boundaries. c Define clear limits of response to client's requests or demands. d Regain therapeutic perspective when it has been diminished. e Monitor and respond to quality of client-therapist relationship on an ongoing basis. 4.4 Therapeutic process a Adapt therapeutic process to meet specific needs of client b Formulate working hypotheses to account for and address presenting problems of clients. c Use working hypotheses to guide therapeutic approach. d Obtain, interpret, and integrate multiple sources of information pertaining to working hypotheses. e Assess working hypotheses and effectiveness of the therapeutic approach. f Reformulate working hypotheses and therapeutic approach as appropriate. g Manage interruptions to the therapeutic process. h Review progress with client on an ongoing basis. i Develop and monitor safety plan with client and / or others. j Foster client's ability to function independent of therapy. k Manage interruptions to the therapeutic process due to external factors. l Identify situations in which referral may benefit the client. m Refer client, where indicated, in a timely fashion. 4.5 Closure a Recognize when to conclude therapy. b Prepare client for the ending of a course of therapy. c Conduct an effective closure process. d Identify follow-up options. e Review support systems and resources. f Address premature endings. Entry-to-Practice Competency Profile for Counselling Therapists Copyright © November 15, 2019 - FACTBC 29 Guidelines for Effective Counselling with Indigenous Clients: Seven Aspects of Practice Needing Special Attention 1 Client history • Be aware of the history your client carries with them. • Own the responsibility of learning about Indigenous culture. • Understand the effects of colonization and the legacy of residential schools. • Learn about the impact of intergenerational and historical trauma. • Consider connection and disconnection from family/community. • Help clients ‘look behind’ their current crisis. 2 Culture and community • Recognize that culture is what heals. • Recognize Indigenous connection to the land; help the client (re)establish that. • Know the community and its resources. • Connect and engage with the community – spend time there. • Engage with elders in particular. • Know the community protocols. • Build circles of support for clients and families within community. 3 Systems and barriers • Pay attention to systemic racism. • Challenge systems and silos. • Heed the role of systems in child protection. • Recognize there may be political aspects of the local community (e.g., lateral violence). • Be an advocate for your client in the system. • Meet your client where they are at (emotionally) and when they need you. • Go to your client (physically) when you can. • Reach and connect with clients through others if you have to. 4 Counsellor-client relationship • Relationships are everything. • Form a long-term relationship. • Let your client know who you are - take time to establish trust. • Expect to manage challenges associated with dual relationships. • Avoid checklists and forms as much as possible. • Collaboratively arrive at guidelines and agreements. • Clarify boundaries. • Understand that some clients may live in “chaos”; this will impact the therapeutic relationship. 5 Taking time in process • Avoid working to a fixed schedule. • Take time to share stories. • Listen with intent not to respond; be comfortable with silence. • Avoid being overly focused on results. 6 Client self-worth • Recognize that your client’s wellbeing may be intertwined with community wellbeing. • Identify strengths and resiliency. • Support client spirituality. • Find a positive message in the client’s story. 30 • Help the client value their existence and maintain a sense of hope. 7 Counsellor self-awareness • Know your own culture and history. • Understand your own position of privilege. • Show your humanness. • Expect to make mistakes. • Do not consider yourself a ‘fixer’ or a ‘healer’. • Display genuine cultural humility. • Be open to learning from your client (don’t play the expert). Research was limited to effectiveness in serving First Nations or Métis individuals and communities in BC. Points in bold type indicate elements worthy of special emphasis. Entry-to-Practice Competency Profile for Counselling Therapists Copyright © November 15, 2019 - FACTBC 31 Appendix 2 Supervisory Competencies · · · · · · · · · · · · · · Knowledge of the role and function of clinical supervisors Knowledge of legal, ethical, and regulatory guidelines as they apply to supervision Understanding of the importance of the supervisory relationship and ability to facilitate that relationship Competencies in all areas of client care in which supervising Ability to set goals and objectives and create and implement a supervision plan Knowledge of the models, methods, and techniques of clinical supervision Knowledge of the strategies for supervision and ability to be flexible in style and choice of strategies Knowledge of the role of systems, cultural issues, and environmental factors and their impact on supervision Familiarity with the methods of evaluation and ability to apply the fairly Understanding of the existence of dual relationships and their impact on supervisory objectivity and judgment Strategies to limit harm that may come from dual relationships in supervision Knowledge of multicultural issues and ability to respond to multicultural differences Documentation skills Awareness of the requirements and procedures required for licensure or certification if applicable. Recommended Counselling and Psychotherapy Skills for Supervisors · · · · · · · · · · · Knowledge in the areas of practice – group, individual, family, couple, child and adolescence Relationship skills – ability to build rapport and trust Ethical judgment and decision making Knowledge and application of ethical guidelines and standards to specific cases and situations, particularly in crisis Crisis management skills Assessment and diagnostic skills Conceptualization skills Problem-solving and goal-setting skills Knowledge and experience in the use of the methods and techniques of intervention techniques for change Written skills – documentation and record keeping Knowledge of and ability to understand systems and the interaction between individuals, setting, environmental factors, and presenting problems 32 · · Knowledge of multicultural issues and ability to respond to those issues Understanding of the role of developmental factors in client problems. Source: Essentials of Clinical Supervision by Jane Campbell Copyright 2006 John Wiley & Sons, Inc. All rights reserved.