Attending to Crisis-Based Supervision for Counselors: The CARE Model of Crisis-Based Supervision

Abassary, Christine; Goodrich, Kristopher M.

doi:10.1080/07325223.2014.918006

Cited by 8 publications

(13 citation statements)

References 37 publications

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“…The CARE Model was explicitly developed for counselors working in crisis, disaster, and trauma and allowed supervisors to pay specific attention to each aspect of their supervisee’s work. The “C” in CARE is for context, discussing the “time, the place, and the logistical components that impact the crisis situation and intervention” (Abassary & Goodrich, 2014, p. 10). “A” is for action, addressing all the needs of a supervisee and their client(s), including how they may respond to a client crisis.…”

Section: Discussionmentioning

confidence: 99%

“…“R” is for response, review of the crisis, treatment, and follow-up care. “E” is for empathy; the “compassionate and caring response that is initiated by the supervisor and emulated by the counselor” (Abassary & Goodrich, 2014, p. 11).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, clinical supervision creates an environment that potentially renders a clinician competent in responding to crises in the counseling setting. Abassary and Goodrich (2014) suggested the use of the Context, Action, Response, and Activity (CARE) Model of Supervision to improve response outcomes with clients in crisis and render more self-efficacy for counselors in dealing with crisis scenarios. Addressing counselors-in-training and their ability to respond in crisis is efficacious to practice and core to supervisory ethics.…”

Section: Implications For Counselor Education and Supervisionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the experiences of counselors responding to crisis in rural communities.

Fruetel¹,

Duckworth²,

Scott³

et al. 2022

Journal of Rural Mental Health

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Responding to clients/students who are threatening harm to self or others is often perceived as a demanding and challenging job for any clinician, especially for those working with limited resources in rural communities. This research explored the experiences of clinical mental health and school counselors who respond to those types of crises within four different states in communities of 9,000 or fewer residents. Using face-to-face and synchronous online interviews, five themes were identified through phenomenological analysis, including collaboration, training, staffing, distance, and time. Though each clinician identified ample opportunities for crisis response improvement within their communities, there was a sense of pride working in small communities where the residents are familiar with one another and offer individualized support not often found in larger cities. Overall, what emerged from this study is the importance of highlighting clinicians' needs in smaller communities as their stories and experiences are often lost to the trauma and crises happening in metropolises. Public Health Significance StatementThrough this study, a voice was given to counselors in rural communities regarding their experiences in crisis response. We wanted to highlight the shortcomings of rural crisis response and increase awareness within the healthcare system about these small communities' plight. Five themes that were discovered include collaboration, training, staffing, distance, and time, which demonstrated that smaller communities tend to benefit when collaboration and communication occur.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Implications For Counselor Education and Supervisionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring the experiences of counselors responding to crisis in rural communities.

Fruetel¹,

Duckworth²,

Scott³

et al. 2022

Journal of Rural Mental Health

View full text Add to dashboard Cite

show abstract

“…Further, as our results suggest, we were navigating new experiences, grieving losses, and negotiating our identities in a time of crisis. As such, we recommend incorporating crisis-based supervision into doctoral curriculum [such as the Context, Action, Response, and Empathy (CARE) Model; Abassary & Goodrich, 2014]. Supervisors may consider having open conversations with supervisees about their own uncertainty or discomfort, recognizing that such reactions are not bound to supervisee status.…”

Section: Supervisionmentioning

confidence: 99%

Growth during a global pandemic: A polyethnography among doctoral counselling psychology students.

Pasyk¹,

Glazer²,

West³

et al. 2022

Training and Education in Professional Psychology

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The purpose of this paper is to distill knowledge gained from the impact of COVID-19 on psychology clinical training and education at the graduate level. We explore our experiences as counselling psychology doctoral students who were completing practica when the pandemic occurred, and mental health services were adapting to rapidly changing circumstances. We employed a polyethnographic qualitative research design, informed by a developmental lens, to identify ourselves as the site of research and participate in a polyvocal and reflexive conversation. Subsequently, using thematic analysis to analyze our conversation, we traced how our growth was influenced during this unprecedented disruption in clinical training. Our conversation yielded seven themes and a related emerging conceptual representation that has implications for graduate training and education, with relevance to crisis situations. We position structured and ongoing relational support as a core process that helped us address both losses and disappointments while continuing to provide competent care to others. Public Significance StatementThis study highlights the impact of COVID-19 on doctoral student clinical training and education. The results suggest the importance of reflexivity, flexibility of practice, supervision, peer relationships, contingency planning, and the need for telehealth training to be incorporated into doctoral clinical practica, supervision, and education.

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“…Inspired by clinical supervision's potential to facilitate post-traumatic growth (Abel et al, 2014;Cohen & Collens, 2013;Neswald-Potter & Tripanny-Simmons, 2016) and compassion satisfaction (Figley & Stamm 1996), this research explored the ways in which video conferencing clinical supervision can help to facilitate health and wellness, while supporting counsellors in rural, remote, and Northern contexts to mitigate compassion fatigue risk. Merriman (2015) suggested that clinical supervision is the best place to sensitize students to the risks of compassion fatigue, while several other authors (Abassary & Goodrich, 2014;Lester, 2010;Miller & Sprang, 2017;Molnar et al, 2017;Wheeler & Richards, 2007) see clinical supervision of both students and professionals as providing an ideal opportunity to prevent and mitigate the risk.…”

Section: Clinical Supervisionmentioning

confidence: 99%

Support to Rural, Remote, and Northern Counsellors: The Unique Features Inherent to Video-Conferencing Technology

Slipp

2021

OTESSAJournal

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This paper presents the qualitative findings from a mixed methods quantitative-qualitative explanatory sequential research project. It investigates unique features of video conferencing technology and how these can be helpful in supporting counsellors in rural, remote, and Northern contexts to mitigate compassion fatigue through video conferencing clinical supervision. Semi structured interviews with nine respondents were conducted and analyzed with thematic content analysis supported by NVivo 10. The results revealed eight higher order themes. Of note are the thematic results which described technology as a solution, the unique opportunities inherent in the medium of video conferencing, and some of its inherent challenges. These results are relevant to a variety of consultative contexts across healthcare and education because they assist in understanding how the technology impacts interpersonal connection and efficacy in supervision work.

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Attending to Crisis-Based Supervision for Counselors: The CARE Model of Crisis-Based Supervision

Cited by 8 publications

References 37 publications

Exploring the experiences of counselors responding to crisis in rural communities.

Exploring the experiences of counselors responding to crisis in rural communities.

Growth during a global pandemic: A polyethnography among doctoral counselling psychology students.

Support to Rural, Remote, and Northern Counsellors: The Unique Features Inherent to Video-Conferencing Technology

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