Crisis-Specific Peer Supervision of School Counselors: The P-SAEF Model

Abstract

School counselors are called upon to respond to an array of crisis situations involving the potential for imminent harm. Many school counselors report inadequate preparation for crisis intervention (Allen et al., 2002; King et al., 1999), and few school counselors participate in clinical supervision (Page et al., 2001). P-SAEF, a practical peer supervision model for school counselors who work with students at risk for imminent harm, is presented, and recommendations for implementation are provided.

Crisis in the Curriculum? New Counselors' Crisis Preparation, Experiences, and Self‐Efficacy

“…The use of a conceptual framework, such as Preparation, Action, Recovery (McAdams & Keener, 2008), could be useful as counselor educators and supervisors structure curriculum or continuing education activities for crisis intervention. Applying crisis‐specific clinical supervision models (e.g., Cube Model of Supervision and Suicide; McGlothlin et al, 2005) and training students and practicing counselors in crisis‐specific peer supervision models (e.g., the P‐SAEF Model; Wachter et al, 2008) may help identify areas for targeted professional development while providing structure and guidance to crisis‐related supervision.…”

“…There are multiple practical resources available for crisis‐related training, including a body of foundational literature regarding how to address crisis in practice or supervision (e.g., Granello & Granello, 2007; McGlothlin, Rainey, & Kindsvatter, 2005; Wachter, Barrio Minton, & Clemens, 2008). Unfortunately, the professional counseling literature includes very limited attention to crisis preparation and practice experiences of professional counselors.…”

Supporting Non-Clinical Staff through the Use of Clinical Supervision

“…The restorative domain of clinical supervision strongly encourages supervisors to minimize supervisees' job-related stress and trauma [10,11]. Supervisors should commit to learning more from supervisees about their perception of support to be emotionally equipped to engage in critical reflection about their work [21]. One model recommended to implement crisis supervision effectively is the CARE (context, action, response, and empathy) supervision model; it attempts to understand supervisees' needs related to crisis-trauma and disaster-based counseling situations (Abassary & Goodrich, 2014) [22].…”