The Nuts and Bolts of Becoming an Approved Licensed Professional

Supervisor (ALPS)

Presenters:

Lori Ellison, PhD, LPC, ALPS

Professor – Marshall University

Board Member, WV Board of Examiners in Counseling

Roxanne Clay, MA

Executive Director, WV Board of Examiners in Counseling

The Nuts and Bolts of Becoming an Approved Licensed Professional Supervisor (ALPS)

• This presentation is intended for the LPC or LMFT that is interested in learning the requirements and the application process to become an Approved Licensed Professional Supervisor (ALPS) with the WV Board of Examiners in Counseling.

The Nuts and Bolts of Becoming an Approved Licensed Professional Supervisor (ALPS)

• Learning objectives:

• Learn the requirements to become an ALPS.• Review the ALPS application materials.• Understand the importance of utilizing a supervision model.• Gain an understanding of the requirements related to the supervision of the

provisionally licensed and temporary permit counselors.• Become familiar with the supervision documents to include: Supervisor Registration

Form/Contract, Supervisor’s Verification and Assessment Form (SVA) and the Quarterly Supervision Log Sheets.

Requirements to become an ALPS.

• Effective May 15, 2001, all applicants for LPC licensure shall have a Licensed Professional Counselor as a supervisor.

• EXTRA!! A few current stats: (1) # of ALPS,, (2) # ALPS per County of Practice, (3) # Provisionally Licensed & Temporary Permit Counselors total, and per County of Practice.

• Permanently licensed for a period of two (2) years

• Five (5) years documented counseling experience

• Stable employment history, and skills necessary to address all core areas of practice

• Clinical Supervision training • 10+ years documented counseling experience = 15 hrs. Clinical Supervision CE• < 10 years documented counseling experience = 30 hrs. Clinical Supervision CE

• Statement detailing his or her counseling philosophy, supervision experience and counseling experience

ALPS application materials

• ALPS Packet – handout & available at www.wvbec.org

• Directions for completing ALPS packet

• Form A – Application Form

• Form B – Professional Disclosure Statement

• Form C – Coursework or CE Recording Form – less than 10 yrs. Counseling experience• Form D- Coursework or CE Recording Form – more than 10 yrs. Counseling experience

• Form E & E-1 – Counseling Experience Form

• Form F & G – Supervisor & Supervisee Experience Endorsement Form

• Professional Statement – Form not included• Must include Supervision philosophy, orientation and model to be used.• Article at Board’s website for reference if needed

Understand the importance of utilizing a supervision model.

Why have a model? Why have a theory? Why have a textbook? Why have an outline? Why have a target?

All of these are the same question and have the same answer. The answer?

So we have a direction and a means to get there.

Developmental ModelsCounseling Based Models

Discrimination Model

A few helpful supervision resources:

Aasheim, L. Practical Clinical Supervision for Counselors. New York: Springer Publishing.

Bernard, J.M. & Goodyear, R.K. (2009). Fundamentals of Clinical Supervision (4th ed.). Upper Saddle River, NJ: Merrill/Pearson.

Borders, L. D. & Leddick, G. R. (1987). Handbook of Clinical Supervision. Alexandria, VA: American Association for Counseling and Development.

Bradley, L.J. & Ladany, N. (2010). Counselor Supervision (4th ed.). New York: Routledge.

Three types of Models

Supervision Example # 1

Elise is the new supervisee of Dana. Elise just graduated from her Master’s program about 5 weeks ago. She is eager and has obtained some skills through her internship while in school, but still has some issues with confidence. With her first few cases Elise brings some personal notes written on a legal pad that she indicates she has taken during sessions with clients. Dana asks her about how she handles the notes during the session. Elise says she takes down things as the client says them, so she can remember, then will ask a question when she has finished writing. Dana comments that it sounds like that would create an awkward pause that might make the client uncomfortable. She asked Elise has she noticed any concerns with the client’s response to the notetaking. Elise said one client had asked what she was writing and she had told her it was just helping her to be sure she remembered everything about the story the client was telling. Dana asked what happened next. Elise said the client didn’t have a lot more to talk about that day. “Come to think of it, I don’t think she came to her appointment this week either.” Dana asked Elise if she thought there might be a connection and what that might be. Elise said she wasn’t sure. Dana asked what the purpose of the long notes Elise was taking served. “To help me remember so we can talk in supervision,” Elise said. Dana talked with Elise about the appropriate use of notes in session and what the purpose for these notes would be. She also discussed with Elise what she did with these notes after the session since she appeared to have quite a few sessions worth of notes on the legal pad she carried with her. They spoke about proper handling of confidential materials. Dana offered some suggestions of other ways that might be helpful to share information about her work without carrying thit type of information around with her.

Supervision Example #2

Garrett is a new supervisee working with Aaron, his supervisor. Garrett is most comfortable with the Cognitive-Behavioral Therapy theoretical model. Aaron is comfortable using CBT and agrees to help supervise him with it, but encourages Garrett to choose one or more other theoretical models that he would like to work with as well. Aaron explains to Garrett that it is important to have experience with more than one model so when a client’s needs go outside of the purview CBT he is prepared to work with them. Garrett is reluctant at first, but can see his point, so he agrees to study up on a few other theories. Garrett works with a mixed clientele of mental health, substance use disorder, and dual diagnosis clients. Aaron gives him a couple of suggestions for models he could look at, but also suggests investigating some avenues of trauma work since this seems to be a common thread in the clients Garrett works with. Garrett agrees and Aaron loans him a couple of books to read that might help get him started. At Garrett’s next session for supervision, he says he had a really hard time with one of the trauma books and had to stop reading it. Aaron, concerned, asked what he thought the problem was. Garrett didn’t know, but he said there was a physiological response he felt to one part of the book he was reading. Aaron asked him to show him the part of the book and realized that it had to do with physical abuse. “Garrett, it sounds like you are reacting with a trauma response to this information. Have you experienced trauma in your past?” Garrett says he was abused as a young child by his father. Aaron says to him, “based on my experience, I feel it would be a good idea for you to go get some counseling for this yourself to be sure you are in a good place with your own trauma before you start working on anyone else’s.” He gives him a couple of names and numbers of colleagues he knows who do trauma work.

Supervision Example #3

Marley is a new supervisee beginning supervision for license with supervisor Kelly. Marley is working at a community-based agency with children adults, and families. Kelly has been the clinical and administrative supervisor at this agency for many years and manages most of their supervision needs either personally or assigning them to another supervisor. Marley has been working with Kelly for about two months, but is feeling frustrated with the process. She is getting feedback from Kelly and Kelly is making all of their appointments, but Marley feels no real connection to her. Marley feels like Kelly is just going through the motions, like it is just one more thing she has to do in a day. Marley wishes it felt more like her internship supervisor relationship felt. They were connected. She felt comfortable going to her for questions she had, exciting progress one of her clients had made or one of the interventions they had talked about had been successful. Marley doesn’t feel comfortable doing that with Kelly. Perhaps it is because, she is not just her supervisor, but also her “boss.” Perhaps it is that Kelly is a very busy person and Marley doesn’t feel right interrupting her day with the “small stuff.” Marley says that the supervision she gets from Kelly is good and helps her clinically, but she just doesn’t feel anything personally and this seems to be a problem for her. It is causing a barrier for her that makes it harder for her to share the things she struggles with. She is worried that if she tells the “bad stuff ” to Kelly, it will mean a bad performance evaluation the next time that happens. Yet, Marley knows that she really could use the help so she has asked a couple of those types of questions of the other supervisors on staff. She would like to ask to change her supervision to one of them, but since Kelly makes those decisions that question is “super awkward” for Marley.

What to expect after you have been ALPS approved:

‘ALPS APPROVED’ Email notification from the Board• PLEASE READ THOROUGHLY INCLUDING ALL ATTACHMENTS!! • Includes a letter that provides a summary regarding:

• Requirements for LPC licensure• Minimum Individual Supervision Requirements• Quarterly Supervision Logs – Instructions and deadline

• New Wall Certificate and licensure cards to include ALPS Credential• ALPS list on the Board’s website – includes Name, email address, work phone number and is organized by County of

Practice• Please be sure your information is up to date with the Board!!

• Supervisee depends on ALPS for guidance!!• ALPS is copied on ALL Board correspondences with the applicant• Always refer to letter that accompanies provisional license and temporary permit

• Documentation – keep copies of ALL documents submitted to the Board

• Maintaining ALPS Credential requires three (3) hours of Clinical Supervision training each 2 year CE reporting period.

Requirements related to the supervision of the provisionally licensed and temporary permit counselors.

• Minimum requirements for individual supervision:

• 20/1 Individual Supervision requirement• 50% may be in group setting• Counseling hours completed by supervisee may not be counted if this requirement is not being

met

• Individual Supervision must be continuous and occur at minimum, every two (2) weeks.

• Distance Supervision – See Guidance Document at the Board’s website

• ALPS shall not supervise more than four (4) supervisees at any given time.

Supervision documents :

• Supervisor Registration Form/Contract (ALPS Contract)

• Supervisor’s Verification and Assessment Form (SVA)

• Quarterly Supervision Log Sheets - Excel

• All forms available on the Board’s website: www.wvbec.org, ‘Popular Forms’ tab, ‘ALPS & Supervisee Forms’ tab.

Q&A

WV Board of Examiners in Counseling 815 Quarrier Street, Suite 212Charleston, WV 25301Website: www.wvbec.orgPhone: 304-558-5494

Board Staff:

Roxanne Clay - Executive Director:counselingboard@msn.com

Amber Shawver – Administrative Assistant: ashawver.wvbec@outlook.com