34. Residential Counselor 101 pt. 1 - Science, Art, and Craft
Release Date: 03/20/2024
54. Supervision10 - Choices, Breaks, Support Center, Physical Intervention
Becoming Centered
Episode 54 concludes a four-episode arc, within the Unit Supervision Pathway, that presents the 10 techniques that make up the Hierarchy of Interventions. This episode focuses on how to implement these interventions in a way that goes beyond surface behavior management to supporting the development of self-regulation in children and youth. This episode particularly focuses on the Forced-Choice and related Weighted-Choice techniques. These interventions leverage a program's consequence system to help child-clients make choices that determine whether or not they receive a...
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53. Supervision9 - Change Environment and Limit Setting
Becoming Centered
Episode 53 reviews the first four tools and techniques that make up the Hierarchy of Interventions (Distraction, Engaging, Verbal Redirection, Labeling) and presents the next two steps in the Hierarchy, Changing the Environment and Limit Setting. A major emphasis is placed on using these techniques to not only manage behaviors, but also to help clients develop their abilities to self-regulate. Behavior Management is a necessary component of providing Care to troubled children and youth. All kids sometimes exhibit behavior problems. However, kids in residential treatment,...
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52. Supervision8 - The Aspect Compass and Labeling
Becoming Centered
This episode is the second in a three-episode arc that presents the Hierarchy of Interventions. This grouping of 10 interventions forms a core curriculum of counseling skills used by residential staff to encourage the development of kids' self-regulation abilities. Last episode focused on using Distraction, Engaging, and Verbal Redirection to interrupt and prevent kids from going down an off-track path toward increased emotional, cognitive, and behavioral dysregulation. This episode introduces the Aspect Compass model of the human mind. Understanding this metaphor for...
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51. Supervision7 - The Hierarchy of Interventions
Becoming Centered
This episode on the Unit Supervisor Learning Pathway moves away from a focus on managerial skills and switches to a focus on counseling skills to be taught to direct-care Child Care Counselors. It presents 10 interventions, or techniques, for Counselors to use with kids when they become off-track, dysregulated, and uncentered. Skillful use of this package of interventions starts with understanding the ways in which they can be thought of as forming a hierarchy. That includes the higher up interventions being increasingly disruptive to the group environment of the residential...
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50. Supervision6 - Leader, Superior, Boss, Mentor
Becoming Centered
This episode is the sixth on the Unit Supervisor Learning Pathway. It’s also the third of a three-episode arc that focuses on how to structure an individual supervision meeting. It also goes beyond the supervision meeting and explores the seven different roles Unit Supervisors have with their Supervisees. As a Counselor, the Supervisor is concerned with the emotional well-being of their Supervisees. As a Teacher, the Supervisor keeps a checklist of subjects (primarily policies, procedures, practicies, and training topics) that are reviewed with each Supervisee over the course of...
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49. Supervision5 - Supervisor as Teacher and Coach
Becoming Centered
This episode continues to present a model for how to structure a supervision meeting. Last episode focused on how a Unit Supervisor sometimes functions primarily as a Counselor. In that sub-role, the Supervisor is most concerned with the emotional well-being of their Supervisees. Although that can fill the entire supervision meeting, generally, after five to ten minutes the meeting agenda will usually move on to the Supervisor sub-role of functioning primarily as a Teacher. Being an effective Teacher means having an organized curriculuum that typically draws from your...
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48. Supervision4 - Structuring the Supervision Meeting
Becoming Centered
Today’s episode, which is the fourth on the Unit Supervisory Learning Pathway, focuses on a model for how to structure the typical supervision session. In the context of working on a residential treatment unit for children and youth, there are many sub-roles that define an effective relationship between a supervisor and their supervisees. A Supervisor encompasses the roles of Counselor, Teacher, Coach, Leader, Superior, Boss, and Mentor. This episode focuses on starting supervision meetings with the Supervisor focuses on the role of Counselor. In that role, the Supervisor...
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47. Supervision3 - Delegating and Organizing
Becoming Centered
This episode, the third in the Unit Supervisor Pathway, focuses on the essential managerial skills of effectively delegating tasks and projects and keeping organized. I'm hoping that you've already followed advice in previous episodes and created clearly defined Unit Coordinator roles for all the residential staff on the unit. Residential treatment is a team sport; and you need every member of your team to not only work directly with the kids, but to also help administer a quality program. However, even with clear role descriptions outlining various administrative and...
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46. Supervision2 - Giving Feedback
Becoming Centered
Episode 46 of the Becoming Centered Podcast focuses on the essential managerial and coaching skill of giving feedback to others. Individual supervision and individual coaching is, by far, the most effective way to inspire and guide the professional development of direct care child care counselors. This individual attention is much more powerful than in-service training, articles, podcasts, or other ways to train staff. The heart of coaching is being able to give feedback to supervisees in a way that effectively influences how a staff person thinks about their work, how they...
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45. Supervision1 - Unit Coordinator Roles
Becoming Centered
In residential treatment programs by far the most effective way to train direct-care staff in how to effectively care for the kids and to provide counseling is through on-the-job coaching and individual supervision. However, there's a lot of very real barriers to providing quality supervision. The nature of the work, especially at more intensive programs, means that there is a high frequency of behavior-problems on the residential unit. This drives staff toward a short-term focus on getting through the shift, or perhaps through the week, with as few safety issues as possible. ...
info_outlineThe Role of a Residential Counselor: Care and Treatment
CARE:
Relationships: A core responsibility is to attend to the care, well-being, and safety of the clients. This requires caring and respectful relationships between staff and clients.
Self: In order to take care of the clients, you have to be able to take care of yourself. This work is very stressful and your ability to become centered will strongly effect your ability to help the kids become centered.
Task Responsibilities: A Residential Counselor has numerous core tasks related to the implementation of program structures, care of the facility, and reporting requirements.
TREATMENT:
Emotions: In the East cardinal position of the treatment compass, this domain represents the parts of the brain, and the parts of the mind or psyche, that understand the world and communicate in terms of emotions. Part of a counselor’s treatment role is to help clients become emotionally centered when their feelings and moods become too extreme, too intense, too unstable, or too restricted.
Cognitions: In the South, this domain represents the parts of the brain and psyche that understand the world and communicate in terms of thinking. Part of a counselor’s treatment role is to help clients become cognitively centered when their thinking is disorganized.
Behaviors: In the West, this domain represents the parts of the brain and psyche that understand the world and communicate in terms of both external actions and internal physiological activity. Part of a counselor’s treatment role is to help clients become behaviorally and physiologically centered when their actions and bodies become too extreme or chaotic.
Executive Skills: In the North, this domain represents the parts of the brain and psyche that regulate the other parts of the brain and body. Part of a counselor’s treatment role is to serve as the kids’ executive skills, support their emerging skills, and inspire the development of their executive skills so that they can successfully self-regulate and no longer need residential treatment.
Self: At the center of the treatment compass is the self. In addition to needing to take care of themselves, so that they can care effectively for the kids, from a treatment perspective residential counselors need to be skilled at becoming centered themselves. Those abilities, to be highly resilient and to set the tone, will help the kids learn how to become centered.
Other Key Concepts
Counseling: Where therapy is has a strong interest in helping people make connections between their past and present, and tends to directly focus on issues related to grief and trauma; counseling tends to be more focused on the present – on how the client is functioning in-the-moment.
Neuropsychology: Neurology is the study of the brain and nervous system. Psychology is the study of the mind or psyche. Neuropsychology studies and explains the connections between neurology and psychology.
The Human Brain: This complex organ is made up of different parts that have unique shapes, functions, and ways of processing sensory data. Likewise, different parts of the brain have different ways of communicating to rest of the brain. Via the spine, nerve pathways, and blood vessels, the brain is connected to all the other parts of the body. There are glands throughout the body that produce various chemicals that change how the brain functions. Although only a metaphor, you can think of these chemicals as corresponding with feelings and moods, while the electrical system of the brain corresponds with thinking.
The Practice Effect: Anything you practice, your brain gets better at doing. This not only applies to actions, like bouncing a ball, but to feelings and moods. Practice getting angry and you’ll more easily be able to get into that state-of-mind. Practice being happy and you’ll ore easily be able to get into that state-of-mind.
Co-Regulating: This term refers to how two people who are doing the same activity, side-by-side, will start to synchronize their nervous systems. Human Beings start out life dependent on co-regulation to manage their infant feelings, thoughts, and behaviors. As those parts of the brain get used, the practice effect kicks in, and a person starts being able to better self-regulate.
The Artist: This is what I call the parts of the brain, and the parts of the psyche, that only understand the world and communicate in terms of emotions. The Artist wants to be seen, and the artist wants to be heard. The Artist communicates, via feelings and moods, to get its needs met, using the only “language” it has – emotions.