In a time when the ability to adapt one's practice to the digital environment is paramount, Synchronous Online Counseling and Supervision in the 21st Century assists counselors in developing therapeutic relationships while tailoring counseling skills and techniques to provide treatment at a distance. Featuring chapters written by experts within the disciplines, the text provides readers with vital information regarding the effective use of technology to provide ethical counseling services to a variety of populations online. Fundamental understanding of online counseling and supervision is provided, including the unique needs of clients seeking synchronous treatment. Clinical skills, licensing, practice issues, technology, regulations, ethics, multicultural, and social justice issues are explored. Working with special populations in an online format is addressed, and couples and marriage formats are discussed. Online group sessions and child counseling, from kindergarten to college, are examined. Finally, the book includes a comprehensive exploration of online crisis counseling, providing specific crisis intervention strategies and techniques. Equipping readers with sound, evidence-based practices aligned with ACA and CACREP standards, Synchronous Online Counseling and Supervision in the 21st Century is an indispensable resource for future and practicing counselors.

This distinctive text provides master’s- and doctoral-level students, as well as new professionals, with a thorough exploration of the range of responsibilities, working conditions, roles, evaluation criteria, benefits, and challenges experienced by counselor educators. Each chapter focuses on a key aspect of the field, including teaching; supervision; mentoring; gatekeeping; research and grant writing; tenure; adjunct, part-time, and nontenured positions; program administration; leadership; and collegiality and wellness. Case vignettes and personal narratives from counselor educators are engaging and informative, and literature reviews are useful for introducing students to the material covered. *Requests for digital versions from ACA can be found on www.wiley.com. *To request print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to [email protected]

As online therapy becomes more mainstream, the importance of using a means of supervision which parallels this is increasingly being recognised by practitioners and the professional bodies. Very little has been written about this newly developing way of working, so this book is timely. Online Supervision: A Handbook for Practitioners covers a wide range of issues, from the practical aspects of how supervision happens, through research, legal and ethical issues to specific therapeutic settings and issues. Existing models of supervision are considered in the context of the online setting and new models which have been developed specifically for supervising online are explored. All chapters are authored by experienced online therapists and supervisors, who bring their considerable knowledge from their practice to illuminate this growing area of the profession. In many chapters, anonymised case examples illustrate the text, alongside reflective activities which readers can choose to undertake. While the book aims to develop the practice of online supervision of online therapists, it is recognised that there are circumstances which mean that some practitioners may choose to engage in online supervision of their face-to-face work. This is recognised and guidelines for offering and engaging in online supervision are discussed. Many practitioners begin to offer online supervision without specialised training and the final chapter centres on a discussion about the value and necessity of undertaking preparation for working in a new medium. Online Supervision: A Handbook for Practitioners will be highly readable and accessible to both experienced practitioners and newcomers to this field.

This is the first comprehensive research and practice-based guide for understanding and assessing supervision technology and for using it to improve the breadth and depth of services offered to supervisees and clients. Written by supervisors, for supervisors, it examines the technology that is currently available and how and when to use it. Part I provides a thorough review of the technological, legal, ethical, cultural, accessibility, and security competencies that are the foundation for effectively integrating technology into clinical supervision. Part II presents applications of the most prominent and innovative uses of technology across the major domains in counseling, along with best practices for delivery. Each chapter in this section contains a literature review, concrete examples for use, case examples, and lessons learned. *Requests for digital versions from ACA can be found on www.wiley.com. *To request print copies, please visit the ACA website. *Reproduction requests for material from books published by ACA should be directed to [email protected]

In a time when the ability to adapt one's practice to the digital environment is paramount, Synchronous Online Counseling and Supervision in the 21st Century assists counselors in developing therapeutic relationships while tailoring counseling skills and techniques to provide treatment at a distance. Featuring chapters written by experts within the disciplines, the text provides readers with vital information regarding the effective use of technology to provide ethical counseling services to a variety of populations online. Fundamental understanding of online counseling and supervision is provided, including the unique needs of clients seeking synchronous treatment. Clinical skills, licensing, practice issues, technology, regulations, ethics, multicultural, and social justice issues are explored. Working with special populations in an online format is addressed, and couples and marriage formats are discussed. Online group sessions and child counseling, from kindergarten to college, are examined. Finally, the book includes a comprehensive exploration of online crisis counseling, providing specific crisis intervention strategies and techniques. Equipping readers with sound, evidence-based practices aligned with ACA and CACREP standards, Synchronous Online Counseling and Supervision in the 21st Century is an indispensable resource for future and practicing counselors.

"An enjoyable book that helps to bring counselling into the 21st century. Kate and DeeAnna have played a significant role in the development of online therapy and their enthusiasm for the subject matter, and experience as trainers and practitioners, comes through in this informative text." Terry Hanley, Director of MA in Counselling, University of Manchester The plethora of online services now available has led to a growing demand for practitioners to look beyond traditional face-to-face therapy and take advantage of the flexibility which email and the Internet can offer them and their clients. This guide gives up-to-the minute information and research, ethical and legal advice, on the practicalities of setting up or joining a service, and the essential therapeutic skills needed to be an effective online therapist. Writing for an international audience, the authors discuss the issues for practitioners using the Internet today, as well as in the future. Basing their study on published empirical research, they address: - text-based therapeutic interventions such as email, Internet Relay Chat and forums, from the perspective of different theoretical orientations, illustrated with a full length case study - new Ethical Framework for using Technology in Mental Health - online supervision, online research; group therapy online - the "business" of setting up in private practice or e-clinics - other therapeutic uses of technology including use of video therapy, mobile SMS, telephone therapy, Virtual Reality environments, gaming and computerised CBT. The authoritative guide to all aspects of being an online therapist, this practical text is a vital addition to any therapist′s library. It will also be valuable reading for anyone training to be a counsellor or psychotherapist in our increasingly ′electronic′ world.

The purpose of this dissertation was to add to the professional literature in counselor education and supervision through inquiry and synthesis of research among online teaching, online counseling, and online communities of practice through the supervision lens of the Discrimination Model. A unique, research-informed framework for synchronous online supervision (i.e., cybersupervision) was developed out of this research with the purpose of guiding supervisors to utilize specific strategies to mitigate technology and interpersonal barriers that interfere with social presence and the process of cybersupervision. By utilizing a research-informed framework, supervisors can optimize the conditions for counselor skill development during cybersupervision. To address the gap in current research on the impact of barriers on social presence during cybersupervision, a Likert-type survey was administered to assess the association between the level of social presence (i.e., engagement) and hindering phenomena (i.e., technology and interpersonal barriers) among counselor supervisees who experienced cybersupervision as a part of their graduate training. The survey measured supervisees’ (N = 12) social presence with the Igroup Presence Questionnaire, which included three subscales that measured spatial presence, involvement, and experienced realness. Barriers were measured using the Supervision Hindering Phenomena Survey, which included two subscales that measured pure technology barriers and interpersonal barriers. Respondents’ scores were summed and disaggregated through a split-half median process to determine the levels (i.e., low or high) of experienced barriers and social presence which were used in 2 x 2 tables to test for associations. Analysis from chi-square, Mantel-Haenszel chi-square, and Fisher’s Exact tests indicated that there was an equally significant association between both experienced realness and pure technology, X2 (1, N = 12) = .046, p