Competencies and Goals Worksheet
Like working with client systems, supervision that includes written goals with corresponding developmental competencies are effective in building skills and abilities. The Goals and Competency Worksheet below provides a method to evaluate the developmental competencies of PLMHP or PCMSW over time. It also assists the supervisor and supervisee in determining strengths and growth areas. The worksheet is broken into two areas: foundational skills and therapeutic skills. The therapeutic skills area may or may not be relevant for individuals seeking CMSW and should be discussed in supervision. Developed from best practice guidelines in counseling, marriage and family therapy, social work, and other behavioral health professions, this worksheet provides scaffolding for developing supervision plans that support the supervisory process.
Date ____________________________________
Supervisee _____________________________________
Agency _____________________________
Supervisor _____________________________________
Agency _____________________________
Using the chart below, develop goals that align with the standards of practice identified on the left. Each standard has corresponding competencies listed on the right. Example goals are provided in each area. Review periodically to update goals and progress.
Foundational skills
| STANDARDS OF CARE | COMPETENCIES AND GOALS |
|
Ethics, Professionalism, Standards of Care
|
Competency: Independently integrates ethical standards and demonstrates ethical decision-making using an established ethical decision-making model; monitors and resolves difficult ethical situations, including properly documenting their decision-making process. Independently seeks supervision/consultation. Independently demonstrates professional conduct. Supervisee identifies the corresponding goals below. |
| Diversity and Cultural Competence | Competency: Applies knowledge of dimensions of diversity and intersectionality in all areas of practice. Demonstrates cultural humility and use of cultural opportunities when working with clients. Displays knowledge of diversity beyond racial and ethnic diversity. Supervisee identifies the corresponding goals below. |
| Reflective Practice, Self-Care, Self-Assessment | Competency: Demonstrates ability to self-reflect in a professional context, enabling use-of-self as a therapeutic tool; assesses and monitors self-care needs; demonstrates accurate competency self-assessment in all practice areas. Supervisee identifies the corresponding goals below. |
| Systems, Referrals, Interdisciplinary Collaboration | Competency: Demonstrates knowledge of how systems affect clients and how to maneuver in relevant systems. Demonstrates ability to support effective advocacy and interdisciplinary collaboration, including knowing when and how to handle referrals for other services. Demonstrates a strong understanding of the role of interdisciplinary collaborations by clearly staying within the bounds of professional expertise. Supervisee identifies the corresponding goals below. |
| Technology and Documentation | Competency: Independently applies knowledge of ethics in teletherapy and technology required for practice. Maintains documentation by following ethical, legal, and agency standards. Supervisee identifies the corresponding goals below. |
|
Confidentiality
|
Competency: Demonstrates advanced knowledge of and independently maintains appropriate professional boundaries with supervisor, colleagues, and clients. Supervisee identifies the corresponding goals below. |
|
Boundaries
|
Competency: Demonstrates advanced knowledge of and independently maintains appropriate professional boundaries with supervisor, colleagues, and clients. Supervisee identifies the corresponding goals below. |
|
Collegiality
|
Competency: Develops and maintains professional relationships, manages own affective emotions and difficult communication with colleagues. Demonstrates general goodwill for other professionals. Supervisee identifies the corresponding goals below. |
|
Lifespan Career Development, Continuing Education
|
Competency: Demonstrates curiosity and understanding that professional development is ongoing, along with knowledge of community resources for continuing education. Supervisee identifies the corresponding goals below. |
Therapeutic skills
|
STANDARDS OF CARE |
COMPETENCIES AND GOALS |
| Assessment Skills
(Conceptualizing and diagnosing) |
Competency: Demonstrates accurate case conceptualization skills. Applies knowledge of theoretical frameworks in assessment. Independently understands and applies knowledge of appropriate assessment tools and diagnostic criteria. Supervisee identifies the corresponding goals below.
|
| Treatment Planning | Competency: Independently plans culturally responsive interventions specific to each case, developing goals collaboratively with clients. Demonstrates ability to connect presenting concerns and treatment interventions to a theoretical model to ensure continuity throughout treatment. Supervisee identifies the corresponding goals below. |
| Use of Interventions | Competency: Independently implements agreed-upon treatment plans and goals according to empirical models. Recognizes and demonstrates flexibility when plans need modification. Supervisee identifies the corresponding goals below. |
| Empathetic understanding and Positive Regard | Competency: Demonstrates unconditional positive regard for clients, independently monitors self and seeks supervision for complex cases. Demonstrates accurate empathy through warmth, acceptance, responsiveness, and careful listening. Supervisee identifies the corresponding goals below. |
| Collaboration with Client (e.g., goal setting) and Therapeutic alliance |
Competency: Independently develops effective working relationships with a broad range of clients. Maintains alliance and utilizes it to collaborate with clients in all aspects of treatment. Supervisee identifies the corresponding goals below. |
| Non-verbal Skills |
Competency: Demonstrates mastery of nonverbal communication skills to convey empathy and warmth, including open and relaxed posture, appropriate eye contact, and standing at a culturally appropriate distance. Supervisee identifies the corresponding goals below. |
| Verbal Communication skills |
Competency: Consistently and independently demonstrates the ability to communicate effectively with a board array of clients, colleagues, and other professionals. Independently manages difficult conversations by applying knowledge of a wide array of communication skills. Supervisee identifies the corresponding goals below. |
| Emotional Attunement |
Competency: Accurately assesses the client’s emotional state from verbal and nonverbal cues. Independently utilizes self-awareness and emotional self-regulation to be emotionally present with a broad range of client emotions. Supervisee identifies the corresponding goals below. |
| Trauma Informed Care |
Competency: Consistently and independently applies knowledge of trauma and the prevalence of trauma, especially early trauma, to respond to clients in a way that creates safety, trust, and empowerment. Supervisee identifies the corresponding goals below. |
| Crisis Intervention |
Competency: Independently assesses the level of risk and intervenes to deescalate crises and chaotic situations to enhance the safety of clients and others. Supervisee identifies the corresponding goals below. |
| Specialized Practice Skills | EBPs |
Competency: Independently identifies appropriate cases for using evidence-based modalities, understands evidence-based practice as a process, and applies knowledge, skills, and evaluations of evidence-based practices or specialties to client treatment. Effectively uses specialized skills specific to the client population. Supervisee identifies the corresponding goals below. |
The foundational skills and therapeutic skills outlined in the Goals and Competency Worksheet are distilled from standards of practice statements, competency statements, and codes of ethics of the American Counseling Association, American Psychological Association, National Association of Social Workers, American Association for Marriage and Family Therapists, Association for Counselor Education and Supervision, and Council on Social Work Education.
Additional examples: Supervision Goals Example (p. 2-3); Australian sample agreement (p. 1); and the very long but good Nova Scotia Example Goals.
For questions, comments, or feedback, please contact Dr. Susan Reay, Ed.D, LICSW, at sreay@unomaha.edu. September, 2022, Edited March, 2023
