Teaching Clinical Thinking in Supervision
A Demonstration of How to Help Supervisees Learn and Retain New Information So Supervision “Sticks”
- Speaker:
- Jon Frederickson, MSW
- Duration:
- 1 Hour 15 Minutes
- Format:
- Audio and Video
- Copyright:
-
Jan 22, 2026
- Product Code:
- POS150559
- Media Type:
- Digital Seminar
Description
Tracking what clients are saying – and not saying – and then determining what interventions will be most effective can be daunting for supervisees to learn and for supervisors to teach.
In this session, Jon Frederickson, MSW – international trainer and prolific author – will show you how to ask specific kinds of questions that teach students how to think clinically about what causes their clients’ symptoms and what to target in therapy. You’ll learn:
- How to help students put new learning into their own words with specific retrieval questions
- Strategies to teach supervisees the steps of clinical thinking and assessment
- Powerful tools to assess what students are and are not integrating
Credit
Handouts/Brochure
| File type | File name | Number of pages | |
|---|---|---|---|
| Manual - Teaching Clinical Thinking in Supervision (1000.1 KB) | 20 Pages | Available after Purchase | |
| Transcript - Teaching Clinical Thinking in Supervision (147.2 KB) | 37 Pages | Available after Purchase |
Speaker
Jon Frederickson, MSW Related seminars and products
Jon Frederickson, MSW, trains therapists internationally and has published over fifty articles and five psychotherapy books, including Clinical Thinking in Psychotherapy: What It Is, How It Works, and Why and How to Teach It and Co-Creating Change, which won the first price in psychiatry in 2014 at the British Medical Association Book Awards and has been translated into several languages. Jon is currently on the faculty of the New Washington School of Psychiatry and was previously at the Washington School of Psychiatry, where he co-founded the supervision training program and served as chair of that program as well as the advanced psychotherapy training program and the Intensive Short-Term Dynamic Psychotherapy training program. Jon shares skill-building exercises designed for therapists as well as video of actual sessions with clients who previously failed in therapy at his websites www.istdpinstitute.com and www.deliberatepracticeinpsychotherapy.com.
Speaker Disclosures:
Financial: Jon Frederickson has an employment with Washington School of Psychiatry. He receives royalties as a published author. Jon Frederickson receives a speaking honorarium from PESI, Inc. He has no relevant financial relationships with ineligible organizations.
Non-financial: Jon Frederickson National Academies of Practice, National Association of Social Workers, and Greater Washington Society for Clinical Social Work.
Additional Info
Access for Self-Study (Non-Interactive)Access never expires for this product.
For a more detailed outline that includes times or durations of time, if needed, please contact cepesi@pesi.com.
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Objectives
- Evaluate the research on supervision effectiveness.
- Utilize at least one deliberate practice retrieval question with supervisees to aid retention of new knowledge
- Use metacognition to teach supervisees clinical thinking.
Outline
- The research on supervision effectiveness as a learning tool for supervisees
- Lecture versus active learning techniques
- Deliberate practice in supervision
- Steps of clinical thinking and assessment
- Decision tree for clinical thinking
- Retrieval questions to help supervisees remember new knowledge
- Metacognitive questions to integrate new information into old knowledge so supervision “sticks”
- Limitations of the research and potential risks
- Demonstration of how to teach clinical thinking
Target Audience
- Counselors
- Social Workers
- Psychologists
- Psychiatrists
- Psychotherapists
- Marriage & Family Therapists
- Addiction Counselors
- Other Mental Health Professionals
Reviews
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