Program Information My teaching style is collaborative and starts with identifying the specific skills a student wishes to learn. I use both insight-oriented and didactive-consultive supervision, asking questions to encouraged students to think through and solve problems on their own, as well as offering advice, suggestions, and interpretations concerning the client dynamics and clinical technique. Because I am the manager here, the student will have the benefit of seeing many styles by sitting in and observing with the other licensed LCSWs and LMFTs on staff while leading groups. Students may be asked to complete some projects that benefit their knowledge base, such as compiling resources to help a patient needing low-income housing or helping a patient navigate signing up for Medi-Cal. Students may also run psychoeducation groups under supervision, then discuss during supervision time how they felt, what they observed, what went well, and what they might change next time. Students may engage in educational planning for groups, updating treatment plans, and take part in interdisciplinary team meetings to discuss patient progress and ongoing issues. Students may also spend time with the Utilization Review department conducting live reviews so that they better understand how functional impairments combine with mental health issues to determine level of care and authorizations for that care. Individual and group sessions with other students (if more than one) will help students address their questions and issues of transference or countertransference.