A resource list for providers who work with youth and families. Free PDF manuals for clinicians and handouts/guides for families.
Compiled by Cassie Jewell, M.Ed., LPC, LSATP
Updated February 10, 2020
The original source for this list is my post, Free Printable PDF Workbooks, Manuals, and Self-Help Guides. However, the “Children, Youth, & Families” section was becoming too lengthy. The purpose of this post is to organize the youth and family resources so you can quickly find what you’re looking for. This post is divided into two sections: one for providers and one for families.
The Adolescent Coping with Stress Course: An Eight-Session Curriculum Developed for the Prevention of Unipolar Depression in Adolescents with an Increased Future Risk: Leader Manual (118 pages) | Adolescent Workbook (79 pages) (Source: Kaiser Permanete for Health Research) (Find more information here)
The Adolescent Coping with Stress Course: A Fifteen-Session Class Curriculum Developed for the Prevention of Unipolar Depression in Adolescents with an Increased Future Risk: Leader Manual (112 pages) | Adolescent Workbook (82 pages) (Source: Kaiser Permanete for Health Research) (Find more information here)
Growing Up Lesbian, Gay, Bisexual, or Transgender (Source: Department of Education and Skills and the Health Service Executive through the Social, Personal and Health Education Support Service, in conjunction with GLEN [Gay and Lesbian Equality Network] and BeLonG To Youth Services; and Professional Development Services for Teachers, 82 pages) (Find more information here)
Regular self-evaluation is essential for mental health professionals. Use this daily assessment tool (downloadable PDF) to evaluate your ethical and self-care practices.
By Cassie Jewell, M.Ed., LPC, LSATP
The 10th Step of Alcoholics Anonymous (AA) suggests taking daily inventory: “A continuous look at our assets and liabilities, and a real desire to learn and grow.” The founders of AA recommend that a person in recovery both “spot check” throughout the day in addition to taking a full inventory every evening, preferably a written one. An honest self-evaluation can assess for resentment, anger, fear, jealousy, etc. According to the principles of AA, self-inventory promotes self-restraint and a sense of justice; it allows one to carefully examine their motives. Furthermore, it allows one to recognize unhealthy or ineffective speech/actions in order to visualize how they could have done better.
Similarly, for best practice, self-evaluation is essential for anyone who works in the mental health (MH) field. It doesn’t have to take place daily, or even weekly, but it’s a necessary measure for any active MH worker. If we don’t regularly examine our motives, professional interactions, and level of burnout, we could potentially cause harm to those we serve.
“As important as it is to have a plan for doing work, it is perhaps more important to have a plan for rest, relaxation, self-care, and sleep.”
5. Have I imposed my personal values on a client (or clients) today?
6. If so, which values, and what steps can I take to prevent this? (Note: professional counselors are to respect diversity and seek training when at risk of imposing personal values, especially when they’re inconsistent with the client’s goals.)
Download a PDF version (free) of the self-evaluation below. This assessment can be printed, copied, and shared without the author’s permission, providing it’s not used for monetary gain. Please modify as needed.
20 professional development ideas for counselors, social workers, and other mental health clinicians
By Cassie Jewell, M.Ed., LPC, LSATP
Professional development encompasses all activities that provide or strengthen professional knowledge/skills. Ongoing professional development is a requirement for mental health practitioners in order to maintain competency and for keeping up-to-date on the latest research and evidence-based practices in an ever-changing field.
Listed below are several ideas for counselor professional development.
1 Find a mentor (and meet with them at least once a month).
4 Keep up-to-date on the latest research. If you are a member of a professional organization, take advantage of your member benefits; you likely have access to a professional journal. You can also browse sites like ScienceDaily or use an app like Researcher.
5 Facilitate professional trainings or manage a booth at a conference.
6 Read counseling and psychology books (such as On Being a Therapist by Kottler or Mindsight by Siegel).
7 Practice awareness. Know your values, limitations, and personal biases.
8 Become familiar with local resources in your community.
10 Join a professional counseling forum and participate in discussions. The ACA has several. You could also go the reddit route (i.e. r/psychotherapy).
11 Review your professional code of ethics on a regular basis. (Link to the ACA Code.)
12 Attend webinars, trainings, and conferences. Stay informed by subscribing to email lists, participating in professional forums, and searching Eventbrite for local events; search “mental health.” PESI is another source, but the seminars can be costly.
14 Subscribe to psychology magazines like Psychology Today or Psychotherapy Networker.
15 Further your education by taking classes or earning a certificate.
16 Pick a different counseling skill to strengthen each week. (You can even use flashcards to pick a new skill or simply review!)
20 Practice self-care on a regular basis to prevent burnout. Why is self-care included in a post on professional development? Because self-care is crucial for counselor wellness; a counselor experiencing burnout puts his/her clients at risk.
An ACEs community for connecting with others who practice trauma-informed care. You can also access the latest news and research related to ACEs; this site also has a huge resource section with guides, surveys, webinars, and more.
A variety of free worksheets,
handouts, book chapters, articles, and more. Acceptance and Commitment Therapy
(ACT) is a unique and creative model for both therapy and coaching; a type of
cognitive behavioural therapy based on the innovative use of mindfulness and
The Centre for Applied Research in
Mental Health and Addiction (CARMHA) is an internationally recognized research
centre based at the Faculty of Health Sciences, Simon Fraser University,
Vancouver. CARMHA conducts innovative and interdisciplinary scientific research
related to mental health and substance use, primarily in the areas of clinical
or other intervention practice, health systems and population health and
epidemiology. Access free downloadable workbooks for stress in the workplace,
depression, coping with chronic pain, and other topics.
This website provides CBT self-help
and therapy resources, including a large collection of worksheets and
information sheets and self-help mp3s; a useful tools for therapists or
individuals seeking to manage a mental health condition.
A nonprofit organization that
discovers and reviews mental health apps, which are rated as unacceptable,
questionable, or acceptable. You can also search target conditions and
treatments. Use this site to make recommendations to your clients.
A division of the American
Psychological Association, this site provides an up-to-date list of
evidence-based treatments, and includes links to free assessments, manuals,
handouts, etc. for many of the treatments
Kim Peterson, LPC-S, specializes in
child and teen issues, parenthood, play therapy and relationships. She provides
links to online worksheets or PDF versions that she has collected over time as
a therapist. Topics include abuse, depression, anxiety, self-harm, and more.
Use this worksheet in an affirmations group; each group member writes their name on the worksheet and then passes it around so everyone can write a positive affirmation about that person. Have group members read their affirmations aloud. This can be used as a self-esteem building activity or as a discussion tool on various masks people wear (i.e. others’ views vs. view of self).
Icebreaker activity – good for newly formed groups. Each group member writes down their “first impression” of other group members. The facilitator then reads each “impression” and group members have the opportunity to share their answers. Group facilitator can link this activity to how addiction and mental illness are “invisible” (optional).
Give group members 15-20 minutes to find signatures. The first person to collect 20 signatures sits down. (I usually give prizes.) The group facilitator then reviews the questions. (If there are time constraints, use the short version.)
A writing assignment for an individual who is in treatment and has relapsed on drugs or alcohol. (This can be used as a narrative therapy technique; the client is tasked to write a story. If they are struggling to process what happened, it may be easier to write in third person or about someone else’s life, not their own.)
“It was the bad supervisors who taught me what NOT to do.”
Are you an effective clinical supervisor? What is helpful… and unhelpful in supervision? Read about Reddit users’ experiences with clinical supervision, including the traits of “bad” supervisors.
By Cassie Jewell, M.Ed., LPC, LSATP
Shortly after being trained and approved as a clinical supervisor, I took on my first supervisee (whom I’ll call “DM”). I was confident in my abilities and knowledge as a counselor, but quickly learned it takes more than skill or expertise to provide effective supervision.
In one of my first sessions with DM, I inadvertently offended her (and thereby damaged our newly forming rapport). We were discussing personal and professional growth, which led to a “bucket list” discussion. I shared how I’d always wanted to do a police ride-along; DM immediately stated that as an African American woman, this was distasteful to her. Unfortunately, I missed my cue and continued to talk about how exciting it would be. Meanwhile, she felt disrespected. In this instance, I got carried away with talking about myself and my interests, ignoring her feelings on the subject. I came across as ignorant, in the least, and at worst, culturally insensitive or uncaring.
Another time, I suggested that DM (who held a doctorate degree in counseling) stop referring to herself as “Dr. ____,” as it caused confusion when coordinating with outside agencies. Once again, she felt upset and misunderstood. She later explained that I failed to take into account all she had overcome to earn that degree. It was more than a title to her; it represented triumph in the face of adversity. Furthermore, it was a piece of her identity as a helper and as a role model to African American women. Although well-intended, my suggestion was offensive on several levels. In hindsight, I could have explored how she viewed herself as a professional or simply asked why she called herself “Dr. ____” before commenting.
Self-awareness is crucial for effective supervision and self-care is essential for coping with stress.
More recently, a different supervisee (whom I supervise both clinically and administratively) told me that I had been acting out of character by “harping” on her about completing various assignments. I checked myself and was able to recognize my high level of stress was indeed impacting our interactions. Self-awareness is crucial for effective supervision and self-care is essential for coping with stress.
Reversing roles, looking back on supervisors I had in grad school and as a new counselor, I can recall what was beneficial and what wasn’t (or was annoying/upsetting/disturbing… even unethical). What helped the most was direct feedback, along with specific suggestions for improvement. Constructive criticism, while unpleasant, made me a better clinician (and probably a better person). Feeling supported and having my doubts or fears normalized was also helpful.
The bad supervisors taught me what not to do.
On the flip side, unhelpful, “bad,” supervisors were the ones who rambled on about their clients, micromanaged, were punitive, or who never met for supervision. There was even one who called me a hurtful name; the comment came from a misunderstanding, but I took it to heart. It was inappropriate and unprofessional; I carried it for a long time. The bad supervisors taught me what not to do.
This post was inspired by my desire to learn more about what makes supervision effective. I looked to Reddit for others’ experiences and opinions and asked what’s most (and least) helpful in clinical supervision.
Gr8minds is a master’s student and MFT trainee who wrote, “For myself, what I find most helpful is when my supervisor shares questions I may have not thought of about the client’s case. This really helps give a second pair of eyes and I can take those into the next session.”
Questions are as fundamental to supervision as they are to the counseling process. A question inspires contemplation and may lead to a new understanding. An effective supervisor asks thoughtful questions about the client, their upbringing, their beliefs, etc., providing the supervisee with valuable tools to use with their clients.
RomeRawr, a doctoral student, shared about a self-centered supervisor who used sessions to talk about their clients instead of promoting the supervisee’s growth. “What I’ve found least helpful is my supervisor complaining to me about clients. Not conferencing, or asking my opinion, but just complaining to unload.”
A supervisor who complains/vents about clients should not be in a supervisory role. It’s one thing to consult, but to complain shows a lack of empathy and professionalism. It makes me question why that person is even in the field.
To an extent, I can relate; I previously mentioned a “bad” supervisor who, while he didn’t complain, regularly discussed his difficult cases in group supervision. This is how it would go: Dr. BS (Bad Supervisor) would present a case and then seek our (the students’) opinions. He had the audacity to take notes. When we were provided with (rare) opportunities to talk about our clients, he’d make comparisons to his private practice… and seek advice (un-cleverly disguised in the form of, “Well, what do you think you [I] should do?”)
While it can be helpful for a supervisor to share client stories, it should only be as a teaching tool (or to convey empathy). Similarly, a counselor should self-disclose for the client’s benefit, never their own.
grace_avalon, clinical counselor, holds a master’s degree and has been licensed in Minnesota for over a year. “I’ve had so many supervisors. The best ones worked me hard, required consultation with every DA (a word-for-word transcript of a counseling session)… [were] highly involved and observed me closely, tirelessly… and responded neutrally and understood my tears. We met privately, which was pivotal to growth.”
A supervisor can’t be a gatekeeper if they don’t know to close the gate.
An effective supervisor expresses empathy; they’re not reactive. An effective supervisor is also dedicated; they strive to help the supervisee by observing his/her interactions with clients and/or reviewing lengthy transcripts. A lazier supervisor might give advice/feedback based solely on the supervisee’s report, which is subjective. There’s a place for this in supervision, but it can’t be the only method of assessing a supervisee’s skill. Reviewing recorded sessions or transcripts is time-consuming (and, not gonna lie, boring), but imperative for a counselor’s growth. (It should also be noted that a supervisor can’t be a gatekeeper if they don’t know to close the gate.)
_PINK-FREUD_ is a clinical psychology doctorate student (with an MA in clinical psychology) who provides therapy to children, adolescents, and families. “My most helpful supervisor taught me to examine how my history comes into the room with clients. For example, my very first client told me something painful about a learning disorder and I responded with humor. Basically achieved the polar opposite of attunement. The footage was cringeworthy af. She didn’t shame me about it (of course, I was shaming myself anyway), but just inquired as to why I did that I realized I’ve dealt with my own LD with humor and by “laughing it off,” which led me to automatically and inappropriately apply that same response to my client… That supervisor showed me to move past the shame of making mistakes and towards understanding why I made that mistake. She led me through that process of self-examination countless times, and it taught me to do it independently.”
Being aware, both self and of what the client/supervisee is experiencing, is a vital component of counseling and supervision. In fact, many of my early (and more recent) mistakes could have been avoided had I been more attuned.
_PINK-FREUD_ also shared, “Another good supervisor trait IMO is someone who does not guess why a mis-step was made. I’m currently working on interrupting my clients more instead of letting them ramble –something I think mainly stems from the very common newbie clinician fear of invalidating or injuring the client. That supervisor pointed out my mis-step, then spoke about my need to “be friends with clients,” which felt off to me. When I tried to express that, I was perceived as defensive about having poor boundaries. It really broke my trust with that supervisor. I felt that he had made blind judgments about my underlying motivations for responses without listening to my explanation. It made it difficult for me to go to him for help with tough cases as I was afraid of the conclusions he would jump to. ASK, don’t tell your students for their motivations. It builds trust that you seek to understand them and also teaches them how to do this independently.”
Similarly, it broke trust when one of my “bad” supervisors called me a name. She made an assumption based on a blind judgment. Assumptions, sometimes true, but more than often not, have no place in supervision (or counseling). Going back to awareness, it’s important for a supervisor to recognize when they’re making assumptions.
alfredo094, an undergraduate student, shared that as a supervisee, “having [a supervisor] that knows me very well and listens to everything that happened to the session in detail is important.”
As counselors, we listen to what our clients say. By listening, we learn and are able to provide support and guidance. The same is true for supervisors. Listening and being fully present with the supervisee will help him/her to become a better counselor.
What are some of your experiences in supervision? Share in a comment!
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