CBT supervisors accept part of the responsibility for supervisee learning, but define the potential of the supervisee in the context of their ability to learn, and therefore supervision is concerned with the extent to which the supervisee is able to demonstrate technical competency. Approaching supervision from a developmental perspective: The counselor complexity model. of clinical supervision. (1998). pertain to counselors' use of their persons in therapy, in order that identify growth needed for the future. (Falender & Shafranske), Professional development involves an increasing higher-order integration of the professional self and the personal self. For example, a supervisor who demands autonomous behavior from a level-1 supervisee is likely to intensify the supervisees anxiety. The task is to work together to ensure and develop the efficacy of the therapist/client relationship. Process issues are the first area of focus that aims to examine the process of supervision as well as the process adopted by the supervisee in their practice. Psychoanalytic: Psychoanalytic supervision is by far the oldest form of psychotherapeutic supervision. These skills are: 1) being able to identify the problem, and (2) being able to select the appropriate learning techniques to train the client in how to deal with the problem (Leddick & Bernard, 1980). three types of models emerged. Personalisation issues pertain to the supervisees use of themselves in therapy to ensure all involved are congruent, open and present in the relationship. Greater understanding of clients issues and worldview becomes evident. One way the University of Maryland helps supervisory relationships get off to a good start is by offering a counseling session before supervisees begin seeing clients at which supervisors individually meet with their trainees and review their model of supervision, philosophy and expectations. Supervision in person-centered therapy: Facilitating congruence. Working with stressed and traumatized infants/young children and their families, as well as the systems charged with providing services and oversight, affects professionals on many levels. Through reflection, we can examine our thoughts and feelings about the experience and identify the interventions that best meet the familys goals for self-sufficiency, growth and development. As supervision became more purposeful, Cognitive-behavioral supervision makes use of observable cognitions and behaviorsparticularly of the supervisees professional identity and his/her reaction to the client (Hayes, Corey, & Moulton, 2003). The supervisor could, in any given moment, respond from one of nine ways (three roles x three foci). QyGV%p:hh.JXh!(hSIfzLQQF~ y8Y endstream endobj 56 0 obj <> endobj 57 0 obj <>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/Type/Page>> endobj 58 0 obj <>stream San Francisco: Jossey-Bass. Boston, MA: Allyn & Bacon. all involved are nondefensively present in the relationship. In particular, supervisors report it is difficult to provide feedback when clinical issues are subjective, when they are uncomfortable with imposing their opinions on trainees and when the feedback concerns something outside the supervisory relationship, according to a January 2005 study in the Journal of Counseling Psychology (Vol. As supervision became more purposeful, three types of models emerged. EXAMPLES OF DUTIES: Assist in daily program activities; provide a safe, caring, positive and . Supervisor wins client-centered therapy). behavioral, psychodynamic, or Conceptualization issues include how well Did the supervisee reframe the situation? (1990). Clinical Supervision strategy, structure, evidence-based models, and ethics will also be described. themes of counselor development. In fact, the best supervisors are often described by trainees as being knowledgeable, genuine, respectful and supportive, according to psychologists Carol Falender, PhD, and Edward P. Shafranske, PhD, in "Clinical Supervision: A Competency-Based Approach" (APA, 2004). AIPC is the largest provider of counselling courses in the Australia, with over 27 years specialist experience. Underlying developmental models of supervision is the notion that we The principles of supervision are awareness of similar methods, careful planning of supervision, regularity, and long-term duration. Washington, DC: American Psychological Association. This model is comprised of three separate foci for supervision (i.e., intervention, conceptualization, and personalization) and three possible supervisor roles (i.e., educator, counselor, and consultant) (Bernard & Goodyear, 2009). Training an supervision should assist the trainee in developing these skills, applying and refining them. It takes time to build a trusting relationship, to collaborate, and to share ideas, thoughts, and emotions. "By working in a different arena, it helps to inform and widen one's perspective of what to do in a therapy session as well.". }|),_R4E|w[Tendstream As supervision became more purposeful, three types of models emerged. The systematic manner in which this individualised learning or supervision is applied is usually contained and presented in the form of a model. Knowledge of supervision models is considered fundamental to ethical supervision practice. on supervisors for an understanding of difficult clients, but would Has confidence in their capacity to learn, thus is developing a lifelong motivation to ongoing professional development. Bernard's (Bernard & Goodyear,1992) Discrimination Model This leads to each person attributing a degree The underlying premise of developmental models of supervision is the notion that individuals are continuously growing. In person-centered therapy, the attitudes and personal characteristics of the therapist However, some feedback may be harder to give than others, especially in situations when it's based on personality or professional issues, such as situations in which the feedback concerns a supervisee's behavior outside of supervision with other interns, Hoffman says. In E. Mearns & B. Thorne (Eds. In combining our experience with hereditary predispositions we develop strengths and growth areas. ), Handbook of psychotherapy supervision (pp. For the practitioner there is a realignment from self as hero to client as hero. "By not raising important feedback, clinical work doesn't go as well and the supervisory relationship may suffer," Hoffman says. Thousand Oaks, CA: Sage. hb```"/V6'Ad`0pt8 4004?D +LS# :uDW=%%."}2Gz&mghfq ``` `p 1%@ $b1H"?c The supervisor is not seen as an expert in this model, but rather serves as a collaborator with the supervisee. They need supervisors to provide specific direction on working with clients, assessment, case notes and case conceptualizations. Theoretical orientation Many supervisors tap psychological theories to back up their approach to supervision, believing that the theoretical approaches they use in therapy will also help trainees develop new skills and model approaches the trainees can use with clients. For Comment * document.getElementById("comment").setAttribute( "id", "adb97f5f3c818b4dba9d4bdcaa583dfa" );document.getElementById("c08a1a06c7").setAttribute( "id", "comment" ); Save my name, email, and website in this browser for the next time I comment. Haarhoff, B., Gibson, K., & Flett, R. (2011). example, the purpose of adopting a counselor" role in supervision is The goal of the integrative developmental model (IDM) is to promote personal and professional therapist growth through three developmental levels by closely attending to the three overriding structures of Self- and Other-Awareness, Motivation, and Autonomy across eight domains of clinical practice including intervention skills competence, (Ed. and noted patterns. Power in an infant/family program is derived from many sources, among them position in the organization, ability to lead and inspire, sphere of influence and network of colleagues. instance is seen to be reflective of a unique combination of these seven dimensions. Integrated models common ground? 25 0 obj Resolution leads to Is clearer about when to actively seek supervision and consultation. What are examples of countertransference? Interpersonal sources of influence propel professional development more than impersonal sources of influence. major theorists. Thus, there is an uninterrupted flow of terminology, focus, and technique from the counseling session to the supervision session, and back again. Orientation-Specific Models Counselors who adopt a particular brand of therapy (e.g. There are three primary models of supervision that are presented below. Ultimately, the Discrimination Model is primarily a training model. Supervisors must be Holloway, E., & Wolleat, P. L. (1994). Adlerian, Areas of focus in the observation of development includes the supervisees development in (1) self-and-other awareness, (2) motivation, and (3) autonomy. Supervision: A conceptual model. Needham Heights, MA: Allyn & Bacon. Uses themselves as a therapeutic tool in sessions. learning plans for supervisees working with clients. This is because from its inception, psychoanalysis has addressed the concept of supervision. consultation when appropriate, and feel responsible for their correct Psychotherapy supervision by identify their own strengths and growth areas enables them to be Developmental models Underlying developmental models of supervision is the notion that we each are continuously growing, in fits and starts, in growth spurts and patterns. The Discrimination Model of Supervision: The supervisor takes one of three basic roles in a session: teacher, counselor, and consultant. The special practices of supervision are varied methods, attention to the supervisees needs, and appreciation of the supervision process. "It may require elaboration to convey tone and humor.". Adlerian, solution-focused, life-space, behavioral, etc.) For Journal of Counseling Delworth (1987) then highlight content of eight growth areas for each Reflective supervision, a practice that has evolved from the multi-disciplinary field of infant mental health, provides the support needed by practitioners who are exposed to the intense emotional content and life experiences related to their work with families. changed. Therefore, supervision applies a process that requires two skills. Orientation-Specific Models of Supervision Benefits Supervisor knows the theory well given their experience When supervisor and supervisee share the same orientation, modeling is maximized Drawbacks May be limiting When orientations clash, resistance, conflict, and negative The last stage is characterized by a Supervision in any particular Is far less sidetracked by the irrelevant. psychological model of supervision specific to professional school counselors. A practical guide to reflective supervision . However, many practicum students report they don't receive adequate supervision and others express feeling undervalued or ridiculed as trainees, which may cause them to be reluctant to approach their supervisors to discuss shortfalls, according to a survey of 321 doctoral psychology practicum students by psychologist Steven Gross, PsyD, in the June 2005 issue of Professional Psychology: Research and Practice (Vol. Supervision of beginning and advanced graduate students of counseling and psychotherapy. systems model approach to supervision and although each model has unique elements, all consider the context, the components within a system, and their dynamic interplay in which all components are interdependent and react to influence and change of the other components (e.g., Burck, 2010; Burck & Daniel, 2010; Burnham, 2010; Schilling, 2005). What does it tell us about the family? San Francisco: Jossey-Bass. expertise and weakness. '_L4l8rt7c}S=Sr>v}e[-G~\9dW~6 );#hhlns_pc96e[rHA|NtwhupV(2HthW|WU2q 3n HWd*>%"88y;Gz,R!fi&2hWt]opl.aZ:HE3/ 43E,Zi`#&FoH%64ZyPRwE\FYpLWk4c*$CAzYDkn,#0|"A8z.y_7TSwW C]vZRgDl^1 They should be confident leaders who can successfully motivate their teams.. 1i %%`ca, ?)k mI[,h#4o8 V[3Rd6Zk\!xWx M-Dj[b;3T4oW"I#9hW80&XL4-&2f Based on an ERIC digest authored by integrated models, and (3) orientation-specific models. Models of Supervision Carol A. Sommer, Ph.D., LPC, NCC, ACS carol.sommer@eku.edu Overview Clinical supervision is a specialty that requires specific training. Liese, B. S., & Beck, J. S. (1997). Professional development is a life-long process. The Lewin Theory of Behavioral Leadership. x]Ar0E2Nf2, 1""/5]tOhw:qw\>yqWp}8U~,/^{Z^#E}B=MW0_ilexJeA-;`-.x`*6)}ZxVEn{@F-. -"bCfTbCjpRE Q1HH~HH#HHC"G*X9R"gFY\Iv_*E`9F^l)W^U!4:?=g.uiII 2/XUK7 endstream endobj 59 0 obj <>stream The four foci of supervision are counseling. These were: (1) developmental models, (2) The practice of supervision was to spread from conceptualization, individual differences, theoretical orientation, About ourselves? Gross suggests that many of these issues can be resolved through candid dialogue about them. As with other psychotherapy-based approaches to supervision, an important task for the cognitive-behavioral supervisor is to teach the techniques of the theoretical orientation. Microskill focused: Most supervisees require instruction in the many counselling strategies at some point in their supervision. How can you distinguish psychotherapy from interviewing and counseling? Hoffman has found through her research that when supervisors believed that their supervisee perceived that they, the supervisor, had something valuable to offer them-such as skills or a theoretical orientation-or felt they had something to learn from the supervisor, that the supervisory relationship was stronger, even when the supervisee and supervisor didn't necessarily match on gender, race and ethnicity or theoretical orientation. For example, usual body language might be intimidating to some clients, or a supervisee might not notice the client is physically attracted to them. supervisee. For example, the supervisor may take on the role of educator while focusing on a specific intervention used by the supervisee in the client session, or the role of counselor while focusing on the supervisees conceptualization of the work. These are: (1) developmental models , (2) integrated models , and (3) orientation-specific models . As a guideline the NCS recommend 1.5 hours of supervision per month for counsellors who are in full time practice. and incorrect decisions. In this way, that will help stimulate a dialogue about the work. A psychoanalytic orientation to supervision encourages the supervisee to be open to the experience of supervision that aims to mirror therapy whereby the supervisee learns from the supervisor the analytic attitude that includes such attributes as patience, trust in the process, interest in the client, and respect for the power and tenacity of client resistance. The important functions of a supervisor are: Supervision in counselling is when a counsellor uses the services of another counsellor or psychotherapist to review the way they work with their clients. Chichester, England: Wiley. Many supervisors tap psychological theories to back up their approach to supervision, believing that the theoretical approaches they use in therapy will also help trainees develop new skills and model approaches the trainees can use with clients. For example, the supervisee may be predominately at an intermediate level overall, but experience the attributes of a beginner when faced with a new, more complex and challenging client situation. When you identify your customary practice, Other supervisors might use a psychodynamic, feminist or developmental approach to supervision, depending on their own therapeutic orientation and whether they view themselves as teachers and mentors or as communication facilitators between clients and trainees. supervisory roles with three areas of focus. 3. 36, No. % Counsellor Education and Supervision, 27, 186-196. This can be particularly good where there is a specialised service or product, rather than generic supervision, and . Why Were Japanese Canadians Interned During World War II? The group, which includes peers and a faculty supervisor, helps draw out difficult conversations about clinical issues that might not come up in individual supervision. Finds it difficult to pick up subtle nuances of the psychotherapeutic environment. developmental model with three levels of supervisees: beginning, The eight areas are: intervention, skills competence, (Boyd, 1978, p . supervisee and supervisor share the same orientation, modeling is Despite some challenges, telesupervision can lead to trainees being more candid and honest with their supervisors, due to its perception as less confrontational than face-to-face meetings, research has shown. The Developmental Model for Supervision (Stoltenberg, McNeill, & Delworth, 1998). The same supervisor when supervising a level-3 supervisee would emphasize supervisee autonomy and engage in collegial challenging. Journal of Educational and Psychological Consultation, 5(1), 23-43. Cognitive-behavioral techniques used in supervision include setting an agenda for supervision sessions, bridging from previous sessions, assigning of the problem, and (2) selection of the appropriate learning technique The focus of functioning shifts dramatically over time from internal to external to internal. The IDM describes three levels of counselor development: As noted earlier, the IDM stresses the need for the supervisor to utilize skills and approaches that correspond to the level of the supervisee. The last stage is characterised by a more silent supervisor encouraging supervisees in their tendency toward independence. Brief outlines of the five types of supervision available in education are discussed in this article. manner in which supervision is applied is called a model." It also allows the staff person to experience the very sort of relationship that she is expected to provide for clients and families. Ekstein and Wallerstein (cited in Leddick & Bernard, 1980) described psychoanalytic supervision as occurring in four stages; the opening stage, the mid-stage, the working stage and the last stage. For example, the study, which was conducted by Hoffman, Clara Hill, PhD, Stacey Holmes, PhD, and Gary Freitas, PhD, found that supervisors had difficulties deciding whether supervision should include discussing a supervisee's personality characteristics that might affect the trainee's clinical or professional success. It is important to note that while the developmental process of the supervisee appears linear, it is not. Cognitive-Behavioral Model of Supervision - comprised of: 1.Establishing a trusting relationship 2.Skill analysis and assessment 3.Setting goals 4.Construction and implementation of strategies to accomplish goals 5.Follow-up evaluation Developmental Models of Supervision each are continuously growing, in fits and starts, in growth spurts and Goodyear, R. K. (1982). 5 0 obj In the same vein, person-centered supervision assumes that the supervisee has the resources to effectively develop as a counselor. client-centered therapy. Clinical supervision: A competency-based approach. Holloway, E. (1995). Counsellors who adopt a particular brand of therapy (e.g. Supervisors might take on a often believe that the best supervision is the analysis of practice for true adherence to the therapy. As supervisionbecame more purposeful, three types of models emerged.These were: (1) developmental models, (2) integratedmodels, and (3) orientation-specific models. x\[%7V6Hveax6$ ! relationship, task-directed structure, methods addressing a variety of Bernard, J. M., & Goodyear, R. K. (2009). Developmental supervision is based on the following two assumptions: Stoltenberg and Delworth (1987) described a developmental model with three levels of supervisees: beginning, intermediate, and advanced. May be enmeshed or confused and lose effectiveness. For example, typical development in beginning supervisees The remaining three phases (The Novice Professional Phase, The Experienced Professional Phase, and The Senior Professional Phase) are self-explanatory in terms of the relative occurrence of the phase in relation to the counselors career. assessment techniques, interpersonal assessment, client l(Z9 c-[iG;"wXl!T9R{i5{(q2.M98fsh9;y}kpLZI9'u)Y!3vquO7Wnvdh7y8g#sNgxkk}. In addition to the phase model, Ronnestad and Skovholts (2003) analysis found 14 The object is to maximize and identify growth needed for the future. three processes (awareness, motivation, autonomy), Stoltenberg and Personalization issues The beginner supervisee would tend to function in a rigid, shallow, imitative way and then over time move toward more competence, self-assurance, and self-reliance. This leads to each person attributing a degree of influence or authority to the other. Fundamentals of clinical supervision (4th ed.). integrating several theories into a consistent practice, some models of As the supervisory relationship becomes more collaborative, supervisors may introduce other perspectives to broaden their view and might be more willing to provide negative feedback. A supervisee at the expert end of the developmental spectrum is likely to utilize good problem-solving skills and be reflective about the counseling and supervisory process (Haynes, Corey, & Moulton, 2003). Because many workers/therapists view themselves as eclectic", Kurt Lewin's model of behavioral leadership argues that there are 3 types of leaders, which include Autocratic, Democratic, and Laissez-Faire types of leaders. kFyZg 2MYglJe_!'' often believe that the What are the 5 different types of supervision? stream During the unconditional positive regard. The table below offers an overview of the typical attributes found within each of the three primary levels of development within the supervisee. "Supervision is a disciplined, tutorial process wherein principles are transformed into practical skills, with four overlapping foci: administrative, evaluative, clinical, and supportive" (Powell & Brodsky, 2004, p. 11). fTn*eG4Rx!Edy\ mO01^>"!o" p^W^>}c8{CO(Z"YkJm"g~y?|q&Z^[t1z5 QqqRx{zgss4 fE@sMdMy vOIFsnNu[~ "Communication should be more specific," Wood says. gQL f:02X>=j opening stages the supervisee and supervisor eye each other for signs of supervisees can explain their application of a specific theory to a The journey of the counselor and therapist: Research findings and perspectives on professional development. Level 1 supervisees are generally entry-level students who are high in motivation, yet high in anxiety and fearful of evaluation; Level 2 supervisees are at mid-level and experience fluctuating confidence and motivation, often linking their own mood to success with clients; and Level 3 supervisees are essentially secure, stable in motivation, have accurate empathy tempered by objectivity, and use therapeutic self in intervention. "We disagreed on cases and knocked heads," Newman says. Strategic Supervision: The pragmatics of empowerment. This trust given to the supervisee must mirror the trust that the supervisee should have with their clients or where they are then encouraged by the experience to do likewise. |?vT \ADvqn>+w#N"Z'}R|\F->Pi#DZBg3u327IPc\Cup U2%yzS0c2ER68:@4rLNyN'#%Xz\XpD[$|`F "IBFls/Y$KfzdY3-g| fqu_n &^m]Vr)j;45__#R)$ }/lG)+6M+AQ*N#[[9vP"uU-+Hb+$Rq>f&CJ4\^e9#6)r#;Eo6T(s}$ `2&^9ou%3Ea)1qm*S*Z:eN\BVllrA86M&F7GjnhOT:=&`Xs&G;{` MJ|6x^W0rqlLRCbp6TtB2KYwl%g%sRq[DI)l77o015l1M>[{rDJxW>S51}wSV@B+~Cik9\tXFsH8cRu{8WLr9#A^u*lj}. Reflection in a supervisory relationship requires a foundation of honesty and trust. Stoltenberg, C. D., McNeill, B., & Delworth, U. When this happens, set another time to meet as soon as possible. Because up to 75% of psychotherapists view themselves as eclectic, integrating several theories into a consistent practice, some models of supervision have been designed to employ a multiple therapeutic orientation while others aim to be used across any theoretical orientation. (1982). (1987) Supervising counsellors and therapists. U9d#P# H 8H^y*|{77= Gm|5g#WD 5OL ApB0XJ14L}L0 Gd1Cne;,.bpH?94-XlZh4:UM55#q?xd4UE:8~E;U 3B Gdma@*:q'9;bX would find them relatively dependent on the supervisor to consistent. As a team, supervisor and supervisee explore the range of emotions (positive and negative) related to the families and issues the supervisee is managing.