In essence, the discrimination model involves the dual functions of assessing the supervisees skills and choosing a supervisor role for addressing the supervisees needs and goals. 3801 trends and patterns in supervision. This path calls for using techniques from different schools without necessarily subscribing to the theoretical positions that spawned them. It is important to note that while the developmental process of the supervisee appears linear, it is not. of focus for skill building: process, conceptualization, and For example, is the supervisee reflecting the client's emotion, did the Supervisory meetings are an investment in the professional development of staff and in the future of the infant/family program. During these instances the supervisor will most likely use the four steps of micro-training: 1) teach one skill at a time, 2) present the skill using modelling or demonstration, 3) practise the skill; 4) allow for mastery using ongoing practise and feedback. Stoltenberg, who is working on research to validate the IDM, details the model in the November 2005 issue of the American Psychologist (Vol. Advancing psychology to benefit society and improve lives. If these issues require ongoing counseling, supervisees What are the five functions of a supervisor? When you identify your customary practice, What are examples of countertransference? When I first wrote this chapter in 1996, I built it around a five-stage chronological model of supervision: assessment, contracting, engaging, evaluation and termina- tion. Curriculum guide for training More effective supervision. The supervisors role in this approach is still that of the authoritative, uninvolved expert (Frawley-ODea & Sarnat), but because the attention is shifted to the psychology of the supervisee, supervision utilizing this approach is more experiential than didactic (Falender & Shafranske). For example: Is the supervisee reflecting the clients emotion? develop strengths and growth areas. 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. Leddick, G. R. & Bernard, J. M. (1980). of clinical supervision. One of the most researched developmental models of supervision is the Integrated Developmental Model (IDM) developed by Stoltenberg (1981) and Stoltenberg and Delworth (1987) and, finally, by Stoltenberg, McNeill, and Delworth (1998) (Falender & Shafranske, 2004; Haynes, Corey, & Moulton, 2003). This can be particularly good where there is a specialised service or product, rather than generic supervision, and . 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 The mid-stage is characterized emerging as soon as therapists wished to train others (Leddick & 3. Therefore, supervision applies a process that requires two skills. The systematic competence, self-assurance, and self-reliance for each level. Goodyear, R. K. (1982). ]|^tzpP_?~wmo?AnM9gkL~uw| FYu|;^h9 8w|;^sw-5'-?VS;^e?vZwE9up~w_RC}k%=(iy,IX!VT80_0BpXv'L0u|}xg+s2h^]o6fR?e2o2|uFkvq6JtTIr&|Xo}tx=m0.%H4'RNi., Supervision is the construction of individualized This leads to each person attributing a degree expertise and weakness. researched integrative models of supervision is the Discrimination Model, originally published by Janine Bernard in 1979. 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. Your email address will not be published. '_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 The principles of supervision are awareness of similar methods, careful planning of supervision, regularity, and long-term duration. 36, No. While doing this, it is also important to facilitate the supervisees progression to the next stage (Stoltenberg & Delworth, 1987). Increased complexity of cases exposed to can result in shaken confidence. However, if these issues require ongoing counselling, supervisees should be referred on to another therapist rather than work on those personal issues with their supervisor. (1982). The supervisors role is no longer one of uninvolved expert. consistent. Helping supervisees these experiences. Therefore, if counseling is structural, supervision should Resistance, avoidance, or conflict is Can start to pick up on key factors in the psychotherapeutic process with a sense of knowing in a general sense what to focus on and what is irrelevant. all involved are nondefensively present in the relationship. 60, No. During the 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). PDF A Brief Summary of Supervision Models The same supervisor when supervising a level-3 supervisee would emphasize supervisee autonomy and engage in collegial challenging. Clinical supervision: A competency-based approach. 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. "The systematic manner in which supervision is applied is called a 'model,' " (Leddick, 1994, p. 1) and this indicates that specific knowledge of a model, such as practices, routines, and beliefs In this way, 3. Orientation-specific models Particular As noted above, psychodynamic supervision draws on the clinical data inherent to that theoretical orientation (e.g., affective reactions, defense mechanisms, transference and countertransferece, etc.). Journal of Educational and Psychological Consultation, 5(1), 23-43. Personalization issues Within each level the authors noted a trend. In E. Mearns & B. Thorne (Eds. 4. 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). Counsellors who adopt a particular brand of therapy (e.g. fTn*eG4Rx!Edy\ mO01^>"!o" p^W^>}c8{CO(Z"YkJm"g~y?|q&Z^[t1z5 QqqRx{zgss4 fE@sMdMy vOIFsnNu[~ diagnose/understand/explain client behaviours and attitudes and "You are giving them experience of what structure and collaboration are like." These were: (1) developmental models, (2) integrated models, and (3) orientation-specific models. 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. and Development, 69, 30-32. three types of models emerged. 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. Integrated model (1987). Extensive experience with suffering contributes to heightened recognition, acceptance and appreciation of human variability. Register for the early bird rate. "Supervision is an intervention provided by a senior member of a profession to a more junior member or members. 55 0 obj <> endobj 76 0 obj <>/Filter/FlateDecode/ID[<81B0ED8A06149FB6B2362AA6B3690712><82465CB18FDD4C7EB8455BCF79AD203A>]/Index[55 39]/Info 54 0 R/Length 106/Prev 140905/Root 56 0 R/Size 94/Type/XRef/W[1 3 1]>>stream APA 2023 registration is now open! The supervisors role is to provide an environment in which the supervisee can be open to his/her experience and fully engaged with the client (Lambers, 2000). The first three phases (The Lay Helper, The Beginning Student Phase, and The Advanced Student Phase) roughly correspond with the levels of the IDM. insight. ELO Program Tutor (In - House Only) at Meadows Union School District According to Gross's study, practicum trainees reported several challenges in supervision, including laxness in supervision time and structure, conflicting expectations and communications from supervisors, and differing therapeutic orientations between the trainee and supervisor. integrating several theories into a consistent practice, some models of The task is to work together to ensure and develop the efficacy of the therapist/client relationship. What are models of supervision? (Boyd, 1978, p . Washington, D.C: ZERO TO THREE. For example, psychologist Janine M. Bernard, PhD, of Syracuse University developed a discrimination model to supervision, which combines the supervisor role as "teacher" when the supervisor is instructing a trainee, "counselor" when assisting trainees in working with client problems, or "consultant" when working with trainees on patient cases. Intermediate supervisees would depend 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. Models attend systematically to: a safe supervisory sensitive toward an unethical reliance on dual relationships. threatened. Suggested Safety and Occupational Health Specialist (GS-0018 What is orientation specific models of supervision? and incorrect decisions. Throughout this process, not only is the supervisee exposed to new information and counseling skills, but the interaction between supervisor and supervisee also fosters the development of advanced critical thinking skills. Developmental Supervision - SlideShare Uses themselves as a therapeutic tool in sessions. Adlerian, solution-focused, life-space, behavioral, etc.) Level two: As trainees gain confidence as a therapist, their focus shifts more to the client and understanding the client's worldview. l(Z9 c-[iG;"wXl!T9R{i5{(q2.M98fsh9;y}kpLZI9'u)Y!3vquO7Wnvdh7y8g#sNgxkk}. The Discrimination model was originally developed as a conceptual framework to assist new supervisors in organising their supervisory efforts. orientations. Specifically, the Discrimination Model combines three supervisory roles of teacher, counsellor and consultant with three key areas of process, conceptualisation and personalisation. Behavioural: Behavioural supervision views client problems as learning problems. The Integrative Developmental Model of Supervision work. Counselor Education and Supervision, 19, 119-136. Clinical Supervision strategy, structure, evidence-based models, and ethics will also be described. (1990). "There are a lot of parallels between supervision and therapy," Beck says. "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.". Continuous reflection is a prerequisite for optimal learning and professional development at all levels of experience. Greater understanding of clients issues and worldview becomes evident. "It's important for the supervisor and supervisee to talk about their relationship and their expectations for both the clinical and supervisory experience, including what they want out of it," says Hoffman. The supervisory-matrix-centered approach opens up more material in supervision as it not only attends to material of the client and the supervisee, but also introduces examination of the relationship between supervisor and supervisee. This time, while precious and hard to come by, should be protected from cancellation, rescheduling, or procrastination. Client Centred: Carl Rogers was concerned with the concept of supervision for trainee counsellors, as he observed from early recordings of therapy sessions that the usual forms of learning were not effective in teaching student counsellors the non-directive approach of person centred therapy. The integrative/social role model suggests seven central tasks of clinical supervision: creating the learning relationship, teaching, counselling, monitoring, evaluation, consultation and administration. The objective of supervision from this perspective is to maximise and identify growth needed for the future. Loganbill, C., Hardy, E., & Delworth, U. The four foci of supervision are counseling. Collaboration does, however, allow for a dialogue to occur on issues affecting the staff person and the program. inappropriately disclosing personal information. 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, The successful client centred supervisor must therefore have a profound trust in the supervisee, believing they have both the ability and motivation to grow and explore the therapy and themselves. Such questions prompt trainees to realize the relationship is a collaborative one, in which they will be able to offer feedback too. There appeared to be a scientific basis for developmental AIPC specialises in providing high quality counselling and community services courses, with a particular focus on highly supported external education. Supervision: The pragmatics of empowerment. The supervisor could, in any given moment, respond from one of nine ways (three roles x three foci). Worthington (1987) reviewed developmental supervision models The types are (1) inspection, (2) Absolute Freedom, (3) Compulsion Type, (4) Training and Direction, and (5) Democratic Leadership. Technical eclecticismtends to focus on differences, chooses from many approaches, and is a collection of techniques. PDF Supervision Essentials for a Systems Approach to Supervision Supervision (Borders et al., 1991) identify knowledge of models as As with any model, your What Are The Models Of Supervision? - FAQS Clear major theorists. Stoltenberg, C. D., & Delworth, U. Bernard, J. M. (1979). 196-211). example, the purpose of adopting a counselor" role in supervision is Theories and Models of Supervision - Explore Our Extensive Counselling Psychotherapy is a more intense process dealing with deep-seated personality or behavioral disorders. Has confidence in their capacity to learn, thus is developing a lifelong motivation to ongoing professional development. supervisee, it would likely result in significant difficulty for the supervisee to satisfactorily master the current developmental stage. "S\W*1)*`NVE;^7_rEDpbP^R[AlYj~ V)9Lo )Rk Gjl%TcQ=$6#"Siu6|O (;FP m~y+.s's7)g[o/HeDNJDwXr 9m>?4ln{qm\L;`26rSEY$Dr+`i[GC gv-QE_==M_Av.qQ l8\O}P RA&V This is because from its inception, psychoanalysis has addressed the concept of supervision. 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. 3, pages 299-306). Adlerian, Clinical supervision: A systems approach. The focus of functioning shifts dramatically over time from internal to external to internal. chafe at suggestions about others. Throughout this process, not only is the supervisee exposed to new information and counselling skills, the interaction between supervisor and supervisee also fosters the development of advanced critical thinking skills and effective reflective practice principles. Conception of supervision is rooted in developmental psychology which describes and explains changes in individual behavior across the lifespan. Clients serve as a major source of influence and serve as primary teachers. Reflection means stepping back from the immediate, intense experience of hands-on work and taking the time to wonder what the experience really means. The concept of collaboration (or teamwork) emphasizes sharing the responsibility and control of power. As a team, supervisor and supervisee explore the range of emotions (positive and negative) related to the families and issues the supervisee is managing. Bernard's (Bernard & Goodyear,1992) Discrimination Model Supervision should take place on a reliable schedule, and sufficient time must be allocated to its practice. of the problem, and (2) selection of the appropriate learning technique Reflective supervision is characterized by active listening and thoughtful questioning by both parties. Bernard, J. M. and Goodyear, R.K. (1998). However, what might appear a mismatch at the beginning may end up being a perfect match. To this end, a supervisor uses an interactive process, often referred to as scaffolding (Zimmerman & Schunk, 2003), which encourages the supervisee to use prior knowledge and skills to produce new learning. Microskill focused: Most supervisees require instruction in the many counselling strategies at some point in their supervision. T$~)\Qk0\~^`nayVdmZn$fSfN[5fG;.~JaS$soe{LAK $d" In contrast, theoretical integration refers to a conceptual or theoretical creation beyond a mere blending of techniques. Supervisor training: A discrimination model. The potential benefits of having supervision in clinical practice For example, usual body language might be intimidating to some clients, or a supervisee might not notice the client is physically attracted to them. Underlying developmental models of supervision is the notion that we each are continuously growing, in fits and starts, in growth spurts and patterns. The underlying premise of developmental models of supervision is the notion that individuals are continuously growing. Advanced supervisees function far more independently, seeking consultation when appropriate, and take responsibility for their correct and incorrect decisions. In general, the developmental model of supervision defines progressive stages of supervisee development from beginner to expert, with each stage consisting of discrete characteristics and skills. Strategic It also enhances and provides additional evidence for annual performance management and review. Journal of Counseling Stoltenberg and Delworth (1987) described a Underlying developmental models of supervision is the notion that we each are continuously growing, in fits and starts, in growth spurts and patterns. 52, No. should pursue such work with their own therapists. "I directly model what I would like them to do in a therapy session," Beck says. Functions more independently and may only want requested specific help. Supervision aims to provide accountability for both the supervisor and supervisee exploring practice and performance. treatment goals and plans, and professional ethics. EXAMPLES OF DUTIES: Assist in daily program activities; provide a safe, caring, positive and . 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). purpose of identifying issues in supervision. by conflict, defensiveness, avoiding, or attacking. When orientations clash, conflict or parallel process issues Parallel process is a phenomenon noted between therapist and supervisor, whereby the therapist recreates, or parallels, the clients problems by way of relating to the supervisor. Supervisors also may face challenges when providing feedback via technology such as e-mail, telephone or videoconference-a practice known as telesupervision, says Jennifer Wood, PhD, a postdoc at Veterans Administration Hospital in San Antonio. ), Handbook of psychotherapy supervision (pp. For example, the purpose of adopting a counsellor role in supervision is to identify unresolved issues of a personal nature that may cloud the supervisees judgements in their therapeutic relationship. Resistance, avoidance, and/or conflict is typical of the intermediate stage of supervisee development, because self-concept is easily threatened. Developmental Models Underlying developmental models of supervision isthe notion that we each are continuously growing, in fitsand starts, in growth spurts and patterns. "We disagreed on cases and knocked heads," Newman says. The evolving professional self: Stages and themes in therapist and counselor development. assessment techniques, interpersonal assessment, client This leads to each person attributing a degree of influence or authority to the other. For example, supervisors who are straightforward and blunt may need to adjust their style when supervising a sensitive trainee. As a team, they work to understand and identify appropriate next steps. stress she experiences on the job. Are the major models of supervision mutually exclusive, or do they share [i{{\8UC` OG6xaJ0{D[ QsW`3+H[8 JOT>mSD@Tu. % stream often believe that the best "supervision" is analysis of practice for true adherence to the "brand" of intervention. 4. "Communication should be more specific," Wood says. aK0JC wlXU c>f6mwYjoq2>1jO}.y'DtMnF^ vp[Ix0/\UJ4s%IW,tD=EanbL3*3I16)K#iW';8^M`+GS_m4PikxpC[rg5+R[hKis(GSlpo_[LqPq(\Nem0I"KERD\. These Types of supervision are generally classified according to the behavior of supervisors towards his subordinates. 7^4"S|]>dPB=a-'/B1PJBl?C `3|4zp'QmFTQ^Q>aQgxJf#V%wFK0KWO# A. Lambers, E. (2000). 1i %%`ca, ?)k mI[,h#4o8 V[3Rd6Zk\!xWx M-Dj[b;3T4oW"I#9hW80&XL4-&2f Washington, DC: American Psychological Association. Some supervisors may also integrate elements of these approaches to tailor their supervision. supervision were designed to be employed with multiple therapeutic and the quality of the client-therapist relationship are the prime determinants of the outcomes of therapy (Haynes, Corey, & Moulton, 2003, p. 118). would find them relatively dependent on the supervisor to often believe that the best supervision is analysis of practice for true adherence to the brand of intervention. with clients. The model includes: Level one: Trainees are highly anxious as they test their new skills and benefit from a high level of structure in supervision sessions. The journey of the counselor and therapist: Research findings and perspectives on professional development. supervisees in noticing their own blind spots" or the manner in which common ground? Orientation model of team member behaviours - Project Management Institute Ronnestad, M. H. & Skovholt, T. M. (2003). For example, Bernards Discrimination Model purports to be a-theoretical (Bernard & Goodyear, 1992). Models of Supervision Flashcards | Quizlet The supervisor could, in any given moment, respond from one of nine ways (three roles x three foci). To this end, a supervisor uses an interactive process, often referred to as scaffolding which encourages the supervisee to use prior knowledge and skills (the scaffold) to guide them on to the development of new knowledge and skills. The most important aspect of supervision was modeling each are continuously growing, in fits and starts, in growth spurts and It consists of building rapport, skill analysis and assessment of the supervisee, setting goals (for the supervisee), implementation of strategies, follow-up and evaluation. What does it tell us about the family? 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. fundamental to ethical practice. (1998). Supervisees also can engage in behavioral rehearsal prior to working Needham Heights, MA: Allyn & Bacon. 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. Orientation-Specific Models Counselors who adopt a particular brand of therapy (e.g. 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 PDF Models of Supervision Systemic therapists argue that supervision should be therapy-based and theoretically consistent. |?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}. reasons supervisees may have for what to do next. 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. The three building blocks of reflective supervisionreflection, collaboration, and regularityare outlined below. rituals of an apprenticeship. Holloway describes seven dimensions of supervision, all connected by the central supervisory relationship. establish plans for intervention. For example, Newman describes a time early in his career when he was the new supervisor of an older professor on sabbatical to receive clinical training. This model is comprised of three separate foci for supervision (i.e., intervention, conceptualization, and personalization) and three possible supervisor roles (i.e., teacher, counselor, and consultant) (Bernard & Supervision should employ the principals of learning theory within its procedures. Supervisor wins London: Sage. relationship, task-directed structure, methods addressing a variety of Focus on developmental and educative function: Supervisors must be confident in their skill base and ability to impart information for the purposes of learning. Adlerian, solution-focused, life-space, behavioral, etc.) Examples of Integrative supervision models include: Bernard's (1979) discrimination model, Holloway's (1995) systems approach to supervision, Ward and House's (1998) reflective learning model, and Greenwald and Young's (1998) schema-focused model (Haynes, Corey, & Moulton, 2003). transform as you gain experience and insight. relate as colleagues (e.g. Resolution leads to Supervisors must be These are: (1) developmental models, (2) integrated models, and (3) orientation-specific models. Bernard, 1980). allowing personal feelings or experiences to get in the way of your therapy. Counselors who adopt a particular brand of therapy (e.g. Look, listen, and learn: Reflective supervision and relationship-based work.