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. Her model is detailed in "Fundamentals of Clinical Supervision" (Allyn & Bacon, 2004). The Developmental Model for Supervision (Stoltenberg, McNeill, & Delworth, 1998). The supervisors role is didactic, with the goal of helping the supervisee understand and treat the patients material. This page has been archived and is no longer being updated regularly. 5 0 obj Delworth (1987) then highlight content of eight growth areas for each supervisee and supervisor share the same orientation, modeling is solution-focused, life-space, behavioral, etc.) 52, No. Thus it encourages a broader focus of approach from the supervisor than what they might otherwise apply naturally. '_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 group can be effective because peers can be attentive to identifying such issues as anger or attraction toward a client and are good at confronting trainees on such issues, Hoffman says. It takes time to build a trusting relationship, to collaborate, and to share ideas, thoughts, and emotions. Supervision within this approach is relational and the supervisors role is to participate in, reflect upon, and process enactments, and to interpret relational themes that arise within either the therapeutic or supervisory dyads (Frawley- ODea & Sarnat, 2001, p. 41). Ultimately, clinical supervision is a process of individualised learning for supervisees working with clients. differences, theoretical orientation, treatment plans and goals, and professional ethics. Just listening to tapes of sessions can really help supervisors hone their own clinical skills, says Beck. supervision:supervision: supervisorsmentoring,guiding,supervisorsmentoring,guiding, facilitatinglearningofculturallyfacilitatinglearningofculturally supervisoryprocess(Fukuyama,supervisoryprocess(Fukuyama, supporting,andsupporting,and specificissueswithinspecificissueswithin 1994)1994) RR VanderVander esearchesearch SuSu Kolk(1974)Kolk(1974) Home | About | Contact | Copyright | Privacy | Cookie Policy | Terms & Conditions | Sitemap. As the supervisee approaches mastery of each stage of development, the supervisor gradually moves the scaffold to incorporate knowledge and skills from the next stage. you can then remind yourself of the other two categories. Approaching supervision from a developmental perspective: The counselor complexity model. In this way, When orientations clash, conflict or parallel process issues The Integrative Developmental Model of Supervision 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 conceptualization, individual differences, theoretical orientation, A key part of many clinicians' work is supervising psychologists-in-training-a task that requires its own set of unique skills to effectively guide practicum, internship and postdoc trainees and beginning therapists as they develop into successful practitioners. When the [>R51"Ie3%5>/5w)+*(S%F^lLFVC%$il(Ws=uSPdL=1sN#_1-Gf,E(h"Ha*1c3! 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. Supervision: The pragmatics of empowerment. Within each level the authors noted a trend x\Y%[jaIc#Gjk @, v?*I+$=:1_O'?A?qM_~#0R!7|h'k;1h)\^w3l?]AY='X:BVj)7Qoo,w8KKF "By not raising important feedback, clinical work doesn't go as well and the supervisory relationship may suffer," Hoffman says. Adlerian, 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. of focus for skill building: process, conceptualization, and Skovolt, T. M., & Ronnestad, M. H. (1992). Supervisory meetings are an investment in the professional development of staff and in the future of the infant/family program. Generally, supervisees meet with supervisors on a regular basis, providing material (like notes from visits with families, videos, verbal reports, etc.) Do the programs leaders walk the talk? Lambers, E. (2000). Tracey, M. D. (2006, March 1). role of teacher" when they directly lecture, instruct, and inform the While group therapy and a practicum was at the core of the supervisees experiences, the most important aspect of supervision Rogers suggested was in the supervisors modelling of the necessary and sufficient conditions of empathy, genuineness, and unconditional positive regard. Stoltenberg, C. D., McNeill, B., & Delworth, U. "But I looked at it as a challenge to find ways to collaborate and compromise and provide the best clinical training and patient care. Journal of Educational and Psychological Consultation, 5(1), 23-43. Such questions prompt trainees to realize the relationship is a collaborative one, in which they will be able to offer feedback too. This is where the supervision will mirror and model the therapeutic process, with shared orientation modelling maximised as the supervisor teaches and theory is fully integrated into training. PDF Models of Supervision This leads to each person attributing a degree George R. Leddick. of the necessary and sufficient conditions of empathy, genuineness, and Boston, MA: Allyn & Bacon. Littrell, J. M., Lee-Borden, N., & Lorenz, J. 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. integrating several theories into a consistent practice, some models of In contrast, theoretical integration refers to a conceptual or theoretical creation beyond a mere blending of techniques. Site by, Explore Our Extensive Counselling Article Library | Theories and Models of Supervision. Each competency in this model includes a definition and key behaviors. The journey of the counselor and therapist: Research findings and perspectives on professional development. An assumption of the psychoanalytic supervision model is that the most effective way a supervisee can learn these qualities is for them to experience these qualities from their supervisor in the supervisory relationship. (1998). enhancing listening, analyzing, and elaboration. supervision were designed to be employed with multiple therapeutic 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 supervisees in noticing their own blind spots" or the manner in which 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. 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. For example, a trainee may be operating at a level three when working with depressed clients but at a level one when conducting marital therapy. 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. Leddick, G. R. & Bernard, J. M. (1980). Supervision is a formal arrangement for therapists to discuss their work regularly with someone who is experienced in both therapy and supervision. Because many workers/therapists view themselves as eclectic", major theorists. ]|^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., %PDF-1.3 An effective supervisor needs to possess a certain set of skills. Supervising counselors and therapists . It was actually very enlightening for both of us.". Supervisees also can engage in behavioral rehearsal prior to working The mid-stage is characterized PDF ED372340 1994-04-00 Models of Clinical Supervision. ERIC Digest. Particular reasons supervisees may have for what to do next. Falender, C. A., & Shafranske, E. P. (2004). excelled in the same sport at the high school, college, and professional changed. The role of the supervisor is to help the supervisee to answer her own questions, and to provide the support and knowledge necessary to guide decision-making. and Development, 69, 30-32. Adlerian, solution-focused, life-space, behavioral, etc.) then once behavior is altered, initiate discussions aimed at supervisee The supervisors role is no longer one of uninvolved expert. Journal of Counseling Psychology, 28, 59-65. Theories and Models of Supervision - Explore Our Extensive Counselling of influence or authority to the other. When this happens, set another time to meet as soon as possible. Resistance, avoidance, and/or conflict is typical of the intermediate stage of supervisee development, because self-concept is easily threatened. Suggested Safety and Occupational Health Specialist (GS-0018 supervisee reframe the situation, could the use of paradox help the Orientation-specific models Counselors who adopt a particular brand of therapy (e.g. 1, pages 3-13). client-centered therapy. T$~)\Qk0\~^`nayVdmZn$fSfN[5fG;.~JaS$soe{LAK $d" While these three models take different approaches to supervision, skilled and experienced managers can combine elements of each and to apply different models to varying workplace situations. Systemic therapists (McDaniel, Weber, & McKeever, 2, pages 173-179), she found, among other challenges, that the absence of nonverbal cues can lead to miscommunication between the supervisor and trainee, Wood says. Patient-centered began with Freud and, as the name implies, focuses the supervision session on the patients presentation and behaviors. Professional development is long, slow, continuous process that can also be erratic. PDF Supervising Graduate Students working with addictive disorders: The
