a flexible pedagogy for counselling supervision

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A Flexible Pedagogy for

Counseling Supervision A program presented at the Association for CounselorEducation and Supervision Conference, October 11-14,

2007, Akron, Ohio.

Jerry A. Mobley, Ph.D.Fort Valley State University

[email protected]

Suggested APA style reference:Mobley, J. A. (2007, October). A flexible pedagogy for counseling supervision. Paper based on a program presented at the Association for Counselor Education andSupervision Conference, Columbus, OH.


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Guiding ConceptThe art of counseling can and should be

simplified into teachable componentsthat can be communicated betweensupervisor and supervisee. Thesecomponents and their arrangement

comprise a pedagogy that form apotential structure to aid counseloreducation and supervision.


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Process Detailed HereDefinition of terms

Overview of CACREP expectationsReview of Multi-dimensional Scalingresearch (Mobley & Gazda, 2006)Suggested counselor supervision modelApplications in counselor supervision


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PedagogyThe Latin-derived word for pedagogy is

used today in the English-speakingworld to refer to the whole context ofinstruction, learning, and the actualoperations involved with that process.In the English-speaking world the termpedagogy refers to the science ortheory of educating.


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CACREP Supervision

StandardsCACREP Standards are general and structural and

offer little assistance for pedagogy.For example:

CACREP recognizes that alternative instruction methods (forexample, distance learning) are currently used in many counseloreducation programs. . . [P]rograms that use alternative instructionmethods will be evaluated with the same CACREP Standards foraccreditation as programs that employ more traditional methods.

Practicum and internship requirements are considered to be the

most critical experience elements in the program.

A clinical instruction environment, on- or off-campus, is conduciveto modeling, demonstration, and training and is available and used bythe program. Administrative control of the clinical instructionenvironment ensures adequate and appropriate access by the facultyand students.


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Existential

Non-Existential

Second Order First Order

1.5 < Lazarus

> Jung

>Freud1.0 >

Beck Miechenbaum

>> Adler

0.5 > Ski nner

0.0> Ellis

-0.5 Glasser>

>Bandura & Krumboltz

> Perls-1.0

>Rogers

>Frankl, May & Yalom

-1.5

-1.5 -1.0 0.5 0.0 0.5 1.0 1.5

Multidimensional Scaling Results (Mobley & Gazda, 2006)


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The Model Stage V Working with More than One Person*

Group and Family Strategies

Stage IV Addressing Underlying Issues

Freud, Jung, Adler/Dreikurs, Beck, Lazarus, Meichenbaum

Stage III Resolving a Dichotomy with

Expressive Strategies : Gestalt

Stage II Problem solving with Cognitive Behavioral

Strategies: Krumboltz, Glasser, Ellis, Adler/Dreikers

Stage I Connecting

Rogerian/Neo-Rogerian Strategies

I n c r e a s i n g

c o m p l e x i t y

a n d

a b s t r a c t i o n


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Stage I Connecting with Clients

Extrapolating from Rogerian Person-centered Therapy, post-Rogerianempathy and immediacy has beenexplained and researched byCarkhuff and Gazda (with a varietyof colleagues). Gordon has providedthe language to discuss these topics:active listening, I-messages and theirrelated sentences.


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Stage II Problem solving with Cognitive Behavioral Techniques

Specific stages in the therapeutic process andtechniques are detailed by each of four theories:

Krumboltz can identify a problem and create abehavioral plan in four steps;Glasser can isolate what a client wants andgenerate a plan utilizing radio station W-D-E-P;Ellis disputes (D) faulty beliefs (B) to changeclients feelings (F) in a straightforward A-B-C-D-E-F process; andAdler is more complex and abstract whileidentifying peoples goals and intervening with theC-A-R-E process.


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Stage III Resolving a Dichotomy If the client wants two opposite goals, e.g., to

leave the abuser but maintain the familyintact, Stage II will not be successful. Theclient must integrate the opposingperspectives into a single one that can beproblem solved. The techniques from GestaltTherapy might be specific, but the issues theyaddress, like energy, unfinished business, anddichotomies, are not concrete. Paradoxingclients divided issues are counterintuitive andabstract. Integration into a single resolvedgoal allows the counseling to return to StageII and problem solving to again be applied.


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Stage IV Addressing Underlying Issues

Having established how to connect with clients(Stage I), problem solve client issues (Stage II), and

resolve dichotomies (Stage III), the most abstract andcomplex therapeutic processes can now be engaged(Stage IV) . Freud and Jung can explore the lessobvious and often important issues that impact theresults of counseling. More Adlerian processes couldbe added. By exploring Becks Cognitive Therapy andMeichenbaums Cognitive Behavioral Therapy, morecomplex cognitive behavioral techniques can beapplied to the existential core (particularly Stage II).Lazarus work might also be applied.


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Stage V Working with More Than One Person at a Time

The first stages can be performed with smallgroups and families. Each of these theorieshas been described with applications to bothenvironments. While additional concepts likeleadership styles and family systems areimportant in these applications, counselorscan apply their integrated theories to working

with multiple people at the same time.Additional skills are required to manage andutilize the other people in the sessions.


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Stage I Supervision Examples:Advice

Supervisee rushes to give advice.Supervisor says, You seem eager tohelp the client solve his problem. Ididnt hear you and the client agreeon what the problem was.


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Stage I Supervision Examples:Misinterpretation

Supervisee misinterprets(overshoots or undershoots) client.Supervisor says, You said to theclient, You are overwhelmed with allyou have to do and want to quit, but

what I heard was more desperate andfinalsuggesting the possibility ofsuicide.


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Stage II: Supervision

QuestionsDoes the supervisee :

use the stages of the problem solving

for the theory correctly?apply any relevant cultural adaptations tothe statement of the problem/goal/outcome?establish a measurable plan to followed-

through on?Does the supervisor know the counseling approach that the

supervisee is using?


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Supervision

Examples: Advice

Supervisee rushes to give advicewithout using steps in the process.Supervisor says, I missed the partwhere you explored what sorts ofthings the client tried to do before

coming to you. What might you haveasked them about before yousuggested what they could do?


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II SupervisionExamples: Telling What to Do

Supervisee tells client what to do.Supervisor says, What are someother ways you could suggestalternatives to your client? Have youtried asking questions? What do you

think their reaction would be to yourposing a suggestion and letting themexplore it?


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Supervision

Examples: No Commitment

Supervisee assumes client

commitment. Supervisor says, Youseem to have understood what theclient wanted, explored what theywere doing, and suggested a plan of

action. I did not hear the part whereyou asked and received acommitment to do the plan.


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Supervision

Examples: Yes, but . . .Supervisee misses clientambivalence. Supervisor says, It is

confusing when the clients say,Yesthey want to change and thendont do it. You nudge them to makea particular choice and see what they

do with it or you can go back andstart a new plan with the informationyou now have. Or you can explorethe possibility of a dichotomy.


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Stage III SupervisionExamples: Cannot Tolerate

AmbivalenceSupervisee is uncomfortable with theclients inability to go forward.Supervisor says, Chances are theclient has been doing this for awhileand is stuck. They do onedirection; then un-do it and dosomething else. Your job is to helpthem hear both sides and then letthem deal with the dissonance.


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Supervision

Examples: InterpretationSupervisee could use aninterpretation to help client tochange. Supervisor says, Oneexplanation for anger is that it is asecondary emotion. The client feelshurt, helpless, or lonely but coversup those vulnerable feelings bybecoming angryand now seems tohave power.


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Stage V: Supervision

QuestionsDoes the supervisee :

see the value in a group or family

approach for this client?operate in a context that allows for group orfamily work?feel comfortable applying group or family

processes to this situation?Does the supervisor know group or family counseling?


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Supervision

Examples: Limit of PracticeSupervisee wants to do group work.Supervisor says, I agree with youthat you have several clients whomight benefit from a personal growthgroup. I could supervise you doing apsycho-educational group byyourself or you could co-lead with amore experienced person and use aless structured format.


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Practice TopicsThe Case of Conflict: The supervisor is intoExpressive Therapy, likes Gestalt a lot, andthe supervisee is developing cognitivebehavioral skills.With their identified interest in twodifferent Stages, they can explore what a person does if problem solving does

not work (do Gestalt) or what occursafter the dichotomy is resolved (Problem solve).


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Practice TopicsThe Case of the AmbitiousCounselor: Supervisee is frustratedwith her clients lack of progress.


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Practice TopicsThe Case of the Ambitious Counselor:Supervisee is frustrated with her clientslack of progress.Did the supervisee 1) bond withthe client (Stage I); 2) do the steps

in their problem solving theory(Stage II); and 3) uncover adichotomy (Stage III)?


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Practice TopicsThe Case of the Busted Couple:The supervisees client wants toreconcile with partner.


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Practice TopicsThe Case of the Busted Couple:The supervisees client wants toreconcile with his partner.After determining that the clientspartner might consider reconciling,the treatment of choice would be amarital therapy model (Stage V).


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Practice TopicsThe Case of Rejection: Thesupervisee does not like his client.


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Summary ApplicationsNotice how the supervision topic is connectedto the particular stage in the pedagogy.

Recognize how placing the issue at theparticular stage helps to define the action tobe taken by both the supervisee and thesupervisor.Theoretical differences between supervisee-supervisor are quickly identified andalternatives are suggested.


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ReferencesCACREP 2001 Standards. Downloaded from http://www.cacrep.org/2001Standards.html on

August 29, 2007.Harper, D. (2001). Online etymology dictionary . Retrieved on 10/4/08

from http://www.etymonline.com/index.php?term=pedagogueMobley, J. (2005). An integrated existential approach to counseling theory and practice.

Lewiston, NY: Edwin Mellen Press.Mobley, J. A., & Gazda, G. M. (2006). Creating a personal counseling theory. In G. R.

Walz, J. Bleuer, & R. K. Yep (Eds.), VISTAS: Compelling perspectives on counseling,2006 (pp. 143-147). Alexandria, VA: American Counseling Association.

a flexible pedagogy for counselling supervision

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