counseling supervision defined a distinct intervention that is provided by a senior member of a...

Counseling Supervision Defined

A distinct intervention that is provided by a senior member of a profession to a junior member or members of that same profession. This relationship is evaluative, extends over time, and has the simultaneous purposes of:

a) enhancing the professional functioning of the junior members,

b) monitoring the quality of professional services offered to the clients he/she/they see(s) and,

c) serving as a gatekeeper for those who are to enter the particular profession

(Bernard & Goodyear, 1992, p. 4)

Supervision Theory

Supervision is more than meeting once a week to discuss whether or not your supervisee is doing it right.

Supervision is a process that looks different from supervisee to supervisee.

Supervision is a process that looks different throughout the supervisee’s professional development

Clinical supervision is recognized as a complex exchange between supervisor and supervisee, with supervisory models/theories developed to provide a frame for it.

Determinants of Supervisor Behavior

Assumptive World

Theoretical OrientationStyle-Role

Strategy-Focus

Format

Technique

Development and Validation of the Supervisory Styles Inventory, (Friedlander and Ward, 1984)

Models of Supervision

Models Grounded in

Psychotherapy Theory

Psychodynamic

Person-Centered

Cognitive Behavioral

Constructivist

Developmental Models

Integrated Development Model (IDM)

The Loganbill, Hardy, and

Delworth Model

The Ronnestad and Skovholt

Model

Social RoleModels

The Discrimination

Model(Bernard)

The Hawkins and Shohet

Model

The Holloway Systems Model

Models Grounded in Psychotherapy Theory

Person-Centered Rogers was the first to report using taped sessions

for supervision Counseling theory informed his supervision process Belief in growth potential Emphasis on facilitative conditions“No clean way” to differentiate supervision from

therapy Profound trust that the supervisee has within

him/herself the ability and motivation to grow and explore both the therapy situation and the self

Person-centered supervision relies heavily on the supervisor-supervisee relationship to facilitate effective learning and growth in supervision.


Cognitive Behavioral1.Proficient counselor performance is more a

function of learned skills than a “personality fit”.

2.The counselor’s professional role consists of identifiable tasks, each one requiring specific skills.

3.Counseling skills are behaviorally definable and are responsive to learning theory, just as are other behaviors.

4.Supervision should employ the principles of learning theory within its procedures.


Constructivist (Solution-Focused)Solution focused supervision validates the

competence and resources of the supervisee, emphasizes the importance of clear incremental goals and identifies pre-existing solutions and exceptions to problems in the supervisee’s work … it focuses more on what the supervisee is doing, rather than on client issues directly.

(O’Connell & Jones, 1997)


Constructivist (Solution-Focused)Primary Principle: To coax and author

expertise from the life, experience, education and training of a supervisee, rather than to deliver or teach expertise from a hierarchically superior position.

(White & Epston, 1990)


Constructivist (Solution-Focused)General Principles:1.Rather than being didactic, help the supervisee to

draw on his or her own resources, and learn to behave independently

2.Establish a collaborative relationship3.Focus on supervisee’s strengths and successes

rather than failures4.Take advantage of the snowball effect and work

toward small changes, rather than only the large ones

5.Work to achieve what is possible6.Accept that there is no one correct way


Constructivist (Solution-Focused)Solution-Focused Supervision is

CollaborativeCuriousRespectfulBased on the same premises as SFBT

Client/Supervisee defines goals Rapid change is possible Different views are each as valid Focus on what is possible and changeable


Constructivist (Solution-Focused)The Use of Exceptions

Identify and amplify the supervisee’s exceptional behavior, punctuating them using compliments

Help supervisees focus on those times when things went well – or at least not as badly

Prevent supervisees from awfulizingIdentify areas of competence


Constructivist (Solution-Focused)Ideas and techniques within solution-

based therapies that are applicable in the supervisory relationshipThe use of scalesFocused questionsLooking for exceptionsConstructive feedbackFollow-up tasks

Adopt the stance of a curious inquirer


Constructivist (Solution-Focused)Dialogue Questions in Solution-Focused

SupervisionWhat aspect of your counseling have you noticed

getting better since we last met?Tell me about the best thing you did with your client

this week.As you begin to get better at dealing with this

situation, how will you know that you have become good enough at it so you can take it on your own?

What will you be doing differently?When you get to the point at which you won’t need to

deal with this issue in supervision anymore, how will you know?


Constructivist (Solution-Focused)Dialogue Questions in Solution-Focused

SupervisionOn a scale of 1 to 10, with 1 being that the problem

is at its absolute worst, and 10 being that the problem is completely solved, where would you say you are today?

When you are on your way to a (the next highest number to the one named), how will you know?

What, in particular, will be different about the way you handle that situation?

How will you have changed as a counselor?The Miracle Question


Primary focus is on how supervisees change as they gain training and supervised experience

Two primary assumptions:1. In the process of moving toward

competence, supervisees move through a series of stages that are qualitatively different from one another.

2. Each stage requires a qualitatively different supervisory environment if optimal supervisee satisfaction and growth are to occur.

Developmental Models The Ronnestad and Skovholt Model

Articulates the ways that counselors continue to develop across the life-span

Phase 1: The Lay Helper PhasePhase 2: The Beginning Student PhasePhase 3: The Advanced Student PhasePhase 4: The Novice Professional PhasePhase 5: The Experienced Professional PhasePhase 6: The Senior Professional Phase

Developmental Models The Loganbill, Hardy, and Delworth Model

Issues in Supervision

1.Supervisory Relationship2.Competence3.Emotional Awareness4.Purpose and Direction5.Autonomy6.Personal (e.g., Blind Spots)7.Respect for Individual Differences8.Professional Ethics9.Motivation10.Identity


Integrated Developmental Model (IDM)Counselor development occurs across four stages

with three overriding structures Self-Other Awareness Motivation Autonomy

Level 1: Supervisees have limited trainingLevel 2: Supervisees are transitioning away from high

dependenceLevel 3: Supervisees are focusing more on a

personalized approachLevel 3i: Supervisees are integrating across all three

domains

Integrated Developmental Model (IDM)Best known and most widely used modelBoth descriptive of trainee process and

prescriptive with respect to supervisor interventions

Describes counselor development as occurring through three stages in three overriding structuresSelf-Other Awareness: Where the supervisee is in

terms of self-preoccupation, awareness of the client’s world, and enlightened self-awareness

Motivation: Reflects the supervisee’s interest, investment, and effort expended in clinical training and practice

Autonomy: Reflects the degree of independence that the supervisee is manifesting

Integrated Developmental Model (IDM)Level 1: These supervisees have limited

training, or at least limited experience in the specific domain in which they are being supervisedAwareness: High self focus, with limited self-

awareness; apprehensive about evaluation.Motivation: Both motivation and anxiety are

high; focused on acquiring skills. Want to know the “correct” or “best” approach with clients.

Autonomy: Dependent on supervisor. Wants to leave major decision making to supervisor. Needs structure, positive feedback, and little direct confrontation.

Integrated Developmental Model (IDM)Level 2: Supervisees at this level are making the

transition from being highly dependent, imitative, and unaware in responding to a highly structured, supportive, and largely instructional supervisory environmentAwareness: Greater ability to focus on and empathize

with client. However, balance is still an issue. Problem can be veering into enmeshment with the client.

Motivation: Supervisee vacillates between being very confident to self-doubting and confused

Autonomy: Although functioning more independently, supervisee experiences conflict between autonomy and dependency. Can manifest as resistance to the supervisor.

Integrated Developmental Model (IDM)Level 3: Supervisees at this level are focusing more

on a personalized approach to practice and on using and understanding of “self” in therapy.Awareness: Supervisees are now able to remain focused

on the client while also stepping back to attend to their own personal reactions to the client.

Motivation: Supervisee begins to integrate own style of therapy and work on strengths and weaknesses. Seesawing slows, and he or she feels more consistent about skills. Id freely able to receive feedback from supervisor.

Autonomy: Feels comfortable functioning more independently. When doubts arise, supervisee feels he or she can consult with others without losing his or her sense of professional identity.

Integrated Developmental Model (IDM)

Level of Development and Supervisee Characteristics

(Awareness, Motivation, Dependency) High

Medium

Low

Level 1 Level 2 Level 3

Social Role Models

Supervisory Roles TeacherMonitor evaluatorCounselorCoachColleagueBossExpert technicianManager of administrative relationships

Hawkins and Shohet, 2006

Three Widely Accepted RolesTeacherCounselorConsultant

Supervision is a separate skill similar to teaching – but different; similar to counseling – but different; and similar to consulting – but different. (Douce, 1989)

Social Role Models

The Hawkins and Shohet Model The role of the supervisor is driven by the

mode of focus:Mode 1: Content of the Supervision SessionMode 2: Strategies and InterventionsMode 3: Therapy RelationshipMode 4: Counselor’s ProcessMode 5: Supervisory RelationshipMode 6: Supervisor’s Own ProcessMode 7: Wider Context

Social Role Models

Tasks:Monitoring – EvaluatingInstructing – AdvisingModelingConsultingSupporting – Sharing

Functions:Counseling SkillCase ConceptualizationProfessional RoleEmotional AwarenessSelf-Evaluation

The Holloway Systems ModelPerhaps the most comprehensive model of supervisionEmphasis on Tasks and Functions of supervision

Social Role Models

The Discrimination ModelAttends to three separate areas of focus as

well as three supervisor rolesFoci

1. Intervention Skills2. Conceptualization Skills3. Personalization Skills

Supervisor Roles1. Teacher2. Counselor3. Consultant

Bernard’s Discrimination Model

Another “best” known model of supervision with strong empirical support (Ellis & Dell, 1986).

Forms a matrix or grid of supervisor roles – teacher, counselor, and consultant with supervisor’s focus for each role.

Discrimination Model Matrix(With Examples)

Counseling

Performance Skills

What a supervise

e does during a counseling session

TeacherHelp

supervisee to practice

various intervention

s and techniques.

CounselorWork on

skills needed to respond to

client challenges, delivered in an empathic

manner.

ConsultantHelp

supervisee to generate ideas about

other interventio

ns that might work

with a client.

Supervision Focus Area

Supervisor Roles


Cognitive Counselin

g Skills

How a supervisee thinks before, during,

and after a session

TeacherHow does a

family history of substance

abuse influence client’s current

behavior?

CounselorReframe client’s

challenging behaviors as

self-protection.

ConsultantWork on

understanding why a particular interventio

n didn’t work with a

family.


Supervisor Roles


Self Awarenes

s

Supervisee’s

recognition of

personal issues, beliefs,

and motivatio

ns

TeacherExplain how supervisee’s reactions to client are informative about the

client’s self presentatio

n.

CounselorHelp

supervisee identify

feelings of defensiveness in response to a client’s challenging behavior.

ConsultantRespond to supervisee’s request to

explore negative feelings about a client.


Supervisor Roles


Professional

Behaviors

Adherence to

ethical, legal, and professio

nal guideline

s

TeacherExplain how an ethical standard

applies to a client

situation.

CounselorExplore

supervisee’s conflicting

feelings about

needing to break

confidentiality.

ConsultantIn an

ethical situation,

help generate

options for responding to a client.


Supervisor Roles

Supervisor Inquiry Questions1. What do you wish you had said to him or her?2. How do you think he or she would have reacted

if you had said that?3. What would have been the risk in saying what

you wanted to say?4. If you had the chance now, how might you tell

him or her what you are thinking and feeling?5. Were there any other thoughts going through

your mind?

Supervisor Inquiry Questions6. How did you want the other person to perceive

you?7. Were you aware of any feelings? Does that

feeling have any special meaning for you?8. What did you want him or her to tell you?9. What did you think he or she wanted from you?10.Did he or she remind you of anyone in your life?

Limitations of Supervision Models

Too simplistic Too prescriptive Do not provide ‘the answers’! All supervisees are different Research seems to be suggesting two

themes In a crisis we all need structure The most important factor in effective

supervision is the relationship (Norcross, 2002)

Clinical Supervision

“The competent clinical supervisor must embrace not only the domain of but also the domains of and The competent supervisor must not only comprehend how these various knowledge bases are connected, but also apply them to the individual case”

(Holloway & Wolleat, 1994, p. 30).

psychological scienceclient

servicesupervisee development.

Clinical Supervision

Two Major Themes in all Supervision Models1.Relationship

o Your relationship with the supervisee is central to effective supervision

2.Process/Developmento Different modes/styles/levels/etc. of

supervision are necessary throughout the supervisory relationship

counseling supervision defined a distinct intervention that is provided by a senior member of a...

Documents

supervision theory supervision

models of supervision

supervision counseling

counseling supervision

supervision process

principles of learning

holloway systems model

shohet model