Developmental Supervision

Amber Forehand-HughesVicki HoldenAlicia Ramey

Developmental Models of SupervisionPrimary focus:

Change and growth experienced by supervisees as they gain clinical experience and competence while being supervised through various stages of development

Developmental Models typically have one of three designs: Models with linear stages of development

Models with step-by-step process for conflict resolution

Life-span developmental models

(Bernard & Goodyear, 2009)

Theoretical Orientation

Assumptive World

Theoretical Orientation

Style-Role

Strategy-Focus

Format

Technique

Determinants of Supervisor Behavior

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

Assumptive World

ASSUMPTIVE WORLDDevelopmental Models of Supervision

Supervision is a developmental process:Supervisees have individual needs, learn differently, and advance at their own pace from less to more competent as they go through stages in their

professional development.

Conception of supervision is rooted in developmental psychology which describes and explains changes in individual behavior across the lifespan.

Focus on developmental and educative function: Supervisors must be confident in their skill base and ability to impart

information for the purposes of learning.Supervisors will adjust to supervisee’s level—moving from supportive,

directive coach/teacher to supportive mentor.

(Lambie & Sias, 2009)(Everett, Miehls, DuBois & Garran, 2011)

ASSUMPTIVE WORLDDevelopmental Models of Supervision

Supervisees:Face developmental issues including:

Competence, Identity, Self-AwarenessNeed different supervisory environments at each stage

Supervisors:Need ability to identify Supervisee’s current stage and apply corrective feedback and support

Need ability to identify Supervisee’s prior learned skills and knowledge to activate new learning

Interventions:Differ at each stage of development

(Carlson & Lambie, 2012) (Chagon & Russell, 1995)

Theoretical Orientation

THEORETICAL ORIENTATIONDevelopmental Models of Supervision

I. Cognitive Behavioral Orientation

Cognitive Developmental TheoryEarlier stages of Supervisee developmentMore task-oriented supervision

II. Psychoanalytic OrientationPsychosocial Developmental TheoryLater stages of Supervisee developmentMore interpersonally sensitive supervision

(Friedlander & Ward, 1984)

THEORETICAL ORIENTATIONDevelopmental Models of Supervision

III. Theoretical EclecticismUses combination of different theories

(Humanistic and others)Allows for use of different techniques and

interventions at different stages of the supervision process:

More cognitive at earlier stages of supervisee development

More psychoanalytic at later stagesof supervisee development

(Friedlander & Ward, 1984)

Style-Role

STYLE-ROLEDevelopmental Models of Supervision

Examples of interventions (in IDM):- Facilitative interventions (enable the supervisee to retain some control in the relationship)

- Cathartic: those that elicit affective reactions- Catalytic: open-ended questions intended to encourage self-exploration or problem-solving- Supportive: those that validate the supervisee

- Authoritative interventions (provide more relational control to the supervisor)

- Prescriptive: giving advice and making suggestions- Informative: providing information- Confronting: pointing out discrepancies the supervisor observes between or among supervisee (a) feelings, (b) attitudes, and/or (c) behaviors

- Conceptual interventions (help the supervisee link theory to practice)- Watch for the supervisee’s use of a particular strategy, then help him or her develop a conceptual from for what was just done- Present the model, then suggest an intervention based on it

(Bernard & Goodyear, 2009)

STYLE-ROLEDevelopmental Models of Supervision

Watch audio- or videotape of session > when trigger occurs, supervisee stops tape > supervisor’s role is to ask questions to guide supervisee’s reflections about the experience

Supervisor role is to assess supervisee on main issues (ex. competence, emotional awareness, autonomy, theoretical identity, etc.) and attempt to move supervisee to the next stage of development (The Loganbill, Hardy, and Delworth Model)

(Bernard & Goodyear, 2009)

Strategy-Focus

STRATEGY-FOCUSDevelopmental Models of Supervision

Stage developmental models VS Process development models(supervisee moves through (supervisee goes throughstages) processes that occur within a fairly limited, discrete period)

(Bernard & Goodyear, 2009)

STRATEGY-FOCUSDevelopmental Models of Supervision

Reflective models = trigger event > critical review of situation > new, deeper understanding > employed understanding in future situations

Event-based supervision = like reflective models, but either supervisee or supervisor can identify a significant event

Reflection provokes self-monitoring, which the supervisor reinforces

(Bernard & Goodyear, 2009)

STRATEGY-FOCUSDevelopmental Models of Supervision

(Bernard & Goodyear, 2009)(Falender & Shafranske, 2004)(Stoltenberg, 1981)

Beginner Characteristics Experienced Characteristics

DependentVulnerableAnxiousFragile self-confidenceEstablishing autonomyRisk-taking

More confidenceAuthentic approachKnow when supervision is necessary

Beginner Needs Experienced Needs

DirectiveStructureSupport Instruction

Less structureNondirectiveMore focus on theory and counter-transference

Supervision should be individualized based on supervisee development and needs

Format and Techniques

FORMAT AND TECHNIQUESDevelopmental Models of Supervision

Format and techniques are based on supervisee’s current stage of development and supervisee learning style

A supervisor can appropriately provide feedback while simultaneously facilitating the supervisee’s progress to the next stage

Based on notion that supervisees’ competence and needs change over time

(Bernard and Goodyear, 2009)

FORMAT AND TECHNIQUESDevelopmental Models of Supervision

Developmental models consist of:-Stage Models-Process Models-Life Span Models

FORMAT AND TECHNIQUESDevelopmental Models of Supervision

Stage Model:• Level 1

– Supervisees • Entry-level students• Highly motivated• Filled with anxiety and pressure• Fearful of evaluation

• Level 2 – Supervisees

• Mid-level and some experience• Fluctuating confidence and motivation• Critical self-awareness

• Level 3 – Supervisees

• Basically secure• Stable in motivation • Accurate level empathy• Using therapeutic self in interventions

FORMAT AND TECHNIQUESDevelopmental Models of Supervision

Process Model:Reflective Model Practice– Use of reflective process through selection of

therapeutic orientation– Work-related reflections

• Self-monitored

– Discovery Learning−Trigger Event – Skills and strategy−Critical reevaluation – Personhood Issues−Achieve new perspective – Conceptualization

FORMAT AND TECHNIQUESDevelopmental Models of Supervision

Process Model:The Loganbill, Hardy, and Delworth Model– Stagnation Stage

• Unawareness deficiencies• Black and white thinking• Dependent on supervisor/idealization of supervisor• Lack of motivation

– Confusion Stage• Liberated from rigid perceptions• More cognitively aware• Frustrated with supervisor

– Integration Stage• More secure based on accurate self-awareness• Cognitively aware of skills• Realistic view of supervisor• Takes more responsibility for actions

FORMAT AND TECHNIQUESDevelopmental Models of Supervision

Lifespan Model:• First three phases correspond with the IDM Model

– Phase I – Helper Phase• Novice level• Boundary issues• Confusion of sympathy and empathy

– Phase II – The Beginning Student• Dependent• Vulnerable• Anxious• Fragile• A display of unsuccessful perfectionism tendencies

– Phase III – The Advance Student Phase• Internship stage• Basic professionalism established• More cautious and conservative

• The next three stages are considered post-graduate and are not as structured. These phases are the professional establishment phases.

– The Novice Professional Phase, – The Experienced Professional Phase– The Senior Professional Phase

FORMAT AND TECHNIQUESDevelopmental Models of Supervision

Integrative Development Model (IDM):– Stagnation Stage/Phase I

• Format – Observation (video or live) – Technique

» Skills training» Role-playing » Interpret dynamics (limited, client, or trainee) » Readings

• Format – Group Supervision– Technique

» Appropriate balance of ambiguity/conflict » Address strengths, then weaknesses » Closely monitor clients

– Confusion Stage/Phase II• Format – Observation (video or live)

– Technique » Role playing (though less important now) » Interpret dynamics and parallel process

• Format – Group Supervision– Technique

» Broader clientele» Address strengths, then weaknesses » Monitor clients

Integrative Development Model (IDM) continued:

– Integration/Phase iii• Format – Peer supervision (Triadic)

– Technique» Address strengths, then weaknesses » Dialogues of feedback

• Group Supervision – Technique

» Strive for integration» Dialogues of feedback

FORMAT AND TECHNIQUESDevelopmental Models of Supervision

(Stoltenberg, McNeill, & Delworth, 1998)

References

REFERENCESBernard, J. M., & Goodyear, R. K. (2009). Fundamentals of Clinical Supervision. Upper

Saddle River, NJ: Pearson Education.

Carlson, R.G., Lambie, G.W., Developmental supervision: Clinical supervisory approach for family counseling student interns. Family Journal (20)1, 29-36.

Chagon, J., & Russell, R. K. (1995). Assessment of supervisee developmental level and supervision environment across supervisor experience. Journal of

Counseling and Development. (73), 553-558.

Everett, J.E., Miehls, D. , DuBois, C. & Garran, A.M. (2011) The developmental model of supervision as reflected in the experiences of field supervisors and graduate students. Journal of Teaching in Social Work(31)3, 250-264.

Falender, C. A., & Shafranske, E. P. (2004). What makes for good supervision? In Clinical supervision: A competency-based approach (pp. 37-58). Washington, DC: American Psychological Association. doi: 10.1037/10806-002

Friedlander, M.L., Ward, I. G. (1984) Development and validation of the Supervisory Styles Inventory. Journal of Counseling Psychology (31), 541-557.

REFERENCES (CONTINUED)Haynes, R., Corey, G., & Moulton, P. (2003). Clinical supervision in the helping

professions: A practical guide. Pacific Grove, CA: Brooks/Cole.

Lambie, G.W., Sias, S.M. (2009) An Integrative psychological developmental model of supervision for professional school counselors-in-training. Journal Of

Counseling & Development, 87(3), 349-356.

Ronnestad, M. H., & Skovolt, T. M. (1993). Supervision of beginning and advanced graduate students of counseling and psychotherapy. Journal of Counseling and Development, 71, 396-405.

Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28(1), 59-65. doi:10.1037/0022-0167.28.1.59

Stoltenberg, C. D., McNeill, B. and Delworth, U. (1998) DM Supervision: An Integrated Developmental Model of Supervising Counselors and Therapists. The Counseling Psychologist 28 (5), 622-640.