Counseling Supervision Defined

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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

• enhancing the professional functioning of the
  junior members,
• monitoring the quality of professional services
  offered to the clients he/she/they see(s) and,
• serving as a gatekeeper for those who are to
  enter the particular profession
• (Bernard Goodyear, 1992, p. 4)

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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 supervisees 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.

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Determinants of Supervisor Behavior
Development and Validation of the Supervisory
Styles Inventory, (Friedlander and Ward, 1984)
Assumptive World
Theoretical Orientation
Style-Role
Strategy-Focus
Format
Technique
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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 Role Models
The Discrimination Model (Bernard)
The Hawkins and Shohet Model
The Holloway Systems Model

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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.

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Models Grounded in Psychotherapy Theory

• Cognitive Behavioral
• Proficient counselor performance is more a
  function of learned skills than a personality
  fit.
• The counselors professional role consists of
  identifiable tasks, each one requiring specific
  skills.
• Counseling skills are behaviorally definable and
  are responsive to learning theory, just as are
  other behaviors.
• Supervision should employ the principles of
  learning theory within its procedures.

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Models Grounded in Psychotherapy Theory

• 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 supervisees work
  it focuses more on what the supervisee is doing,
  rather than on client issues directly.
• (OConnell Jones, 1997)

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Models Grounded in Psychotherapy Theory

• 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)

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Models Grounded in Psychotherapy Theory

• Constructivist (Solution-Focused)
• General Principles
• Rather than being didactic, help the supervisee
  to draw on his or her own resources, and learn to
  behave independently
• Establish a collaborative relationship
• Focus on supervisees strengths and successes
  rather than failures
• Take advantage of the snowball effect and work
  toward small changes, rather than only the large
  ones
• Work to achieve what is possible
• Accept that there is no one correct way

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Models Grounded in Psychotherapy Theory

• Constructivist (Solution-Focused)
• Solution-Focused Supervision is
• Collaborative
• Curious
• Respectful
• Based 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

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Models Grounded in Psychotherapy Theory

• Constructivist (Solution-Focused)
• The Use of Exceptions
• Identify and amplify the supervisees 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 awfulizing
• Identify areas of competence

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Models Grounded in Psychotherapy Theory

• Constructivist (Solution-Focused)
• Ideas and techniques within solution-based
  therapies that are applicable in the supervisory
  relationship
• The use of scales
• Focused questions
• Looking for exceptions
• Constructive feedback
• Follow-up tasks
• Adopt the stance of a curious inquirer

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Models Grounded in Psychotherapy Theory

• Constructivist (Solution-Focused)
• Dialogue Questions in Solution-Focused
  Supervision
• What 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 wont need
  to deal with this issue in supervision anymore,
  how will you know?

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Models Grounded in Psychotherapy Theory

• Constructivist (Solution-Focused)
• Dialogue Questions in Solution-Focused
  Supervision
• On 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

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Developmental Models

• Primary focus is on how supervisees change as
  they gain training and supervised experience
• Two primary assumptions
• In the process of moving toward competence,
  supervisees move through a series of stages that
  are qualitatively different from one another.
• Each stage requires a qualitatively different
  supervisory environment if optimal supervisee
  satisfaction and growth are to occur.

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Developmental Models

• The Ronnestad and Skovholt Model
• Articulates the ways that counselors continue to
  develop across the life-span
• Phase 1 The Lay Helper Phase
• Phase 2 The Beginning Student Phase
• Phase 3 The Advanced Student Phase
• Phase 4 The Novice Professional Phase
• Phase 5 The Experienced Professional Phase
• Phase 6 The Senior Professional Phase

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Developmental Models

• The Loganbill, Hardy, and Delworth Model

• Issues in Supervision
• Supervisory Relationship
• Competence
• Emotional Awareness
• Purpose and Direction
• Autonomy
• Personal (e.g., Blind Spots)
• Respect for Individual Differences
• Professional Ethics
• Motivation
• Identity

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Developmental Models

• Integrated Developmental Model (IDM)
• Counselor development occurs across four stages
  with three overriding structures
• Self-Other Awareness
• Motivation
• Autonomy
• Level 1 Supervisees have limited training
• Level 2 Supervisees are transitioning away from
  high dependence
• Level 3 Supervisees are focusing more on a
  personalized approach
• Level 3i Supervisees are integrating across all
  three domains

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Integrated Developmental Model (IDM)

• Best known and most widely used model
• Both descriptive of trainee process and
  prescriptive with respect to supervisor
  interventions
• Describes counselor development as occurring
  through three stages in three overriding
  structures
• Self-Other Awareness Where the supervisee is in
  terms of self-preoccupation, awareness of the
  clients world, and enlightened self-awareness
• Motivation Reflects the supervisees interest,
  investment, and effort expended in clinical
  training and practice
• Autonomy Reflects the degree of independence
  that the supervisee is manifesting

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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 supervised
• Awareness 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.

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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 environment
• Awareness 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.

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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.

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Integrated Developmental Model (IDM)

• Level of Development and Supervisee
  Characteristics
• (Awareness, Motivation, Dependency)
• High
• Medium
• Low
• Level 1 Level 2 Level 3

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Social Role Models

• Supervisory Roles
• Teacher
• Monitor evaluator
• Counselor
• Coach
• Colleague
• Boss
• Expert technician
• Manager of administrative relationships
• Hawkins and Shohet, 2006

• Three Widely Accepted Roles
• Teacher
• Counselor
• Consultant
• Supervision is a separate skill similar to
  teaching but different similar to counseling
  but different and similar to consulting but
  different. (Douce, 1989)

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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 Session
• Mode 2 Strategies and Interventions
• Mode 3 Therapy Relationship
• Mode 4 Counselors Process
• Mode 5 Supervisory Relationship
• Mode 6 Supervisors Own Process
• Mode 7 Wider Context

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Social Role Models

• The Holloway Systems Model
• Perhaps the most comprehensive model of
  supervision
• Emphasis on Tasks and Functions of supervision

• Tasks
• Monitoring Evaluating
• Instructing Advising
• Modeling
• Consulting
• Supporting Sharing

• Functions
• Counseling Skill
• Case Conceptualization
• Professional Role
• Emotional Awareness
• Self-Evaluation

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Social Role Models

• The Discrimination Model
• Attends to three separate areas of focus as well
  as three supervisor roles
• Foci
• Intervention Skills
• Conceptualization Skills
• Personalization Skills
• Supervisor Roles
• Teacher
• Counselor
• Consultant

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Bernards 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
  supervisors focus for each role.

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Discrimination Model Matrix(With Examples)
Supervision Focus Area Supervisor Roles
Counseling Performance Skills What a supervisee does during a counseling session Teacher Help supervisee to practice various interventions and techniques. Counselor Work on skills needed to respond to client challenges, delivered in an empathic manner. Consultant Help supervisee to generate ideas about other interventions that might work with a client.
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Discrimination Model Matrix(With Examples)
Supervision Focus Area Supervisor Roles
Cognitive Counseling Skills How a supervisee thinks before, during, and after a session Teacher How does a family history of substance abuse influence clients current behavior? Counselor Reframe clients challenging behaviors as self-protection. Consultant Work on understanding why a particular intervention didnt work with a family.
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Discrimination Model Matrix(With Examples)
Supervision Focus Area Supervisor Roles
Self Awareness Supervisees recognition of personal issues, beliefs, and motivations Teacher Explain how supervisees reactions to client are informative about the clients self presentation. Counselor Help supervisee identify feelings of defensiveness in response to a clients challenging behavior. Consultant Respond to supervisees request to explore negative feelings about a client.
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Discrimination Model Matrix(With Examples)
Supervision Focus Area Supervisor Roles
Professional Behaviors Adherence to ethical, legal, and professional guidelines Teacher Explain how an ethical standard applies to a client situation. Counselor Explore supervisees conflicting feelings about needing to break confidentiality. Consultant In an ethical situation, help generate options for responding to a client.
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Supervisor Inquiry Questions

1. 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?

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Supervisor Inquiry Questions

1. How did you want the other person to perceive
   you?
2. Were you aware of any feelings? Does that feeling
   have any special meaning for you?
3. What did you want him or her to tell you?
4. What did you think he or she wanted from you?
5. Did he or she remind you of anyone in your life?

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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)

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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 science
client service
supervisee development.
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Clinical Supervision

• Two Major Themes in all Supervision Models
• Relationship
• Your relationship with the supervisee is central
  to effective supervision
• Process/Development
• Different modes/styles/levels/etc. of
  supervision are necessary throughout the
  supervisory relationship