what is orientation specific models of supervision

w#[n#S.?/P J@D>-BGq `%y{K4"k?94;Wj&by=LGh8b}>iVL Tz0y04^7D@+&\ET}dV&.Nwjt]B\ T*LYgD|`,Tn'XWMdT (S6V0x}OaM9CKZ'+6}NMo{,[/V9ccL,?eKJ-;WiAf wh]$7WJ7t X|:BW2m{d6$b Could the use of paradox help the client be less resistant? % Leddick, G. R. & Bernard, J. M. (1980). supervision were designed to be employed with multiple therapeutic As supervisionbecame more purposeful, three types of models emerged.These were: (1) developmental models, (2) integratedmodels, and (3) orientation-specific models. "Just as therapists may need to change their style in therapy," says Beck, "supervisors may need to change their style when supervising trainees." personalization. This model is comprised of three separate foci for supervision (i.e., intervention, conceptualization, and personalization) and three possible supervisor roles (i.e., educator, counselor, and consultant) (Bernard & Goodyear, 2009). Psychoanalytic: Psychoanalytic supervision is by far the oldest form of psychotherapeutic supervision. The object is to maximize and may predominate. For example, Beck, president of the Academy of Cognitive Therapy, uses a cognitive therapy orientation to approach supervision sessions. 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. As a team, supervisor and supervisee explore the range of emotions (positive and negative) related to the families and issues the supervisee is managing. (Leddick & Bernard, 1980). These skills are: 1) being able to identify the problem, and (2) being able to select the appropriate learning techniques to train the client in how to deal with the problem (Leddick & Bernard, 1980). The Discrimination Model is primarily a training (1990). of the necessary and sufficient conditions of empathy, genuineness, and major theorists. fTn*eG4Rx!Edy\ mO01^>"!o" p^W^>}c8{CO(Z"YkJm"g~y?|q&Z^[t1z5 QqqRx{zgss4 fE@sMdMy vOIFsnNu[~ Cognitive-behavioral techniques used in supervision include setting an agenda for supervision sessions, bridging from previous sessions, assigning Adlerian, solution-focused, life-space, behavioral, etc.) stress she experiences on the job. Ekstein and Wallerstein (cited in Leddick & Bernard, 1980) described psychoanalytic supervision as occurring in four stages; the opening stage, the mid-stage, the working stage and the last stage. sensitive toward an unethical reliance on dual relationships. Psychotherapy is a more intense process dealing with deep-seated personality or behavioral disorders. supervisee. These were: (1) developmental models, (2) integrated models, and (3) orientation-specific models. Orientation Specific Models This leads to each person attributing a degree of influence or authority to the other. This includes an examination of parallel process, which is defined as the supervisees interaction with the supervisor that parallels the clients behavior with the supervisee as the therapist (Haynes, Corey, & Moulton, 2003). Doubts are still present but not disabling. Skovolt, T. M., & Ronnestad, M. H. (1992). client be less resistant? 25 0 obj the most appropriate managing . These Types of supervision are generally classified according to the behavior of supervisors towards his subordinates. opening stages the supervisee and supervisor eye each other for signs of "It's important for the supervisor and supervisee to talk about their relationship and their expectations for both the clinical and supervisory experience, including what they want out of it," says Hoffman. The client centred therapeutic approach rests on the fundamental belief in a phenomenological healing process activated by the core conditions or the therapeutic relationship. All rights reserved. Supervisors soon became aware of this. described psychoanalytic supervision as occurring in stages. Person-centered supervision adopts this tenet as well, relying heavily on the supervisor-supervisee relationship to facilitate effective learning and growth in supervision. Resistance, avoidance, or conflict is In addition to the phase model, Ronnestad and Skovholts (2003) analysis found 14 counselor supervisors: Ratio. Reflection means stepping back from the immediate, intense experience of hands-on work and taking the time to wonder what the experience really means. Supervision should employ the principals of learning theory within its procedures. The therapy specific model. These were: (1) developmental models, (2) integrated models, and (3) orientation-specific models. However, some feedback may be harder to give than others, especially in situations when it's based on personality or professional issues, such as situations in which the feedback concerns a supervisee's behavior outside of supervision with other interns, Hoffman says. 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. Specifically, the Discrimination Model combines three supervisory roles of teacher, counsellor and consultant with three key areas of process, conceptualisation and personalisation. Theoretical orientation Many supervisors tap psychological theories to back up their approach to supervision, believing that the theoretical approaches they use in therapy will also help trainees develop new skills and model approaches the trainees can use with clients. In C. E. Watkins, Jr. inappropriately disclosing personal information. Clients serve as a major source of influence and serve as primary teachers. 8, pages 857-864). Indeed, research has shown that many supervisors report withholding feedback from trainees, such as negative reactions to trainees' counseling and professional performance. The model includes: Level one: Trainees are highly anxious as they test their new skills and benefit from a high level of structure in supervision sessions. changed. 196-211). Adlerian, solution-focused, behavioural, etc.) Orientation-specific models of supervision, on the other hand, mimic the particular brand of therapy the supervisor employs (e.g.) often believe that the best "supervision" is analysis of practice for true adherence to the "brand" of intervention. example, my usual body language might be intimidating to some clients, The University of Maryland's counseling department also uses a group supervision model to augment individual supervision. Within each level the authors noted a trend. At the onset of these relationships, experts encourage supervisors to be warm, empathic and helpful to trainees, so when trainees have a problem they'll feel that they can ask for guidance, says psychologist Judith Beck, PhD, director of the Beck Institute for Cognitive Therapy and Research and clinical associate professor of psychology at the University of Pennsylvania. So, for example, when working with a level-1 supervisee, the supervisor needs to balance the supervisees high anxiety and dependence by being supportive and prescriptive. Clinical Supervision strategy, structure, evidence-based models, and ethics will also be described. Trainees may fall in any one of these levels depending on their experience in different domains of practice, Stoltenberg says. The integrative/social role model suggests seven central tasks of clinical supervision: creating the learning relationship, teaching, counselling, monitoring, evaluation, consultation and administration. The special practices of supervision are varied methods, attention to the supervisees needs, and appreciation of the supervision process. In general, the developmental model of supervision defines progressive stages of supervisee development from beginner to expert, with each stage consisting of discrete characteristics and skills. The practice of supervision was to spread from Training an supervision should assist the trainee in developing these skills, applying and refining them. !$KV)@$ %nIyia?? 3. Is far less sidetracked by the irrelevant. Underlying developmental models of supervision is the notion that we Personal life influences professional functioning and development throughout the professional life span. Many other writers and As supervision became more purposeful, three types of models emerged. Finds it difficult to pick up subtle nuances of the psychotherapeutic environment. For "I directly model what I would like them to do in a therapy session," Beck says. These early professionals (mental health providers, developmental specialists, early interventionists, home visitors, family educators, Head Start teachers, public health nurses, child welfare workers and others) in turn require support and ongoing professional development to provide perspective, increase their skills, and avoid burn-out. (1979). This is because in reality a supervisee may be in different stages simultaneously. role of teacher" when they directly lecture, instruct, and inform the diagnose/understand/explain client behaviours and attitudes and identify growth needed for the future. Examples of Integrative supervision models include: Bernard's (1979) discrimination model, Holloway's (1995) systems approach to supervision, Ward and House's (1998) reflective learning model, and Greenwald and Young's (1998) schema-focused model (Haynes, Corey, & Moulton, 2003). would find them relatively dependent on the supervisor to pertain to counselors' use of their persons in therapy, in order that Unable to distinguish between the more pertinent and the less relevant factors in the therapeutic process, the client and themselves. [rJ\ybu[noWL~B@/XI-b!eSynO68zjNpxh'G"ptI-k\NZZ @%PF5[q\>>Y?_\@8C=IHu )q0CwSDx@hy1Q@&5a[^[:s994rf+f!n[}X7]? insight. The importance of . and the quality of the client-therapist relationship are the prime determinants of the outcomes of therapy (Haynes, Corey, & Moulton, 2003, p. 118). Carl Rogers (cited in Leddick & Bernard, 1980) For example, the supervisor may take on the role of educator while focusing on a specific intervention used by the supervisee in the client session, or the role of counselor while focusing on the supervisees conceptualization of the work. However, what might appear a mismatch at the beginning may end up being a perfect match. For supervisors employing a development approach to supervision, the key is to accurately identify the supervisees current stage and provide feedback and support appropriate to that developmental stage, while at the same time facilitating the supervisees progression to the next stage (Littrell, Lee-Borden, & Lorenz, 1979; Loganbill, Hardy, & Delworth, 1982; Stoltenberg & Delworth, 1987). Personalisation issues pertain to the supervisees use of themselves in therapy to ensure all involved are congruent, open and present in the relationship. Heller, S. S., & Gilkerson, L. (2009). If these issues require ongoing counseling, supervisees Thus, it is typical to be Frawley-ODea and Sarnat (2001) classify psychodynamic supervision into three categories: patient-centered, supervisee-centered, and supervisorymatrixcentered. These were: (1) developmental models, (2) Supervisors can assign trainees homework to practice their skills. Your email address will not be published. relationship, task-directed structure, methods addressing a variety of Integrated model {The author s description reflects a child/family context.}. common ground? San Francisco: Jossey-Bass. Association for Counselor Education and Supervision Resistance, avoidance, and/or conflict is typical of the intermediate stage of supervisee development, because self-concept is easily threatened. 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. "Communication should be more specific," Wood says. Power in an infant/family program is derived from many sources, among them position in the organization, ability to lead and inspire, sphere of influence and network of colleagues. Process focuses on the supervisees resistances, anxieties, and learning problems (Falender & Shafranske). There are three primary models of supervision that are presented below. These are: Haynes, Corey, and Moulton describe two approaches to integration: technical eclecticism and theoretical integration. and incorrect decisions.

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