Psychotherapy-Based Model Of Supervision

References Farber, Eugene. (2010). Humanistic – existential psychotherapy competencies and the supervisory process. Educational Publishing Foundation, 47(1). 1939-1536.

The “Models of Supervision: Parallel Processes and Honest Relationships” by Dr. Lawrence Shulman was very helpful, informative and challenging. It was an important podcast that covers the importance of supervision in the social work profession. It was enlightening for me to pay attention to various aspects of the supervision process. Dr. Shulman stated the need for establishing a good relationship between the supervisor and the social worker or clients. This relationship should be built on trust, respect, honesty and caring to obtain successful result and outcome in the field of social work. Also, in the supervision process is very important to set clear and appropriate boundaries between the supervisor and social worker. The supervision is also about that the supervisor cares about the social worker as much as he/she cares about the clients. Dr. illustrated also in this

Although books such as Lahad (2000) and Schuck & Wood (2011) much focused on creative arts based supervision, this books directs readers into exploring different types of supervision. It also emphasises on how supervision needs to be transformed and diversified in order to meet the demands of ever evolving modalities of integrative supervision. As for Carroll & Tholstrup (2011), new therapies of different techniques and approaches are being invented, demand for analogous supervision needs to be available for professions. Whilst different modalities of therapies are being developed they too generate interest into having different supervision approaches with in therapy related professions.

Discrimination model supervision is when the supervision will tailor their responses to the particular supervisee’s needs.  The supervisor will respond from three identified roles: teacher, counselor, and consultant. Each role is specified to address a specific need of the supervisee from focal points: conceptualization skills, process skills, and personalization skills.  The teacher role encompasses: evaluated observed session, identify appropriate interventions, teach, demonstrate, or model techniques, explain rational behind specific interventions, or interpret significant events in a session. This would be utilized by the supervisor to meet the needs of skill building, knowledge, and understanding (Bernard, 1997). The counselor role is assumed when the needs of the supervisee is a that of personalization skills. The supervisor can explore the supervisee’s feelings after their sessions with a client, help the supervisee define personal competencies and areas of growth, and facilitate self-exploration of confidence and/or worries from their interactions with clients (Bernard, 1997). The role of the consultant comes into play

In order to provide Manuel with the best therapeutic approaches, colleagues should be consulted, who are willing to question the intervention strategies from not only a therapeutic perspective, but also keeping in mind ethical and legal guidelines (McWhirter et al., 2013). One method of consultation that is proving to be helpful is the formation of consultations groups who “serve many functions for the clinician, including the development and refinement of therapeutic skills, assistance with case

Supervision is designed to facilitate growth and learning among supervisees and supervisors through specified theoretical framework and characteristics (Bernard & Goodyear, 2014). A theory of supervision incorporates multiple techniques, focus areas, and evaluation assessment tools to integrate developmental advancement among practitioners (Tadlock-Marlo, 2015). Addressing supervisory roles, incorporating multiculturalism, and taking into account developmental levels among clinicians are factors imperative to form a theory of supervision to form a clinical baseline in supervision (Tadlock-Marlo, 2015). An analysis of clinical supervision, specifically tailored to Bernard and Goodyear’s discrimination model, will reveal multiple foci and supervisory roles with alterations to fit desired counseling personhood. Additionally, multiculturalism, supervisory relationships, and developmental stages will include specific framework influencing factors of Bernard and Goodyear’s discrimination model of supervision. Evaluative components for supervisor and supervisee will address potential satisfaction to the supervisory relationship.

How might you use concepts from the Developmental Model of Supervision to assist with this case?

In Townend study (2008), participants highlighted the concepts of multi-level cognitive processing during clinical supervision, specifically making a dissimilarity between a focused assignment in supervision for example to interpret of

All participants alluded to the importance of supervision as a positive impact of the work, as it allowed them the opportunity of talking about how the work was impacting on them. Participant 2 made an interesting comment on how, although there was a lot of supervision, which was important, it was all contained in the ‘narrow, confined building’ where he saw offenders and so what he found helpful was retaining his external supervisor which allowed him the opportunity, “to talk about what happens inside this building, outside of the building and get a different perspective”.

The main part of the train consist of training with concentration on counseling by preventing the problems, using developmental diagnose, teach how to adjust issues and development, the treatment process should be a short term treatment, the location of treatment is residential treatment versus treatment in a medical facilities (Kottler 2011). With specialized training on focusing how to deal with people that struggle with emotional disorder such as anxiety, stress and depression. The counsel works with the client without prescribing medicine to deal with helping the client to rationalize how they can adjust self behaviors in order to leasing the issue they are dealing with. By working with the client to learn new behavioral patterns to help work through a situation, can help the client to better equipped when faced to deal with a similar difficulty, so they can work threw it on their

The purpose of this article is to examine a model for training counselors and supervision in cognitive skills that can be used to supplement any behavioral skills approach to counseling. Moreover, the main emphasis of this four phased model is structured to educate counselor trainees in cognitive skills and approaches associated with attending to and seeking information, forming hypotheses and conceptual models, and planning, guiding, and evaluating therapeutic interventions. This article maintains that instructional techniques and exercises are described for each of the four phases of training. Furthermore, the instructional techniques and exercises are 1 promoting awareness of cognitions, introducing the cognitive skills, trainee cognitive

The face to face interaction and feedback extends its reach form not just the supervisor to supervisee’s, but also to the client who seeks their mental health services. Dialogue and feedback has been shown to resolve any continues issues and make the workplace more pleasant, open to cultural competencies, and encourage employees to take risk which increases learning. (p. 8).

The second supervisor role is called counselor, where the supervisor can show the supervisee work though their own personal issues whether it be how well their skills are, along with how to present their cases. An example of this is where Michael talks about how he feels that he just doesn’t know what to do. The director in this case could talk to Michael and show him areas of is abilities how he knows to do a certain task with his clients well. Under this role of supervision, I think that intervention skills would fall under this role. Intervention skill is what the supervisee is doing in session that is observed by the supervisor. Example of this skill is that Michael can reflect on what the observer sees and get positive interventions where

Systemic Psychodynamic Coaching is a model that can be traced back to the introduction of the systemic psychodynamic perspective at the Tavistock Institute in London based on the institution’s experience in group relations training events for more than six decades (Cilliers & Terblanche, 2010). In addition to containing a deeper psychology organizational theory, the main task of this model is to offer developmentally and psycho-academically centered learning and reflection

The kinship between the supervisor and trainee is essential in defining the type and quality of counseling supervision, such as counseling theory of the director, expectations, monitoring and evaluating styles of participants, becoming the experimental features that guide trainees’ behavior during supervision (Ganske, Gnilka, Ashby, & Rice, 2015).