Supervisor Role Model

I. Supervisor Role and Function

a. Supervision should provide high levels of encouragement support and feedback and structure (Dye, 1994)

b. Supervisors move between 3 roles of teacher, counselor and consultant

c. The role taken depends on the developmental level of the counselor

II. Clinical Supervision functions

a. Emphasize counseling, consultation, and training as is related to direct services provided to the client

b. Feedback is related to professional and ethical standards as well as clinical literature

III. Administrative Supervision Functions

a. Emphasize work assignments, evaluations, and institutional and professional accountability

b. Feedback related to institutional standards

IV. Getting Started

a. Choosing an appropriate field

Negative view: regarded as an interaction that will expose inadewuacies and leave the student with more feelings of incompetence

c. Psychodynamic model

i. Goals are to attain awareness of and acquire skills in the use of dynamics in counseling ii. Focus on a parallel process, that similar dynamics occur in the counselor-client dyad and supervisor-supervisee dyad iii. Supervisor teaches supervisee by modeling effective interpersonal dynamic

d. Behavioral model

i. Focuses on the skill behaviors i.e. thinking, feeling and acting behaviors at different difficulty levels ii. Techniques: self-appraisal, peer supervision, modeling, role play and microtraing

e. Cognitive model

i. Includes both: education in the techniques and methods of cognitive therapy and recognition of the thoughts and beliefs that contribute to emotional reactions ii. Techniques used: mental practice, cognitive modeling, supervisee self-talk and cognitive skill training

f. Discrimination model

i. The role of teacher, counselor and supervisor are taken by the supervisor as they focus on any of the four areas of counseling (counseling performance skills, cognitive counseling skills, counselor self-awareness, and professional

Skills

a. Procedural Skills

i. Are how the counselor handles the opening and closing of sessions

b. Issue-Specific Skills

i. The counselors responding to issues like drug abuse and suicide and physical abuse

c. Cognitive Counseling Skills

i. The ability to think about the session and form comprehensive explanations about the client and the clients issue(s)

d. Self-Awareness

i. Recognition that personal beliefs, issues and motivations may influence counseling behaviors as well as how the case is looked at

IX. Self-Assessment

a. Continued reflection on the assessment of one’s counseling practice is an essential part of not only the practicum experience by any level of counseling

b. Happens during transcribing interview notes, reviewing tapes, preparing for sessions and when keeping journals

c. Important to build strong self-supervision habits early

d. Resources found in the book

i. Goal Statement Agreement Sample (end of chapter) ii. Self-Assessment Of Basic Helping Skills And Procedural skills (end of book)

X. Peer Assessment

a. Is a valuable aid in supervision process

b. Should only be used as a supplement to regular supervision

c. Is best used with counseling performance skills

d. Peer supervisors can promote skill awareness through ratings and shared