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clinical supervision model
clinical supervision model
clinical supervision model
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The developmental model, summarized in an article by Stoltenberg (2005), summarizes a supervision approach that uses developmental framework in clinical supervision. The author, Stolenberg (2005) and Ursula Delworth created a developmental model titled Integrated Developmental Model of supervision (IDM). IDM provided specific details about the changes in the supervisee throughout their time in clinical supervision. It also provided specific details on the types of supervision environments and supervisor intervention for each level of development (Stoltenberg, 2005). According to the developmental model, there are markers the supervisor should be aware of as the supervisee continues to grow. Level one, the supervisee will feel unsure of …show more content…
I could identify with the stages, as I went through them every time I had a new position. It would be important for the supervisor to recognize these developmental stages so the supervisor can recognize the different markers (Stoltenberg, 2005). If the supervisor can recognize the different markers, they will have the ability to know the supervisee (me) entered a new stage. They will also have the ability to help me move to the next stage. I did not relate to the developmental model. The multicultural supervision model would be helpful if my supervisee is from a culture and background different than mine.
Questions for Supervision
• Do you have an ACS?
• What counseling theory do you prefer?
• Are you certified in a counseling approach or have you gone to trainings for a counseling approach?
• When providing supervision, do you meet individually or group?
• How much do you charge for supervision?
• What populations have you worked with?
• How long have you been providing clinical supervision?
Code of
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However, I am certain no one anticipates an ethical dilemma when entering into a supervisor/supervisee relationship. In the ACA Code of Ethics, F.6.a. it says “document and provide supervisees with ongoing feedback regarding their performance and schedule periodic formal evaluative sessions throughout the supervisory relationship”. With the heavy workload most supervisors have, I can foresee supervisees not receiving feedback on their performance. Having feedback is so important, because it will help the counselor grow. If I am in a situation where I am not receiving evaluations as promised, I will nicely talk to my supervisor about this. If nicely addressing the issue doesn’t change anything, I will send an email quoting this section of the ACA and request evaluations. I was neglected in my supervision for my CADC, and I didn’t realize how much that hurt me until I received real supervision in Internship. I am hoping for that same experience during my time as an
remember reiterating to myself that I am pursuing a career in the field of counseling, so this
...r me to express how I am doing. The best way to utilize supervision is to know how to debrief effectively. Knowing what is triggering, what is stressful, and if the coping techniques are working, are important things to discuss during supervision. Utilizing colleagues within the agency is also a great support system. Even if you are not able to discuss the case, coworkers can still understand and help debrief feelings related to a case.
Erikson’s psychosocial stages generally occur with important age related events, presenting the individual with a conflict, or question to be answered. For example, the first stage (birth to two years of age) presents a crisis of trust vs. mistrust coinciding with the important event of feeding. In this stage a child develops a sense of competence (or lack of) over their ability to trust others.
Your director supervisors are excellent resources for guidance or concerns related to many company and job-specific policies and processes, work responsibilities, co-worker issues, discipline disputes, promotion opportunities, and issues related to the work environment.
Theories of development helps use understand the needs and want that children go through during different stages of their lives. For instance, Erickson theory of development believes there are eight stages that we go through at different times in our lives. The first stage is trust vs mistrust which occurs during infancy and when a child is around a year and a half. If an infant does not trust that their needs such as food and love will be meet by their caregiver it will cause a conflict which can cause mistrust and insecure attachment. According to () “a child whose needs have not been met reliably in infancy is more likely to have problems with trust throughout life, and caregivers will find it difficult to form relationships with such youngsters
From the information I have gathered from both Dr. Heen’s speech and from the information from Block 6, I conclude that both the leader and subordinate are equally responsible in having an effective counseling. I say this from what the practical exercises in Block 6 taught the class, mainly how to get who we counsel to
I know as I further my education in the counseling field my philosophy of counseling will change. For myself, I feel that I am still young and learning about myself and my surroundings. In my eyes to be suitable to help others I need to continue to grow as a person myself both professionally and mentally. I want to be able to move forward and develop new distinctions and aspects to my philosophy of counseling as time goes on. I hope to continue my growth in understanding of what it means to be a good therapist or counselor by using good theories and techniques to help future clients.
McLeod, J. and McLeod, J. (2011) Counselling skills: A practical guide for counsellors and helping professionals, 2nd editions, New York: McGraw Hill
Wikimedia Foundation, Inc.. (n.d.). Erikson's stages of psychosocial development. Wikipedia, the free encyclopedia. Retrieved April 23, 2014, from http://en.wikipedia.org/wiki/Erikson%27s_stages_of_psychosocial_development
...h these stages. They use this theory by applying what a child can or can't see, learn, hear and experience and it all depends on whether that child is at the stage where they can take in the knowledge that is being shown to them in a correct and positive manner.
Out of the eight stages, the first four play a key role in developing ego identity (Gordon & Browne, 2014). Stage one is trust versus mistrust which occurs between birth and a year (Gordon & Browne, 2014). Erikson describes two levels of trust; the first is that significant adults will be present to meet their needs and the second is that they will believe in their ability to make changes and cope (Gordon & Browne, 2014). The characteristic for stage one is hope (Gordon & Browne, 2014). Stage two is autonomy versus doubt which occurs between 2 years of age to 3 (Gordon & Browne, 2014). In this stage the child learns to manage and control impulses and use motor and mental skills (Gordon & Browne, 2014). Willpower is the characteristic that best goes with stage two (Gordon & Browne, 2014). Stage three is initiative versus guilt which occurs between ages 3 to 5 or 6 years (Gordon & Browne, 2014). During this stage the child develops a sense of purpose and adult interaction is necessary for a positive outcome during this stage of life (Gordon & Browne, 2014). Purpose is best used to describe this stage in Erikson’s theory of development (Gordon & Browne,
The first stage, which happens between birth and 18 months, is trust vs. mistrust. During this stage, an infant is confused about the world being a safe place and wonders if his or her needs will be met. As a result, the infant looks to the primary caretaker for consistent care and hope that his or her needs can be met. Erikson explains that those that receive constant care during this stage will develop a sense of trust. The basic virtue in this stage is hope. The second stage of this theory is autonomy vs. shame and doubt, which happens between 18 months and 3 years. During this stage, there is an increase in mobility and independence. Erikson explains that it is critical to allow the child to explore their limits and allow failure. The basic virtue in this stage is will. Initiative vs. Guilt that happens between 3 and 5 years is the stage that follows. During this stage, children take more initiative to engage with peers. Erikson explains that during this stage if children are given the opportunity to take initiative, they will develop a sense of security in their ability to lead. The basic virtue in this stage is purpose. Industry vs. Inferiority, which happens between 5 and 12 years, emphasizes school and friendships. Erikson believes that during this stage, children will seek approval from others by displaying skills that are valued by others. Additionally, he believes that if
The development planning process “refers to a system to retain and motivate employees by identifying and helping to meet their development needs” (Noe, 2013). This process can be used in the internal hiring process. When brining internal employees into the supervisor training program this process will motivate the employees so they will continue to grow within the company. The morale of the overall company will improve when employees are chosen internally for the supervisor training program. This process has four steps to it; they are self-assessment, reality check, goal setting, and action planning. Self-assessment identifies the improvement that is needed from the employee. The company can provide testing that shows the strengths, weaknesses, interest, and values of the employee. Reality check is when the employee determines which of the needs can be developed realistically. The company can create a performanc...
Rue, L., Byars, L. (2010). Supervision: Key link to productivity. (10th ed.). New York, NY:
The development milestones consist of four stages in life in which we grow and learn as humans. First, there is the sensorimotor stage which occurs from age zero to age two where the child now understands how his or her actions can affect the environment around them. Second, comes the preoperational stage which involves children from the ages of two to seven where the child now thinks symbolically about the objects around them. Third, is the concrete operational stage which occurs in children between the ages of seven and eleven where the child can now deal with general core education problems such as math. Finally, there is the formal operational stage which occurs in children who are eleven years of age and older where these children are now becoming adolescents and adults and they now have the mental capacity to think absolutely and critically. We can clearly observe these steps in everyday life simply by observing children in their environment and noting how each and every child react to their