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Fundamentals Of Clinical Supervision > Ch. 3-Supervision Models-Process & 2nd Generation > Flashcards

Ch. 3-Supervision Models-Process & 2nd Generation Flashcards

1
Q

RE: Discrmination model, what are 3 separate foci?

A
  1. Intervention
  2. Conceptualization
  3. Personalization
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2
Q

Re: Discrimination model, describe Intervention.

A
  1. What supervisee is doing in session that is observable to supervisor
  2. Skill levels demonstrated
  3. How well counseling interventions are delivered
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3
Q

Re: Discrimination model, describe Conceptualization.

A

How supervisee understands:

  1. what is occurring in the session
  2. Makes meanings of client statements
  3. Client cultural identity
  4. Identifying patterns
  5. How to choose interventions
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4
Q

Re: Discrimination model, describe Personalization.

A

Supervisee’s personal style while keeping personal issues, cultural biases, and countertransference at bay

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5
Q

According to Lanning (1986), what is a 4th issue in the discrimination model?

A

Professional issues

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6
Q

What are 3 supervisor roles in Discrimination Model?

A
  1. Teacher
  2. Counselor
  3. Consultant
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7
Q

Why is the Discrimination Model described as “situation specific?”

A

The supervisor’s role and foci can change within or across sessions.

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8
Q

Describe Hart and Nance’s 2 by 2 framework for supervisory styles.

A
  1. High Support
  2. Low Support
  3. High Direction
  4. Low Direction
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9
Q

Re: Hart and Nance, describe the role played for each of the following:

  1. High Support, High Direction
  2. Low Support, High Direction
  3. High Support, Low Direction
  4. Low Support, Low Direction
A
  1. Supportive Teacher
  2. Directive or Expert Teacher
  3. Counselor
  4. Consultant
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10
Q

Describe the Critical Events in Supervision Model.

A
  1. Focus on smaller events that have a beginning, middle and end
  2. Events begin with a Marker.
  3. Once Marker is assessed, supervision shifts to Task Environment.
  4. End point is Resolution.
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11
Q

Re: CESM, markers span all areas of:

A

Supervisee development, including skill deficits, intrapersonal issues and issues specific to supervision

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12
Q

Re: CESM, what are interaction sequences?

A

Supervisor interventions to assist supervisee

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13
Q

What are 4 examples of interaction sequences?

A
  1. Focus on supervisory alliance
  2. Focus on therapeutic process
  3. Exploration of feelings
  4. Countertranseference
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14
Q

What are 4 other examples of interaction sequences?

A
  1. Attend to parallel process
  2. Focus on self-efficacy
  3. Normalizing experience
  4. Focus on skill
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15
Q

What are 3 other examples of interaction sequences?

A
  1. Assessing knowledge
  2. Multicultural awareness
  3. Focus on evaluation
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16
Q

RE: CESM, that Task Environment focuses on 4 stages:

A
  1. Exploration of feeling
  2. Focus on supervisory alliance
  3. Normalizing experience
  4. Exploration of countertransference
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17
Q

RE: CESM, what are 4 events most common in supervision (Ladany, 2005)?

A
  1. Remediating skill deficiencies
  2. Heightening multicultural awareness
  3. Negotiating role conflicts
  4. Working through countertransference
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18
Q

RE: CESM, what are 3 other events most common in supervision (Ladany, 2005)?

A
  1. Managing sexual attraction
  2. Repairing gender related misunderstandings
  3. Addressing problematic thoughts, feelings behaviors
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19
Q

Re: CESM, describe Resolution.

A

Increase in 1 or more of:

  1. Supervisee knowledge
  2. Supervisee skills
  3. Supervisory alliance
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20
Q

Describe the Hawkins and Shohet model.

A
  1. The “good enough supervisor” reminds supervisees what they already know & assist them to learn whatever is causing them to 2nd guess themselves.
  2. Seven-eyed model of supervision
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21
Q

Re: Hawkins and Shohet, describe the double matrix model.

A

Reflects 2 ways supervisors can conduct supervision

  1. Pay attention to supervisee-client matrix
  2. Attend to this matrix using immediacy techniques
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22
Q

Re: Hawkins and Shohet, what are 4 of the 7 modes by which the supervisor navigates the different relationships?

A
  1. Focus on client and what they present.
  2. Explore strategies used by supervisee.
  3. Focus on client-supervisee relationship.
  4. Focus on supervisee.
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23
Q

Re: Hawkins and Shohet, what are 3 other of the 7 modes by which the supervisor navigates the different relationships?

A
  1. Focus on supervisory relationship
  2. Supervisor focus on his/her own process. 6a: supervisor-client relationship
  3. Focus on wider context
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24
Q

RE: Hawkins and Shohet, what are 5 factors that serve as additional layers to their model?

A
  1. Style or role of supervisor
  2. Supervisee stage of development
  3. Counseling orientation of both
  4. The contract
  5. Setting or modality for supervision (individual, group)
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25
Q

Describe Holloway’s Systems Approach to supervision.

A
  1. 7 interconnecting dimensions that combine to provide road map for supervision
  2. The supervision relationship is the core dimension.
26
Q

What are Holloways 4 broader groupings of systems approach?

A
  1. Relationship
  2. Supervisor and supervisee
  3. Contextual dimensions
  4. Process dimensions
27
Q

Re: Holloway’s groupings, describe Relationship’s 3 essential elements that enhance supervision

A
  1. Interpersonal structure that addresses power over and power with
  2. Phase of relationship
  3. Contract of supervision
28
Q

RE: Holloway, what are supervisor factors that affect supervision?

A
  1. Professional experience
  2. Professional role
  3. Cultural worldview
  4. Interpersonal style
29
Q

RE: Holloway what are supervisee factors that affect supervision?

A
  1. Counseling experience
  2. Theoretical orientation
  3. Learning goals and style
  4. Cultural values
  5. Interpersonal style
30
Q

RE: Holloway, what are two contextual dimensions of supervision?

A
  1. The client

2. The organization (context in which counseling services are conducted)

31
Q

What is the final dimension in Holloway’s systems approach to supervision(SAS)?

A

Includes:

  1. Supervisor functions
  2. Learning tasks
32
Q

What is meant by combined models of supervision?

A

Combining 2 models of supervision in one category or across categories

33
Q

What are target issue models?

A

Models that focus on important issues such as multicultural supervision

34
Q

What are common factors models?

A

Those that look at major supervision models to determine characteristics they all have in common

35
Q

Describe Pearson’s (2006) combined model.

A
  1. Combines 3 roles of DM with humanistic, cog/beh, and solution-focused supervision
  2. Focus of supervision is theory driven
  3. Supervisor’s approach is process/model driven (teacher, consultant, counselor)
36
Q

Describe the transtheoretical model of clinical supervision (TMCS).

A 
1. Six stages
    A. Precontemplation
    B. Contemplation
    C. Preparation
    D.  Action
    E. Maintenance
    F.  Termination Phase
37
Q

In TMCS, what are 2 overarching sets of supervisor interventions?

A
  1. Experiential processes

2. Behavioral processes

38
Q

RE: TMCS experiential processes, what are 5 specific interventions?

A
  1. Consciousness raising
  2. Dramatic relief (catharsis)
  3. Self-reevaluation
  4. Environmental reevaluation
  5. Self-liberation
39
Q

RE: TMCS behavioral processes, what are 5 specific interventions?

A
  1. Stimulus control
  2. Counterconditioning
  3. Contingency management
  4. Social liberation
  5. Helping relationships
40
Q

Describe Gaete and Ness’ (2015) combine supervision model.

A

3 big discourses in supervision:

  1. Supervisor as trainer
  2. Supervisor as gatekeeper
  3. Supervisor as protector of clients
41
Q

How do Gaete and Ness propose optimal conditions for supervisee development?

A

Through moments of interaction in supervisory situations:

  1. First moment-need to establish a working alliance
  2. Second moment-Supervisors make judgments at all times of training, gatekeeping and protecting the client
  3. Third moment-Supervisor determines which supervisor role will best meet supervision task at hand.
42
Q

According to Gaete and Ness, what is the primary focus of a given supervisory moment?

A

The working alliance

43
Q

Describe the meaning of target issue models.

A

Models that target a particular supervision issue or population.

44
Q

Describe the synergistic model of multicultural supervision (SMMS).

A

Draws from 3 sources to provide a structure for process and content of supervision:

  1. Bloom’s taxonomy
  2. Ancis and Ladany’s heuristic model of non oppressive interpersonal development (HMNID)
  3. Multicultural counseling competetencies (MCC)
45
Q

Describe the Attachment-Caregiving Model of Supervision.

A
  1. Stresses centrality of the relationship to supervision
  2. Five relational states
    A. Attachment system activation
    B. Safe haven
    C. Attachment system deactivation
    D. Secure base
    E. Competence/learning
46
Q

Describe the Integrative Spiritual Developmental Model (ISDM).

A

Ogden and Sias recommend Fowler’s theory of faith development and Kohlberg’s theory of moral development to nurture counselor’s own spiritual development.

47
Q

What are 3 areas of focus in the Integrative Spiritual Developmental Model (ISDM)?

A
  1. Concrete and graduated orientation
  2. Interpersonal assessment and personally relevant application
  3. Skill development
48
Q

What are 3 other areas of focus in the Integrative Spiritual Developmental Model (ISDM)?

A
  1. Guided reflection and integration
  2. Supportive collaborative feedback
  3. Mentoring/continuity and follow-up
49
Q

Describe Common Factors Models

A

Draw from supervision literature aspects of supervision found in any other model

50
Q

RE: common factors models, what are 5 areas Watkins identified for supervision?

A
  1. Supervisee characteristics
  2. Supervisor qualities
  3. Supervision structures
  4. Supervision relationship elements
  5. Supervision common principles
51
Q

RE: common factors models, what are 4 other areas Watkins identified for supervision?

A
  1. Supervisor tasks
  2. Supervisor roles
  3. Supervisee change processes
  4. Supervisor common practices
52
Q

What are 4 common factors in Lampropoulos’ theory of supervision?

A
  1. The supervision relationship
  2. Support/relief from tension, anxiety and stress
  3. Instillation of hope and raising expectations
  4. Self-exploration, awareness and insight
53
Q

What are 4 other common factors in Lampropoulos’ theory of supervision?

A
  1. Theoretical rationale and a ritual
  2. Exposure and confrontation of problems
  3. Acquisition and testing of new learning
  4. Master of new knowledge
54
Q

What did Morgan and Sprenkle identify as 5 domains of supervision models?

A
  1. Development of supervisee clinical skills
  2. Acquiring knowledge about client dynamics
  3. Dev. Of supervisees as professionals
  4. Personal/emotional growth of supervisees
  5. Dev. Of autonomy and self-efficacy
55
Q

What 3 dimensions of supervision did Morgan and Sprenkle identify?

A

All 3 are described as continua

  1. Emphasis on clinical competence to professional competence
  2. Specificity from idiosyncratic/the particular to nomothetic/general
  3. Relations from collaborative to directive
56
Q

What 4 roles of supervision did Morgan and Sprenkle identify?

A
  1. Coach (high clinical competence and idiosyncratic emphases
  2. Mentor (high professional competence and idiosyncratic emphases)
  3. Teacher (high clinical competence and general emphases)
  4. Administrator (high professional competence and general emphases)
57
Q

What are common factors of supervision in Watkins and Scaturo’s Learning Based Model of Psychotherapy Supervision?

A
  1. Alliance/building maintenance
  2. Educational interventions
  3. Learning/relearning
58
Q

RE: Learning Based Model of Psychotherapy Supervision, what are 3 factors that make up the alliance building and maintenance domain?

A
  1. Secure base/facilitating environment
  2. Empathy, genuine positive regard
  3. Supervisory alliance ruptures/repairs
59
Q

RE: Learning Based Model of Psychotherapy Supervision, what are 3 OTHER factors that make up the alliance building and maintenance domain?

A
  1. Remoralization
  2. Supervisee readiness and preparation
  3. Corrective affective experience
60
Q

RE: Learning Based Model of Psychotherapy Supervision, what are 3 factors that make up the educational interventions/the cognitive domain?

A
  1. Case conceptualization
  2. The stimulus question
  3. Feedback
61
Q

RE: Learning Based Model of Psychotherapy Supervision, what are 3 OTHER factors that make up the educational interventions/the cognitive domain?

A
  1. Modeling
  2. Stimulus control
  3. Corrective cognitive experience
62
Q

RE: Learning Based Model of Psychotherapy Supervision, what are 3 factors that make up the learning/relearning/the psychomotor domain?

A
  1. Behavioral practice (i.e., role playing)
  2. Mental practice (encourage reflection before/after practice)
  3. Corrective behavioral experience (counterconditions to learn therapeutic skills like interrupting)

Fundamentals Of Clinical Supervision (4 decks)

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