Discrimination Model of Supervision

Question 1

Supervisors Role in using Discrimination Model

Answer 1

Supervisors using discrimination model attempt to assess each supervisee’s training needs and tailor approach accordingly by selecting appropriate area of focus (Timm, 2015)

Question 2

Main Goal of Discrimination model of Supervision

Answer 2

Trainee’s attainment of clinical competence is typically main goal of clinical supervision; Discrimination model provides conceptualization of clinical supervision on both an educational and a relationship process (Crunk & Barden, 2017; Timm, 2015)

Question 3

Supervisor as Consultant

Answer 3

more collaborative role that is assumed when supervisor deems it appropriate for supervisee to think and act more independently, or when supervisor aims to encourage supervisee to trust his or her own insights and can provide alterative interventions and/or conceptualizations for trainee use; supervisors encourage brainstorming of strategies and interventions, facilitate discussion of client concerns and solicit trainee feedback (Crunk & Barden, 2017; Timm, 2015)

Question 4

Supervisor as Teacher

Answer 4

assumed when supervisor perceives supervisee requires instruction or direct feedback (Crunk & Barden, 2017)

Question 5

Supervisor as Counselor

Answer 5

appropriate for when supervisor aims to increase supervisee reflectivity, or to process supervisee’s internal reality and experiences related to his or her professional development or work as a counselor (Crunk & Barden, 2017)

Question 6

How does supervisors role and foci change in discrimination model?

Answer 6

roles and foci of assessment might change within a supervision session and across sessions; despite clearly articulated roles, complex nature of supervisor/supervisee interaction necessitates rapid movement from one role to another, and overlap between two roles (Crunk & Barden, 2017; Timm, 2015)

Question 7

Strengths of Discrimination Model

Answer 7

DM is amenable to any therapeutic orientation , accessible to beginning supervisors, allows placement of clear boundaries around roles which is a good preventative measure for avoiding role ambiguity (Timm, 2015)

Question 8

Criticism of Discrimination Model

Answer 8

Model itself doesn’t thoroughly address supervisory relationship (Crunk & Barden, 2017)

Question 9

Intervention Function of Discrimination Model

Answer 9

Observable behaviors that supervisee demonstrates in session, such as demonstration of skills and interventions; what supervisee is doing in session that is observable by supervisor (Bernard & Goodyear, 2009; Crunk & Barden, 2017)

Question 10

Conceptualization Function of Discrimination Model

Answer 10

cognitive processes, such as supervisee’s ability to recognize client’s themes and patterns, as well as supervisee’s level of understanding of what is taking place in session; how supervisee understands what is occurring in the session, identifies patterns, or chooses interventions (Bernard & Goodyear, 2009; Crunk & Barden, 2017)

Question 11

Personalization Function of Discrimination Model

Answer 11

supervisee self-awareness and ability to adapt his or her own personal style of counseling while maintaining awareness of personal issues and countertransference; how supervisee interfaces a personal style with therapy at same time that he/she attempts to keep therapy uncontaminated by personal issues and countertransference responses (Bernard & Goodyear, 2009; Crunk & Barden, 2017)