IDM Flashcards
Stoltenberg, C. D., (2005). Enhancing professional competence through developmental approaches to supervision. The American Psychologist, 60(8), 857-864. https://doi.org/10.1037/0003-066X.60.8.85
Stoltenberg (2005)
** Integrative Developmental Model for supervising counselors simplified
Developmental Model of Clinical Supervision
Conceptualizes the PROCESS by which cit’s increase competency
EXPERIENCE affects cit’s Supervision needs
Importance of using model
Framework for testable hypothesis for why and when to use an intervention
Means of assessment - identifiable skills and behaviors that define what competence is in profession
Basic assumption - training approaches for various levels of development should vary appropriately
Three levels of development
Level 1-experience high anxiety related to self focus, focus is on own behavior, thoughts, and emotions, highly motivated, teach specific therapeutic behaviors
Level 2-awareness focuses more on the client, helps clinical intercepts which increases motivation and autonomy -or- confusion and negatively impacting motivation and autonomy, attention to client and therapist, focus on disruptions from the usual that elicit anxiety use of catalytic interventions
Level 3- spv can focus on client and self, increased ability to reflect on process, tap into prior knowledge, greater confidence is apparent which has a stabilizing affect on motivation and autonomy, focus on supervisory relationship
Level 3i-integration across various domains
Overarching structures by which you can monitor progress in trainee development - changes in these areas occurred systematically as supervisees gained proficiency
Self and other awareness Motivation Autonomy
Used descriptions of supervisory interventions described by loganbill, hardy and delworth (1982).
Facilitative- communicate support and encouragement (all levels)
Prescriptive - specific direction (level 1)
Conceptual-connect science to practice -link theory to practice (level 1), solidify (level 2 or even level 3)
Confrontative- challenge spv’s to move beyond what is safe- encourage to focus on CT’s or self reflection (level 1), lagging motivation or stagnation (level 2 and 3)
Catalytic-commenting on therapeutic process, directing attn to thoughts and emotions at specific points, focusing on ct reactions (level 2 or 3)
Supervision environments
Should decrease in structure
Domain-specific development - could be at a different developmental level if starting in a new domain, or if the content of supervision is anxiety provoking (si)
Limitations- not been empirically tested, lack of clarity on HOW supervisees develop in which domains in response to what experiences and environments. Argues that amt of research stimulated by these models dwarfs lack of research
Strengths - roadmap that provides guidance on how to get to the final destination
Consistent with human development (assimilation and accommodation processes (piaget)- quantitative changes within levels, qualitative changes between
Stoltenberg, C.D. & McNeill, B.W. (2010). IDM supervision: An integrative developmental model for supervising counselors and therapists (3rd ed.). Routledge.
(Theoretical Foundations - Ch. 1)
Cognitive processing is the learning theory that underlies IDM.
Schemata- information regarding the function, categories, parts etc. of something as well as images of the entity are organized together in memory. They allow us to recognize new examples of something quickly and draw inferences in new situations. Formulated when a learner notes similarities across more than one example and forms a mental representation that encodes these similarities. A prototype of an averaged of experiences is formed based on similarities. Novices use overgeneralized schemata. In order to refine schemata - learner needs to make a conscious decision to understand the limitations of existing schemata. Supervisors role is to highlight crucial differences between the characteristics of the current ct and the schema the sup is using. This is done by having a range of experiences and encourage sup ability to reflect on or refine schemata.
Bernard, J.M., & Goodyear, R.K. (2019). Fundamentals of Clinical Supervision (6th ed.). Pearson.
(Bernard & Goodyear, 2019).
***Integrative Developmental Model of Supervision
Best known and most widely used stage developmental model of supervision
Counselors develop through 4 stages (or levels) each of which is characterized by changes on “three overriding structures”:
Self-Other Awareness
Motivation
Autonomy
Level 1 - includes spv who are new to training or to a particular modality
SOA-self-preoccupation because anxious and
confused.
M - high because anxiety
A-dependent on supervisor, need structure, positive
feedback and little direct confrontation
Level 2-Spv prepared for less structure and spv is less directive
SOA - can focus on client better, but confusion can
be high
M-fluctuating vacillate btwn confident and confused
A - conflict btwn autonomy and dependency
Level 3-need more personalized approach on use of “self” in therapy
SOA-spv can remain focused on client while
attending to own personal reactions
M-consistent,
A-solid belief in own professional judgement
Level 3i - personalized approach to practice in multiple domains - assessment, conceptualization, interventions). Strong awareness of their strengths and weaknesses.
Supervisees need to become competent in these 8 domains - can be the focus of supervision at any given time: Intervention skills Assessment techniques Interpersonal assessment Client conceptualization Individual difference Theoretical orientation Treatment plans and goals Professional ethics
Careful selection of interventions -
Level 1` - facilitative interventions (care and support), Prescriptive interventions (provides structure), modest amt of conceptual interventions (theory to practice and dx to treatment), occasional catalytic (questioning, exploring, raising issues, etc.) when self absorbtion has been reduced.
Level 2 - facilitative, prescriptive (sparingly), real work is with conceptual (multiple ways to see ct issues) and confrontational (point out discrepancies), catalytic (focus on moment-to-moment events).
Level 3-facilitative, occasional confrontational but less so, conceptual (determine spv own orientation to clinical work), catalytic interventions if spv experiences blocks.
supervisors need to understand how spvs develop useful schemata - KIA (reflects actions that are automatic for spv; RIA (supervisee notices what is occurring that is different from other interpersonal interactions, ROA- can use tape if RIA didn’t happen in session. schema are refined so RIA becomes more complex and KIA reportoire is expanded.
Stoltenberg, C.D. & McNeill, B.W. (2010). IDM supervision: An integrative developmental model for supervising counselors and therapists (3rd ed.). Routledge.
Stoltenberg & McNeill, 2010
(Overview of IDM - Ch 2)
IDM views development, within specific domains, as progressing through Levels 1, , and 3, with a final push toward integration across domains (Level 3i). Consequently, any given trainee (except perhaps one at the entry level with no relevant prior experience) will often be functioning at different levels across various domains at any point in time
Limitations -
p. 21 - some say theory has not readily translated into concrete applications. S & Mc argue that concrete applications should not be equated with rigid, formulaic prescriptions of supervision techniques.
Monitor trainee development by closely attending to three OVERRIDING structures: (1) Self-and Other-awareness: Cognitive and Affective - thought models and empathetic understanding - is knowledge base and ability to adapt it in session; (2) Motivation - the supervisee’s interest, investment and effort; (3) Autonomy - degree of independence demonstrated by the trainee.
SPECIFIC DOMAINS. These are specific domains of clinical practice for which overriding structures provide guidance in assessing developmental level. - (1) Intervention Skills Competence, (2) Assessment Techniques, (3) Interpersonal Assessment, (4) Client Conceptualization, (5) Individual differences, (6) Theoretical orientation, (7) Treatment plans and goals, (8) Professional ethics
Stoltenberg, C.D. & McNeill, B.W. (2010). IDM supervision: An integrative developmental model for supervising counselors and therapists (3rd ed.). Routledge.
(Nuts and Bolts- Ch. 7)
Central to IDM is the supervisory relationship - moment -to-moment ainteractions that can constitute a meaninful, itnimate interpersonal realtionship that contributes to the inc. self-awarness of the superivsee.
Elements of supervision that are separate from the overarching model but important to consider in facilitating the clincial supervison process.
Here fall supervision standards
Skill Development - enhance trainee’s processing of their interactions with clients and learning form these experiences - stimulate ROA - what are you feeling at this point in the session? what are those feelings in response to? what are you feeling now? OR enhance trainee’s processing of skills in action (KIA) - what are doing? what purpose does it serve? Is it working?
Evaluation. Ongoing process- starts at initiation of sup relationship - clarification of roles, previous experiences, expectations, etc. Should be timely feedback in which their strengths and areas of weakness are clearly articulated and discussed in the context of the supervisor relationship. Normalizing strengths and areas of weakness helps reduce anxiety - overriding structures provide context for where they are at developmentally.
IDM ch 10
Legal and ethical
