Integrated Developmental Model Flashcards
Stoltenberg, C. D. (1997). The integrated developmental model of supervision: Supervision across levels. Psychotherapy in Private Practice, 16(2), 59–69. https://doi.org/10.1300/J294v16n02_07
Level 1: early training, perform a given technique, little capacity for consideration of ct’s perspective or affective tx reactions, high motivation, low other awareness, low autonomy
- supervisor tasks: provide info but avoid overwhelming with nuance, presentation of techniques (modeling, role play, etc), focus on trainee evaluation of self-performance, provide structure
Level 2: mastered basic listening and attending skills, supervisee may experience differential effectiveness of techniques with different cts, may impact motivation, vacillation on autonomy, able to attend more to ct emotional experience, has a wider array of techniques but lacking integration with theoretical orientation, interpersonal assessment limited (strong focus on ct)
-supervisor tasks: balance between structure and autonomy, supervisee non-disclosure can become an issue necessitating monitoring of all cts, challenge supervisees to articulate rational, increased use of process comments (begin interpersonal awareness), nonjudgmental, empathic, validating to help reduce defensiveness and facilitate personal exploration
Level 3: increased stability and continued growth in many domains, increased autonomy and openness to supervisory feedback, greater self-awareness of strengths and weaknesses, increased confidence, more able to access all levels of info (ct perspectives, co perspectives, assessments, hx data, etc.), seek additional training in new techniques (starting process over in some domains), desire to confront issues of transference/countertransference
- supervisor tasks: less imparting information, consultant role, gently guiding processing and gaining insights
Stoltenberg, C. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal of Counseling Psychology, 28(1), 59–65.
Developmental model with 4 levels and differing optimal supervisory environments
Level 1- novice counselor with little practical experience. Supervisors need to balance support with growing need for autonomy. Imitation of supervisor or other expert is common. Not all questions should be answered concretely. Encouraged exploration and reflection on supervisee’s feelings, especially elicited with ct in session. Assume the role of teacher at times and encourage risk taking. Close monitoring of cases is needed.
Level 2- Sounds like a teenager, oscillating between dependency and autonomy. Supervisee is striving to carve out their own identity. Supervision becomes more nondirective, allowing maximum latitude as developmentally appropriate. Continued skill acquisition is occurring, and therefore instruction may still be needed at times.
Level 3- Increased sense of identity, more aware of continued dependency needs and other growth areas. This counselor is no longer a staunch advocate of any one technique and also is more able to see value in others’ work from differing theoretical perspectives. Supervision moves focus from individual growth toward increased empathy toward others. Also more direct confrontation can take place here, as sense of professional self is established.
Level 4- Master counselor who is able to hold tensions, insightful with awareness of limitations of insight. Supervision not necessary at this stage because the counselor is insightful enough to know when consultation is necessary.
Supervisors need to be flexible in creating an optimal supervision environment that takes into account developmental level and is also personalized to each individual.
Lots of overlap between Erikson and Kohlberg.
(Bernard & Goodyear, 2019)
Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (Sixth edition). Pearson.
Ch 2 Models- IDM
4-stage model, cognitive basis, but less prominent over years
looks at 3 overriding structures: self/other awareness, motivation, autonomy
these structures shift over the stages
Level 1: limited training or experience
- motivation: high, as is anxiety, focused on acquiring skills, wanting “correct” answers
- autonomy- dependent, needs structure, positive feedback, little direct confrontation
awareness: high self-focus limited awareness, nervous re evaluation
Level 2: transitional from dependent to more independent, usually after 2-3 semesters of practicum
- motivation: fluctuating, vacillates between very confident to underconfident
- autonomy: more independent, but autonomy conflicts, adolescent in nature, can manifest as resistance
Awareness: greater ability to focus on and empathize with ct, can veer into enmeshment with ct
Level 3: developing a personalized approach to practice, using self in therapy
- motivation: consistent, some doubts, but without being immobilizing
- autonomy: solid belief in judgment, independent practice, collegial supervision
- awareness: return to being self-aware but with deeper quality than level 1, can both attend to ct and monitor personal reactions to make informed decisions re clients
Level 3i: reaching level 3 across multiple domains. Task is to integrate across domains, moving easily across them. Has awareness of strengths and weaknesses.
8 domains: intervention skills competences; assessment techniques; interpersonal assessment; client conceptualization; individual differences; theoretical orientation; treatment plans and goals; professional ethics
Facilitative interventions: cathartic, catalytic (self exploration), supportive
Authoritative interventions: prescriptive (advice giving), informative (provide info), confronting (point out discrepancies in feelings attitudes or behaviors)
Knowing-in-action (KIA)- actions that are automatic for supervisees
Reflection-in-action (RIA)- supervisee notices what is occurring that is different from other interpersonal interactions or what has occurred with other clients
reflection-on-action (ROA)- between sessions, based on RIA and supervisor encouragement and stimulate ROA. Through this process schema are refined and more complex RIA in session can occur as well as expanded repertoire of KIA bhx.
Shelton and Zazzarino 2020
Shelton, D., & Zazzarino, A. (2020). Infusing counseling theories with the integrated developmental model: Strengthening supervision practices. Journal of Human Services: Training, Research, and Practice, 6(1), 1–26.
IDM can be used integrated with counseling theory
examples were SFBT and person-centered
a variety of techniques can be used that are congruent both with IDM and selected theory
consider the role of the supervisor, relationship between supervisee and supervisor
solution-focused techniques focus on short-term change and can be integrated with IDM to meet developmentally appropriate level
Regardless of style used, evaluation is necessary. Formative provides ongoing
integration of intentional multicultural conversations from beginning are more effective
Stoltenberg, 2005
Stoltenberg, C. D. (2005). Enhancing Professional Competence Through Developmental Approaches to Supervision. American Psychologist, 8.
Early model of IDM was overly simplistic
overarching structures in development; tend to occur systematically
if supervisees have various needs at different levels, then reasonable to assume supervision process should vary accordingly
facilitative- supportive, encouraging, useful at all levels
prescriptive interventions- good for level one, provide specific input or directives
conceptual- good for level one, link theory to practice, also good to broaden and solidify level 2 and 3
confrontive- best in level one but useful for 2 and 3 when motivation lags or to encourage risk-taking
catalytic- expand awareness of supervisee, can help move level 1 to 2, but most useful in level 2 and 3
attention to ct and tx is common in practicum, where focusing on supervision relationship occurs at internship.
level 2 is difficult to study quantitatively due to fluctuating levels of awareness, motivation, and somewhat autonomy
