Supervision

Question 1

Purpose of IDM Model

Answer 1

provides a structure by which supervisors conceptualize supervisees’ levels and skills and proposed that supervisees progress through 3 developmental stages in 3 overriding structures: Self/other awareness, motivation and autonomy (Bellinger & Carone, 2021)

Question 2

Self/Other Awareness within IDM

Answer 2

defined as counselor’s level of self-preoccupation, awareness of the client’s world, and ability to understand content of the client’s thought process and changes in the client’s emotions (Kozachuk & Conley, 2021)

Question 3

Motivation in IDM Model

Answer 3

understood in their level of interest in the client and investment or effort put forth in the counseling process (Kozachuk & Conley, 2021)

Question 4

How does IDM model conceptualize supervisees?

Answer 4

Conceputalize supervisees based on level of development overall and in a number of counseling domains (Kozachuk & Conley, 2021)

Question 5

Level 1 Supervisees in IDM Model

Answer 5

Highly anxious, entry-level clinicians characterized by lack of training and experience who are at early stages of being introduces to theory, diagnosis and assessment (Bellinger & Carone, 2021; Kozachuk & Conley, 2021; Poncy, 2020; Shelton & Zazzarino, 2020)

Question 6

Level 1 supervisees are typically trained in what?

Answer 6

use of basic counseling skills, such as use of reflections, clarification, probing and appropriate questioning (Bellinger & Carone, 2021)

Question 7

Supervisors of Level 1 supervisees should do what?

Answer 7

should provide support, encouragement, suggestions for approaches, encourage the supervisee to take risks, and teach the supervisee counseling skills that help tie theory together (Bellinger & Carone, 2021; Kozachuk & Conley, 2021)

Question 8

Level 2 Supervisees

Answer 8

Are likely to experience fluctuations in motivation due to experiencing both dependency on supervisor from feeling overwhelmed and autonomy from being confident and need more freedom in making decisions (Bellinger & Carone, 2021; Kozachuk & Conley, 2021)

Question 9

Level 3 Supervisees

Answer 9

more advanced, can identify dependency needs they have and are able to appropriate consulting with their supervisors by gaining a sense of autonomy in their work and increasing awareness of self/others (Bellinger & Carone, 2021; Poncy, 2020)

Question 10

Facilitative Interventions in IDM Model

Answer 10

Cathartic interventions needed that elicit emotion and validation; open ended questions facilitate client exploration; examples include active listening, praise, supervisor self-disclosure of own early counseling experiences (Bellinger & Carone, 2021; Shelton & Zazzarino, 2020)

Question 11

Confrontive Interventions in IDM Model

Answer 11

any interventions that the supervisor uses to identify and highlight discrepancies between the supervisee’s feelings and attitudes, beliefs, and/or behaviors in which they may be engaging with the client that could be impairing therapeutic functioning (Bellinger & Carone, 2021)

Question 12

Catalytic Interventions in IDM Model

Answer 12

helps expand awareness of supervisee’s clinical practice that may be out of present awareness, interventions could include probing, questioning and exploring with the supervisee (Bellinger & Carone, 2021)

Question 13

Directive Interventions in IDM

Answer 13

prescribing advice and confronting supervisee if needed, teaching component also serves as an alternative (Shelton & Zazzarino, 2020)

Question 14

Prescriptive Interventions in IDM Model

Answer 14

Prescriptive interventions: ways supervisor will give advice and make direct suggestions for the supervisee to engage in specific behaviors with clients (Bellinger & Carone, 2021)

Question 15

Feedback in IDM Model

Answer 15

measures more definitive in expectations for supervisee behaviors, and there are inventories that are excellent resources to guide supervisors in summative feedback (Shelton & Zazzarino, 2020)

Question 16

Supervisor Role in IDM Model

Answer 16

As supervisee becomes more stable, self-and-other aware, and independent, supervisor can utilize confrontive interventions to increase the supervisee’s awareness of how clients may be impacting them, however the supervisory relationship across all developmental levels should embody warmth, acceptance, understanding and trust (Bellinger & Carone, 2021; Poncy, 2020)

Question 17

Level 3i Supervisees

Answer 17

Supervisees have reached level 3 across multiple domains and demonstrate high levels of awareness through developing personal counseling style (Salvador, 2016)

Question 18

Limitations of IDM

Answer 18

major concern of IDM is solely benefitting the supervisee rather than the supervisor due to its diminutive application in the post-graduate supervision; inadequate methods and strategies that will pilot the supervisory processes (Salvador, 2016)

Question 19

Supervisors Role in using Discrimination Model

Answer 19

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 20

Main Goal of Discrimination model of Supervision

Answer 20

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 21

Supervisor as Consultant

Answer 21

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 22

Supervisor as Teacher

Answer 22

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

Question 23

Supervisor as Counselor

Answer 23

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 24

How does supervisors role and foci change in discrimination model?

Answer 24

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 25

Strengths of Discrimination Model

Answer 25

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 26

Criticism of Discrimination Model

Answer 26

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

Question 27

Intervention Function of Discrimination Model

Answer 27

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 28

Conceptualization Function of Discrimination Model

Answer 28

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 29

Personalization Function of Discrimination Model

Answer 29

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)

Question 30

Supervisees focused on what of supervisory relationship

Answer 30

Most supervisees focused on aspects of the supervisory relationship, thus indicating that the supervisory relationship is an important part of supervision (Bell et al., 2016)

Question 31

What do supervisors do in supervisor-supervisee relationship?

Answer 31

encourage trainees to reflect on and discuss case conceptualization, challenges, and concerns before the supervisor offers feedback or guidance (Poncy, 2020)

Question 32

Supervisors often prioritize what in supervision?

Answer 32

Supervisors often have task-specific items they prioritize in supervision but also beneficial to have adopted supervision theories or styles to guide supervisory relationship (Shelton & Zazzarino, 2020)

Question 33

What happens when supervisees have higher working alliance with supervisors?

Answer 33

The higher the working alliance, supervisees perceive to have with supervisors, the more willing they are to disclose in supervision (Li et al., 2020)

Question 34

Supervisors mainly focus on what in supervision?

Answer 34

Supervisors may mainly focus on supervisees’ skill development and client’s care by promoting supervisees to talk more about their counseling sessions (Li et al., 2020)

Question 35

Positive Feedback in Supervision

Answer 35

Positive feedback reflects the supervisee’s strengths and is given with the intention of reinforcing behavior, whereas corrective feedback addresses problematic behaviors to promote supervisee change (Wahesh et al., 2017)

Question 36

Effective Feedback in Supervision

Answer 36

If feedback is to be effective, supervisees must be open and responsive to it; constructive feedback can increase supervisees’ anxiety (McKibben et al., 2019)

Question 37

Creativity in Supervision

Answer 37

Creative activities for part of model should be aimed at helping supervisees improve their ability to recognize themes and patterns and to develop working knowledge of clients; Using creative methods with this focus has potential to aid in reflective process, which is vital to effective counseling practice (Koltz, 2008)

Question 38

Receptivity to Feedback

Answer 38

Supervisees were more receptive to feedback when supervisory relationship was supportive and trusting (McKibben et al., 2019)

Question 39

Section F ACA Code of Ethics

Answer 39

Supervision, Training and Teaching: supervisors, trainers and educators aspire to foster meaningful and respectful professional relationships and to maintain appropriate boundaries with supervisees and students in both in-person and electronic formats (ACA, 2014)

Question 40

Guidelines in Supervision

Answer 40

Initiating supervision, goal setting, giving feedback, conducting supervision, supervisory relationship, diversity and advocacy considerations, ethical considerations, documentation, evaluation, supervision format, supervisor and supervisor preparation (ACES, 2011)