Supervision Flashcards
Purpose of IDM Model
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)
Self/Other Awareness within IDM
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)
Motivation in IDM Model
understood in their level of interest in the client and investment or effort put forth in the counseling process (Kozachuk & Conley, 2021)
How does IDM model conceptualize supervisees?
Conceputalize supervisees based on level of development overall and in a number of counseling domains (Kozachuk & Conley, 2021)
Level 1 Supervisees in IDM Model
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)
Level 1 supervisees are typically trained in what?
use of basic counseling skills, such as use of reflections, clarification, probing and appropriate questioning (Bellinger & Carone, 2021)
Supervisors of Level 1 supervisees should do what?
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)
Level 2 Supervisees
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)
Level 3 Supervisees
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)
Facilitative Interventions in IDM Model
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)
Confrontive Interventions in IDM Model
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)
Catalytic Interventions in IDM Model
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)
Directive Interventions in IDM
prescribing advice and confronting supervisee if needed, teaching component also serves as an alternative (Shelton & Zazzarino, 2020)
Prescriptive Interventions in IDM Model
Prescriptive interventions: ways supervisor will give advice and make direct suggestions for the supervisee to engage in specific behaviors with clients (Bellinger & Carone, 2021)
Feedback in IDM Model
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)
Supervisor Role in IDM Model
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)
Level 3i Supervisees
Supervisees have reached level 3 across multiple domains and demonstrate high levels of awareness through developing personal counseling style (Salvador, 2016)
Limitations of IDM
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)
Supervisors Role in using Discrimination Model
Supervisors using discrimination model attempt to assess each supervisee’s training needs and tailor approach accordingly by selecting appropriate area of focus (Timm, 2015)
Main Goal of Discrimination model of Supervision
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)
Supervisor as Consultant
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)
Supervisor as Teacher
assumed when supervisor perceives supervisee requires instruction or direct feedback (Crunk & Barden, 2017)
Supervisor as Counselor
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)
How does supervisors role and foci change in discrimination model?
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)
