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)
Strengths of Discrimination Model
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)
Criticism of Discrimination Model
Model itself doesn’t thoroughly address supervisory relationship (Crunk & Barden, 2017)
Intervention Function of Discrimination Model
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)
Conceptualization Function of Discrimination Model
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)
Personalization Function of Discrimination Model
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)
Supervisees focused on what of supervisory relationship
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)
What do supervisors do in supervisor-supervisee relationship?
encourage trainees to reflect on and discuss case conceptualization, challenges, and concerns before the supervisor offers feedback or guidance (Poncy, 2020)
Supervisors often prioritize what in supervision?
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)
What happens when supervisees have higher working alliance with supervisors?
The higher the working alliance, supervisees perceive to have with supervisors, the more willing they are to disclose in supervision (Li et al., 2020)
Supervisors mainly focus on what in supervision?
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)
Positive Feedback in Supervision
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)
Effective Feedback in Supervision
If feedback is to be effective, supervisees must be open and responsive to it; constructive feedback can increase supervisees’ anxiety (McKibben et al., 2019)
Creativity in Supervision
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)
Receptivity to Feedback
Supervisees were more receptive to feedback when supervisory relationship was supportive and trusting (McKibben et al., 2019)
Section F ACA Code of Ethics
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)
Guidelines in Supervision
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)
