Supervision

Question 1

Purposes of Supervision

Answer 1

A. Prepare competent professionals
B. Protect the welfare of clients by monitoring the quality of services provided to them
C. Rehabilitate impaired professionals
D. Provide personal and professional development
E. Evaluate the fitness of the supervisee as a gate keeping function of the profession

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Question 2

Types of supervision

Answer 2

Clinical and administrative

Question 3

Models of Supervision

Answer 3

Psychodynamic, cognitive-behavioral, person centered, systemic, narrative

Question 4

Psychodynamic Supervision

Answer 4

emphasizes teaching and the relationship processes between patient, counselor, and supervisor (Bradley & Ladany, 2001; Bernard &Goodyear, 1998). Interpersonal dynamics, intrapersonal dynamics, and parallel processes are somewhat overlapping key concepts to this model of supervision.

(Page 557).

Question 5

Cognitive-Behavioral Supervision

Answer 5

Behaviorally-oriented: The more behaviorally-oriented supervisor would focus on the specific learned skills (behaviorally defined and measurable) of the supervisee and on creation of a learning environment by employing the principles of learning theory (e.g., teach appropriate counselor behavior and extinguish inappropriate behavior) within the procedures of supervision (Bernard & Goodyear, 2001).
2. Cognitively-oriented: The more cognitively-oriented supervisor would emphasize identifying the supervisee’s self-talk (or internal dialogue) and challenging the supervisee’s cognitions and misperceptions (Bernard & Goodyear, 2001).

(Page 559).

Question 6

Person-centered Supervision

Answer 6

• The supervisee needs to have access to what actually transpired in the counseling interview.
• However, Rogers also emphasized the process of supervision as actually being a modified form of counseling.
• In addition to expressing to the supervisee how he would have interviewed the client, Rogers believed that the facilitative conditions of genuineness, warmth, empathy, etc., were necessary for both clients and trainees (Bernard & Goodyear, 2001; Hackney and Goodyear, 1984).

(Page 559).

Question 7

Systemic Supervision

Answer 7

1. Systemic supervision (which is virtually synonymous with family therapy supervision) focuses on the interlocking family and supervisory systems. 2. The emphasis of this model is on what the supervisor does in supervision rather than what he or she thinks about supervision.  The supervisory relationship is seen as a dynamic process in which personal interactions are conducted within a structure of power and involvement in the supervisee’s training. 3. The relational structure needs to be sufficiently flexible to accommodate the supervisee’s development and learning style (Holloway, 1995).

(Page 560).

Question 8

Narrative Supervision

Answer 8

1. Narrative supervisors attempt to assist trainees in helping clients re-write their stories as well as helping the trainee develop and revise his/her own professional story (Bradley & Ladany, 2001). 2. Supervision from this perspective has created some difficulties.  If the narrative supervisor intends to supervise in a way that is consistent with this viewpoint, how does he or she take the position as an expert responsible for a trainee?  Various methods have been

(Page 561).

Question 9

The Littrell, Lee-Borden, and Lorenz Model

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Answer 9

Stage 1: Relationship-building, goal-setting, and contracting Stage 2: Emphasis of the supervisor on teaching and helping the counselor deal with affective issues and skill deficits Stage 3: The supervisor adopts a more collegial role Stage 4: The supervisee takes responsibility

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Question 10

The Stoltenberg Model

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Answer 10

Level 1 – Supervisee is very dependent.  Limited autonomy should be encouraged. Level 2 – Characterized by dependency-autonomy conflict.  The supervisor should offer less structure and instruction. Level 3 – Characterized by conditional dependency.  The supervisor should treat the supervisee as a peer. Level 4 – The master counselor.  Supervision, if continued, becomes collegial.

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Question 11

The Logenbill, Hardy, and Delworth Model

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Answer 11

1. Emphasizes eight professional issues:
   competence; emotional awareness; autonomy; identity; respect for individual differences; purpose and direction; personal motivation; professional ethics
2. Emphasizes three levels:  stagnation  confusion  integration

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Question 12

Supervision Contracts

Answer 12

1. Purpose, Goals, and Objectives 2. Context of Services (where, when, what modalities will be used, etc.) 3. Methods of Evaluation 4. Duties and Responsibilities of Supervisor and Supervisee (e.g., the behaviors expected form both supervisor and supervisee) 5. Procedural Consideration (emergency procedures, record-keeping, etc.) 6. Supervisor’s Scope of Practice (the supervisor’s experience and credentials should be made explicit)

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Question 13

Stages of Development in Group Supervision

Answer 13

A. Forming: characterized by members getting to know each other; safety and security are important B. Storming: a stage of conflict and emotional expression; concern about issues of leadership and authority C. Norming: a stage of group cohesion in which the group establishes rules and norms D. Performing: characterized by a clear understanding of the work of the group and members roles E. Adjourning (Mourning): characterized by termination of the group and transition to life after the

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Question 14

Supervision Records to keep

Answer 14

1. The supervisory contract 2. A statement of the supervisee’s experience, training, and learning needs 3. A summary of all performance evaluations 4. Notation of all supervisory sessions 5. Cancelled or missed sessions 6. Notation of cases discussed and decisions made 7. Significant problems encountered in supervision and how they were resolved

(Page 570).