Bethuel Best Only Supervision paper 3

Running Head: SUPERVISION 1

SUPERVISION 6

Supervision: Philosophies and Forms

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Introduction

Supervision entails the process of watch or directing of activities critically. There are distinct skills and competencies that constitutes supervision giving the person in charge an opportunity to assist the supervisee and improve performance (Cero, 2015). In addition, supervision models and forms exist and are necessary for providing a framework for effectively engaging in the process of taking charge of individuals. The awareness of the models and forms of supervision helps the managers understand the underlying process of supervision and more importantly encourage active participation. Therefore, the paper discusses two philosophies of supervision namely; Cognitive Behavior Therapy (CBT) and Constructivism. The process of supervision is reinforced with the meaningful interactions between the supervisor-supervisee, and supervision approaches for the attainment of developmental progress.

Counseling Approach

Discuss specific counseling approaches, theoretical perspectives (CBT, REBT and Person Centered) and techniques used in the counseling session. Provide information about the difference between a counseling session and a supervision session.

Supervision Philosophies

Cognitive Behavior Therapy

The supervision philosophies include Cognitive behavior therapy and constructivism are models of supervision that act as interventions to enhance significant growth of supervisee. Cognitive Behavior Therapy is among the most effective and efficient form of supervision whereby the supervisor approaches the process using CBT interventions (Newman, Reiser & Milne, 2016). The task of supervision is serious and useful in increasing the value of the guidance. The person in charge, who is the overseer must establish a purposeful relationship with the supervisee based on principles integrated into therapeutic relationships. Discuss the techniques used in cognitive behavioral supervision. Discuss Focus or Concerns of cognitive behavioral Supervision, Methods of Supervision, Goals of Supervision, Strengths of the Model, and Weaknesses of the Model

Constructivism

On the other hand, in constructivism, the approach suggests that learners generate new concepts based on previous or current knowledge. According to Smith (2017), knowledge is subjective and varies according to the mental construction of individuals. The main focus of constructivist supervision should be centered on the observations and complaints of supervisors. In this case, constructivism provides a positive and useful method of conceptualizing the human experience as people function as active agents of in their life processes (Smith, 2017). Supervision should generate a learning context, alternative views about a problem alongside a procedure that is reflexive. Discuss the techniques used in cognitive behavioral supervision. Discuss Focus or Concerns of Constructivism Supervision, Methods of Supervision, Goals of Supervision, Strengths of the Model, and Weaknesses of the Model

Developmental level as a supervisor

Discuss the from a perspective of being a clinical supervisor for 3 years, and the developmental level as a supervisor and how this impacts your view of supervision and your personal supervision model.

Multi-cultural competency in supervision and its significance

Competency in supervision practices is a significant aspect in providing satisfaction. It is vital for supervisors to have competence both in their area of control and the proficiency of being a supervisor. In the actual sense, one must acquire necessary training to achieve necessary expertise in offering training. A consent agreement between a supervisor and supervisee is also useful and performs the function of clarifying all roles, obligations and responsibilities that are necessary to establish a valuable relationship.

Multicultural competence is also crucial considering the nature of diversity in the society today. Supervisors must be able to recognize the disparities in the nature of work and should have awareness, knowledge and management strategies. Multi-cultural consciousness is essentially related to high level of satisfaction among supervisees. In summary becoming a multi-culturally competent supervisor involves dealing with attitudes and beliefs concerning ethnicity, gender, race among other orientations. It also involves skills and intervention strategies necessary for serving diverse groups of people.

Conclusion

Supervision exists as an exercise meant to train and guide individuals to foster developmental progress, which is mostly reinforced by meaningful interactions. Models such as constructivism and Cognitive Behavior Therapy are approaches that support how guidance and leadership should be conducted. The models inherently improve the learning progress and satisfaction of supervisee to their assigned roles. Again competence serves a prime purpose in determining the outcome of being under charge especially in multi-cultural settings. Supervisors should have the professionalism to deal with disparities to strengthen the relationships that mitigate between differences and meeting the objectives of supervision.

Please ensure that the paper meets the length requirement (8 to 10) and the references (at least 10)

References

Certo, S. (2015). Supervision: Concepts and skill-building. McGraw-Hill Higher Education.

Newman, C. F., Reiser, R. P., & Milne, D. L. (2016). Supporting our supervisors: a Summary and Discussion of the Special Issue on CBT supervision. The Cognitive Behaviour Therapist, 9.

Smith, L. (2017). Necessary knowledge: Piagetian perspectives on constructivism. Routledge.