Help Needed

Remember:

Please include a peer-reviewed APA reference. Make certain that you are utilizing the correct format for the referencing.

In your replies, you do not need to cite references however please respond to the post and tie in your thoughts to what is presented by your colleague.

MK- Classmate

The model of counseling supervision that I would like to learn more about is the Stoltenberg and McNeil's Integrated Developmental Model. The main tenets of this models is the three phases of learning that measures each level of progress in the therapeutic stages of growth and knowledge. These three stages and/or phases can be described as the interlocking of supervisor and counseling development (Bernard, & Goodyear, 2014). This model may apply to a supervisee who has discussed ethical dilemmas with their clients by being able to see the patterns of processes as well as growth. In this model the supervisee can measure specific areas of learning by discussing levels of comfort for the client, but also the interacting involving specific skills, values and the knowledge presented by the supervisee (Everette, Miehls, DuBois, & Garren, 2011).

Because ethical dilemmas should be at the forefront on interacting with any client, it is necessary to be proficient in the code of ethics and ethical laws, but also the be proficient in knowing the specific skills, values of the client and the field, and also to be knowledgeable of when certain practices should be presented in the scope of counseling (Bernard, & Goodyear, 2014).

Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Merrill/Pearson.

Everette, J. E., Miehls, D., DuBois, C., & Garren, A. M. (2011). The development model of supervision as reflected in the experiences of field supervisors and graduate students. Journal of Teaching in Social Work, 31(3), 250-264.

CN- Classmate

Good morning to everyone. Throughout this course, I feel the bulk of my attention has been on Humanistic and Motivational Interviewing supervision models. A supervisory model I would like to learn more about is one that was mentioned in one of my earlier responses, Situational Supervision. This model is centered on two integrated factors: recognizing that the supervisee, as they pass through different developmental stages, their competence increase, and each of the developmental stages requires the supervisor to assume a different role to meet the needs of their supervisee during the process. The Situational Supervision model is, “…based on three factors: the amount of direction (task behavior) that is provided by the leader, the amount of support (relationship behavior) that is provided by the leader, and the confidence and competence (readiness level) that is present in the follower” (Bedford & Gehlert, 2013, p. 57). Adapting this model to provide a framework for clinical supervisors reflects a social supervisory role model. Used in the clinical supervisor modality, the role of “leader” shifts among the three roles used by the Discrimination Model - teacher, counselor, or consultant. The focus is the same, supervisee’s competence & confidence, their skill & ability, and the intersecting axis. Applying this model to a supervisee who has discussed ethical dilemmas with their client, determining what stage the supervisee is at is important. In this case, I believe the supervisor would take the role of teacher in a direct compacity. Thank you, and I look forward to your feedback. 

Bedford, C., & Gehlert, K. (2013). Situational Supervision: Applying Situational Leadership to Clinical Supervision. Clinical Supervisor, 32(1), 56–69. https://doi.org/10.1080/07325223.2013.778727