1. Supervision Models and Methods
The University of Tennessee at Martin
Master's Program in Counseling
In order to be an effective supervisor, it is important to become familiar with accepted supervision theory and methods. In this training module we will discuss some of the most common and useful theories and methods. The adoption of a particular theory or style should be guided by both the research on best practices and the fit of those techniques with your own unique supervisory style. Just as a counseling technique is only as useful as your belief in it, so to is your selection of a supervision theory. So as you examine the different theories and concepts in this module, consider how each fits your own personal style and professional beliefs.
Models of supervision provide a conceptual framework for supervisors. The help make supervision cohesive and guide supervisors toward providing supervision that addresses their supervisee’s needs. (Bernard & Goodyear, 2014)

2. Goals of Training
Introduce the concepts of supervision models and methods
Outline a Developmental Model of Supervision
Outline an Integrated Model of Supervision
Introduce Multicultural Methods of Supervision
The goals for this module are

3. Developmental Models
Trainee moves from a place of dependency, with limited skill and awareness to increasing autonomy, awareness and skill
Supervisors match intervention with the supervisee’s level of development
Developmental models are appealing for at least two reasons: first, it makes sense intuitively (most of us think we are better than when we first began); second, it is hopeful, there is the implication that the supervisee will get better over time. Typical Developmental models focus on the movement of the supervisee from a position in which they need to rely on the supervisor to a position of more independence. An effective supervisor recognizes the developmental level of the trainee and matches his or her supervision to match that. You may have a supervisee who already possesses years of counseling experience and is relatively confident in his or her ability to tackle challenges independently. In this case you are more likely to allow them to work on their own with less intervention from you. If, however, you notice that the supervisee is less confident and less experienced, you may want to adjust the amount of freedom you allow. These are clinical decisions that you must make as you get to know our student.

4. Integrated Developmental Model (IDM)
Self-Other Awareness: Cognitive and Affective
Motivation
Autonomy
This is the best known and most widely used stage developmental model of supervision. Supervisors tend to like it because it both describes supervisee processes, and prescribes supervisor interventions to match those processes. It is practical as well as sound theoretically. The IDM describes counselor development as occurring through four stages, each of which is characterized by changes on three structures.
The first is “Self-Other Awareness: Cognitive and Affective”. This is concerned with the level of self-preoccupation, awareness of the client’s world and sense of self-awareness. Cognitiion refers to the content of thought processes and the affective component refers to changes in emotion.
Motivation refers to the supervisee’s interest, investment, and effort expended in clinical training and practice
Autonomy reflects the degree of independence that the supervisee is manifesting

5. IDM Level 1
Level One: the trainee is dependent upon the supervisor, imitative, lacking in self-and other awareness, and limited by categorical thinking and little experience.
Supervisor should offer instruction, interpretation, support and structure.

6. Stoltenberg, cont. Level Two: Dependent-Autonomous
The supervisee is struggling with the urge to be autonomous with the need to be dependent
Motivation may fluctuate
Self-awareness increases
Supervisor uses support, ambivalence clarification, and less instruction

7. Stoltenberg, cont Level 3: Conditional Dependency
Emerging counselor identity
Increased motivation, empathy and insight
Supervisor begins to treat the supervisee more like a peer

8. Stoltenberg, cont. Level 4: Integrated
Supervisee has gained adequate self and other awareness, become more insightful of strengths and weaknesses, and has integrated the standards of the profession with his or her own counselor identity.
Supervision is collegial in nature

9. Bernard’s Discrimination Model of Supervision
Three Foci for Supervision:
Process Skills
Supervisee’s observable behaviors in session
Conceptualization Skills
Supervisee’s clinical understanding of the client
Personalization Skills
How the supervisee’s personality impacts carrying out the counseling role while preventing personal issues from contaminating the session
Process refers to techniques and strategies to use in therapy. The focus here is on the actual implementation of skills. For example: the ability to open an interview smoothly, competence in the use of reflection, restatement, or interpretations
Conceptualization is a more cognitive focus that relies on the intern's analysis of client patterns, identification of progress, as well as realistic models or goals for clients.
Personalization can encompass openness to supervision, cognitive and emotional self-awareness of the intern, and how interns integrate their personal style with their counseling style. These are all of the personal things supervisees bring to counseling including their personality, cultural background, sense of humor and sensitivity to others.

10. Discrimination Model, cont.
Fourth Foci: Professional Skills
Added by Lanning (1986)
Ethical and legal issues
Record keeping and other administrative roles/duties

11. Discrimination Model, cont.
Three Potential Roles of the Supervisor
Teacher
Counselor
Consultant

12. Discrimination Model Teacher Evaluate observed counseling sessions
Identify appropriate interventions
Teach, demonstrate, or model intervention techniques
Explain the rationale behind specific strategies and/or interventions
Interpret significant events in counseling sessions

13. Discrimination Model, cont.
Counselor
Explore supervisee’s feelings during counseling and/or supervision sessions.
Explore supervisee’s feelings toward specific strategies or techniques.
Facilitate supervisee’s self-exploration of confidence and/or worries during the session.
Help supervisee define personal competencies and areas of growth.
Provide opportunities for supervisees to process their own affect or defenses.

14. Discrimination Model, cont.
Consultant
Provide alternative interventions and/or conceptualizations for the supervisee to use.
Encourage supervisee brainstorming of strategies and/or interventions
Encourage supervisee discussion of client problems, motivations, etc.
Solicit and attempt to satisfy supervisee needs during the session.
Allow supervisee to structure the supervision session.

15. Integrating Foci and Roles
Process
Conceptualization
Personal
Professional
Teacher
Counselor
Consultant

16. Multicultural Supervision
Involves the implications of cultural similarities and differences in the counseling triad: the supervisor, supervisee, and the client.
Could include: culture, race, ethnicity, social class, gender, sexual orientation and belief systems.
Attention is focused on how these impact both the supervision and the counseling relationship
It is possible for cultural issues that emerge between the supervisee and the client manifest themselves in the supervisory relationship also. Or issues that emerge in the supervisory relationship may emerge in the counseling relationship. Sensitivity to multicultural issues

17. Reasons for Multicultural Training in Supervision
The influence of culture in supervision is often over interpreted, under interpreted, or ignored.
Race is a very charged issue which will emerge on its own if not directly addressed. For example:
Unintentional racism, cultural tunnel vision, white privilege, paternalism and oppression
Misuse of the power inherent in the supervisory relationship
Mistrust and vulnerability within supervision
Communication issues

18. Results of Multicultural Training in Supervision
Supervisees instructed to focus on multicultural issues in case conceptualization were better able to consider these, as opposed to supervisees were not instructed to do so.
Receiving multicultural supervision is significantly predictive of multicultural counseling competence.
Supervisor’s role to serve as a catalyst or a facilitator of the trainee’s development of cultural awareness in the therapeutic process.

19. Introducing Multicultural Issues in Supervision
Responsibility of the supervisor
Supervisees can learn how:
Cultural issues influence theoretical orientation, case conceptualization, and treatment planning
Culture impacts perceptions of clients and clients’ perceptions of them.
Supervision becomes a place to continue to explore own cultural identity
As the supervisor it is your responsibility to make multicultural issues a focus of supervision. To do this you need to be comfortable with these issues as they relate to your own counseling. This takes reflection, consultation, and study.

20. Questions to Ask to Prompt Multicultural Focus
How does your worldview and beliefs about the counseling process influence your expectations and goals of therapy and supervision?
What assumptions are you making about the client based on your worldview/cultural values?
What struggles challenges do you have as you work with culturally different clients?