1. Learning to Think like a Supervisor Supervisor Orientation Meeting August 14, 2009 University of North Carolina

2. What is Supervision?  A means of transmitting the skills, knowledge, and attitudes of a particular profession to the next generation of that profession.  This relationship is evaluative, extends over time, and  has the simultaneous purpose of enhancing the professional functioning of the junior member(s),  monitoring the quality of services offered, and  serving as a gatekeeper for those who are to enter the particular profession. Bernard & Goodyear (2004)

3. Models of Supervision  Theory-based Models (influenced by supervisor’s theoretical orientation; focus on specific counseling skills from different theoretical orientations; Murphy & Kaffenbergr, 2007).  Developmental Models (beginning, intermediate, advanced; from rigid and shallow to competence and self-assured; Stoltenberg & Delworth (1987).  Integrative Models; Social Role Models (three supervisory roles, three areas for skill-building; Discrimination Model, Bernard & Goodyear)

4. Discrimination Model-Bernard and Goodyear, 2004  Provides options that supervisors use when training student counselors throughout their clinical field experiences.  Emphasized three roles of the supervisor: Teacher-Provide information, instruction, direction. Teacher-Provide information, instruction, direction. Counselor-Focus on interpersonal and intrapersonal interactions. Counselor-Focus on interpersonal and intrapersonal interactions. Consultant-Relate as colleagues in the exchange of information and ideas. Consultant-Relate as colleagues in the exchange of information and ideas.  Emphasizes four foci for supervision: Intervention-what specific interventions are implemented to address client concerns? Intervention-what specific interventions are implemented to address client concerns? Conceptualization-how well does the student counselor understand the needs of the client? Conceptualization-how well does the student counselor understand the needs of the client? Personalization-what personal counseling style does the student use, and are they area of boundaries, transference, counter-transference? Personalization-what personal counseling style does the student use, and are they area of boundaries, transference, counter-transference? Professional behaviors and standards-does the student counselor model professional and ethical behavior at all times in interactions with students, parents, teachers, and other school-based personnel? Professional behaviors and standards-does the student counselor model professional and ethical behavior at all times in interactions with students, parents, teachers, and other school-based personnel? Murphy & Kaffenberger (2007)

5. School Counseling Supervision Model-Luke & Bernard (2006)  Based on the premise that the primary domains of professional school counseling are amenable to clinical supervision. Large group intervention (classroom guidance, parent trainings, in-service workshops). Large group intervention (classroom guidance, parent trainings, in-service workshops). Counseling and consultation (with students, parents, and teachers). Counseling and consultation (with students, parents, and teachers). Individual and group advisement (academic advising, career advising, psychoeducation). Individual and group advisement (academic advising, career advising, psychoeducation). Planning, coordination, and evaluation. Planning, coordination, and evaluation.

6. School Counseling Supervision Model-Luke & Bernard (2006)

7. Other Supervision Tips  Remember the developmental level of your supervisee. Initial supervision sessions are likely to be from the teacher and counselor role.  Any part of the school counseling experience is subject to supervision-not just clinical interactions.  Still, a focus on basic skills development is a key component of practicum.  As students progress through the year, you are likely to supervise more from the counselor and consultant role, and focus more on areas of personalization, professional development, and conceptualization.  Other tips, best practices, words of wisdom?????

8. References  Bernard, J. M. & Goodyear, R. K. (2004). Fundamentals of Clinical Supervision (3 rd ed.). New York: Pearson/Allyn & Bacon.  Luke, M. & Bernard, J. M. (2006). The school counseling supervision model: An extension of the discrimination model. Counselor Education and Supervision, 45(4),282-296.  Murphy, S. & Kaffenberger, C. (2007). ASCA national model: The foundation for supervision of practicum and internship students. Professional School Counseling, 10(3), 289-296.