Changes in supervision as counselors and therapists gain experience: A review (original) (raw)
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Changes in supervision as counselors and supervisors gain experience: A review
Professional Psychology: Research and Practice, 1987
Evidence bearing on whether and how counselors and supervisors receive or give different types of supervision of psychotherapy as they each gain experience was investigated. Theories describing changes in supervision of counselors as they gain experience are reviewed. Most are similar to each other. They posit changes in the supervisee, with supervision environments being matched to the changing needs of the supervisee. There are three theories concerning how the supervisor changes as he or she gains experience. Findings from empirical studies are consistent with theories of counselor development but only weakly supportive of the theory that actual supervision environments are matched to supervisee needs. Findings from empirical research on changes in supervisors as they gain experience reveal few differences in supervisors at any level beyond the master's degree.
International Journal of Psychology and Educational Studies, 2024
The study investigated how clinical supervision affects the personal and professional development of first-time supervisees. The explanatory sequential mixed methods research design was employed in the study. Quantitative data was collected using a single group pretest-posttest experimental design to evaluate the impact of supervision on the personal and professional development of counselors in training. Individual interviews were conducted with 51 volunteer participants who were counselors in training at a state university in western Türkiye. Paired-sample t-tests were used to analyze the quantitative data, while content analysis was employed for the qualitative data. The findings showed that supervision significantly enhanced the counselors in training's effective counselor characteristics and self-awareness management strategies. However, there were no significant differences in hindering self-awareness and professional disposition. The qualitative analysis revealed that counselors in training who participated in supervision gained a deeper understanding of counseling procedures and techniques, increased trust in the profession, and improved self-efficacy. Counselors in training also highlighted the positive impact of their supervisor and group supervision format on their development. The results of the study suggest the significance of supervision in counselor education. It is recommended that the variables included in the current research and the effect of supervision should be examined in more studies.
Approaching supervision from a developmental perspective: The counselor complexity model
Journal of Counseling Psychology, 1981
This article presents a developmental model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the supervisee is described from the entry level counselor through the advanced master counselor stage. Characteristics of supervisees at each of the four levels of the model are discussed as well as the appropriate supervision environments that encourage development to the next highest level. The supervisor skills of discrimination and the creating of environments are discussed in relation to the characteristics of supervisees and the appropriate environments for the supervision process. Suggestions are offered for future directions of supervision research. I appreciate the comments of Ursula Delworth, Melodie Yates, Richard Spoth, and Carl Davis on an earlier version of this article. Requests for reprints should be sent to Cal Stoltenberg, who is now at the Counseling and
Developing the Four-Stage Supervision Model for Counselor Trainees
Educational Sciences: Theory & Practice
Counselors should have the counseling skills necessary for making adequate therapeutic progress through counseling sessions. Counselors start learning skills and knowledge for counseling in their undergraduate education. During this critical period, the time, form, and quality of the process of gaining core competencies in counseling differ depending on several factors. Supervised sessions might be regarded among these factors. Supervised sessions should be conducted using a comprehensive, objective-driven, and need based model in order for the sessions to be able to reach their goals. Due to the need for more effective supervised sessions, the current study aims to introduce the four-stage supervision model and report preliminary results related to the model' s effectiveness. This study consists of 17 counselor trainees studying counseling psychology and the guidance department at a public university during the 2012 fall semester. All participants were enrolled in the Counseling Psychology Practicum. The mixed method design was used in the study. A counselor competencies evaluation form, developed by the researchers, was used in the quantitative phase while semi-structured interview forms were used in the qualitative phase. Pretest and posttest scores of counselor trainees' counselor competencies were provided using the counselor competencies evaluation form. A supervisor and cosupervisor rated the frequency of mistakes that had been made by counselor trainees through counseling sessions to make a frequency chart. The mistakes (ineffectiveness of counseling skills and lack of the required counseling skills) refer to ineffective counseling skills counselor trainees used and counseling skills which they didn't use although they should have been. Wilcoxon signed-rank test and frequency were used in analyzing the quantitative data, and the descriptive method was used in analyzing the qualitative data. Research findings from the quantitative part of the study indicate that counselor trainees made 280 mistakes at 92.71% over the first five supervision sessions, while making 22 mistakes in the last five supervised sessions at 7.28%. These results show that the supervised session conducted based on the four-stage supervision model reduced the counselor trainees' mistakes by 85.43%. Moreover, the results indicate a statistically meaningful difference between counselor trainees' pretest and posttest scores for counselor competencies (z =-3.62; p < .05). According to research findings found in the qualitative part of the study, counselor trainees remarked that the supervised sessions were beneficial for improving their counselor competencies in eight important dimensions. In summary, the four-stage supervision model developed for counselor trainees can be a supervision model that helps counselor trainees enhance their counseling competences. However, the study' s findings should be interpreted in terms of its limitations.
Models of supervision in therapy, brief defining features
Supervision models describe the systematic manner in which supervision techniques, interventions, and strategies are applied. They emerged as supervision became more purposeful in the 1920’s. Initially, models were closely bound to psychotherapy/ psychoanalysis theory and slowly shifted towards different counselling/ psychotherapy orientations. As supervision started to focus on supervisees’ clinical work, a major shift in supervision practice, a shift that separated supervision from counselling, the Developmental and Social Role models emerged. More recently, as competency based training became a revolution across disciplines, supervision became more competency based, and the Competency-Based models emerged. This article gives a brief overview of supervision models, each with their brief characteristic features. Citation: Basa, V. (2017). Models of supervision in therapy, brief defining features. European Journal of Counselling Theory, Research and Practice, 1, 4, 1-5. Retrieved from: https://ejctrap.nationalwellbeingservice.com/volumes/volume-1-2017/volume-1-article-4/
Journal of Counseling & Development, 2009
Professional school counselors (PSCs) at higher levels of psychological development negotiate complex situations and perform counselor-related tasks with empathy, flexibility, tolerance for ambiguity, boundary setting, personal and interpersonal awareness, and self-care more effectively than do individuals at lower levels of development. This article introduces an integrative clinical supervision model designed to promote the psychological growth (ego maturity) of PSCs-in-training; presents practical components of the model; and discusses implications for PSC educators, supervisors, and researchers.
Adıyaman University Journal of Educational Sciences, 2018
Mental health providers address mental health issues and/or increase the quality of life at different levels starting from individual to global levels for individuals and communities. Mental health providers are key people who strive to alleviate suffering and enhance wellbeing of people. Therefore, more professional supervision is need to focus on the training of mental health providers, which means their clinical supervision. In this literature review article, the author specifically focused on empirical studies that examined beginning counselors’ developmental process. The author provided brief information about developmental models of supervision, common challenges and supports the beginning counselors-in-training experience, and common implications for supervisors. The author also shared some of their site experiences from Turkey and the U.S. to clarify how supervision needs more professional attention. They also explained how supervision in Turkey need more attention and yet also stated how some contextually sensitive supervision models emerge like structured active/engaged peer supervision model (or in Turkish, Yapılandırılmış Aktif Akran Süpervizyon Modeli, YASAM). The most important point of this study is supervisors consider developmental process of their supervisees and support them with positive, supportive, and constructive feedback while utilizing meaningful and engaging activities to challenge them so that supervision process becomes more effective and meaningful. Research questions were discussed for the future studies.
2020
Supervision is vital to all human services professions to help new professionals assimilate to their roles. There are many theory based supervisory methods to guide supervisors, and counseling professionals have suggested that the adoption of a developmental model of supervision prepares the supervisor to partner with supervisees to facilitate feedback related to developmental milestones. This paper explores the dynamics of combining the Integrated Developmental Model (IDM) of supervision with counseling theories that influence supervision styles and offers examples of how IDM is flexible in combining with theoretical approaches by providing examples and information related to its integration with solution-focused supervision and person-centered supervision. Included is a vignette to help bridge the concept from theory to practice, information on roles for the supervisor and supervisee, and cultural considerations to aid supervisors in practical implementation of the supervision str...
Supervision Models in Psychological Counseling
Eskisehir Osmangazi University Journal of Social Sciences, 2019
In this review, supervision models used in the psychological counseling process are examined. In the literature, supervision models are classified under three headings; psychotherapy-based supervision models, developmental supervision models, and social-role models. Psychotherapy-based supervision models are divided into three subgroups. These are, Working Alliance Model, Behavior-Analytic Model and Cognitive Skills Model. Developmental supervision models are divided into four subgroups. These are, Integrated Development Model, Reflective Model, Conceptual Model and Developmental Comprehensive Supervision Model. Lastly, social-role models are divided into two subgroups. These are, Discrimination Model and Holloway’s System Approach Model. The mentioned models are discussed in the scope of their functionality in the supervision process, their basic philosophies and their stages.