Counseling supervision is a process of training that involves a supervisor monitoring and evaluating an internship or practicum student’s performance and the quality of service provided associated with learning and skill development experiences (Corey et.al, 2011). In this professional experience, a supervisor designs a supervision model to train the supervisee on therapeutic techniques as well as ethical issues that may be encountered within a professional counseling setting. After researching several methods of supervision, the behavioral model approach along with the developmental model approach proves to be an effective model for and counseling supervision. The Behavioral Model is also known as the Cognitive-behavioral supervision approach …show more content…
The stages of the Developmental Model involved different levels of resistance from the supervisee due to a lack of competence (Lee, 2013). It is important for the supervisee to be constantly aware of transference and anxiety related to the supervision experience. For example, in the beginning I felt very incompetent due to my lack of experience which made me resistant to learning new information. Supervisees’ are learning a tremendous amount of information at one time and it takes time to process the information. This model emphasizes the importance of processing information and emotions throughout the counseling supervision that ultimately leads to more competence within the supervisee. Consequently, the supervisor modifies the intensity/nature of supervision based on supervisee growth and may take on the role of teacher, consultant, and counselor throughout the process of supervision (Lee, …show more content…
Supervisors are ultimately both ethically and legally responsible for actions of their trainees (Corey et.al, 2011). Supervisors should specify the responsibilities and expectations of both parties in the supervisory relationship in order to avoid boundary issues (APA, 2014). The supervisees and supervisor expectation for the supervisory relationship should be discussed and agreed upon. Ethical considerations need to be address to provide behavioral guidelines to supervisors, to protect supervisees from undue harm or neglect, and to ensure quality of client care (Corey et.al, 2011). The style/quality of interactions between supervisor and the practicum student is important in establishing a collaborative working relationship that encourages self-reflection and evaluation for the supervisees. As a result, the supervisor must make time to evaluate, give feedback, and process information after supervisory
My respect and solid working relationship with my supervisor allowed me to discuss any vicarious trauma I may have been experiencing. These bi-weekly sessions allowed me to process my strong feeling of sadness I felt for Susan as she lived among piles of possessions and a completely unusable and unsanitary kitchen. Supervision allowed me to express my thoughts of frustration during times of setbacks and to celebrate as accomplishments were made. Furthermore, through my supportive relationship with my supervisor I was able to learn more about myself and develop deeper therapeutic skills. I believe good supervision is important. Research shows the importance of individual supervision as the Charity Organization Department of the Sage Foundation offered the first known supervision in 1911(Kadushin,
Liese, B.S., & Beck, J.S. (1997). Cognitive therapy in supervision. In C.E. Watkins (Ed.), Handbook of psychotherapy supervision (pp. 114-133). Hoboken, NJ: John Wiley & Sons
The in-class counseling practice exercises gave a great insight into the various counseling theories and techniques. By role playing, I was able to better understand the challenges and benefits of the theories and how it applies to the current field of counseling. In the following, I will attempt to communicate my experience both at an academic level and spiritual level.
The developmental model of clinical supervision can be seen as a process of individualized learning for trainees working with clients. There are three main models of supervision. These include developmental models, orientation-specific models, and integrated models. The developmental model defines continuous stages of development from the beginners’ level to the expert level. Each stage is distinct and has its own skill set (Russell-Chapin & Chapin, 2012).
As a counselor-in-training, seeing the look on my client’s face after discovering a self-awareness and connecting thoughts to action provides me with a sense of my own professional progression. Through helping others, I have an increased self-awareness and appreciation for the relationships in my own life. Throughout this Master’s program, I was forced to self-examine my integrity, morals, and priorities as means for choosing on this profession. Another reward through counseling clients involves how I interact with professionals, clients, and family members. Utilizing active listening and feeling reflection outside of sessions has increased my own satisfaction to show others how interested and invested I am when talking with various individuals.
...r me to express how I am doing. The best way to utilize supervision is to know how to debrief effectively. Knowing what is triggering, what is stressful, and if the coping techniques are working, are important things to discuss during supervision. Utilizing colleagues within the agency is also a great support system. Even if you are not able to discuss the case, coworkers can still understand and help debrief feelings related to a case.
Once an issue or problem officer is identified, the supervisor must take a proactive approach to resolve the problem. The supervisor, if appropriate, could start with alternatives to discipline. These alternatives most often come in the form of coaching or informal counseling/training. According to Laurence Miller, "The difference between coaching and counseling lies in their focus and emphasis. Coaching deals directly with identifying and correcting specific problematic behaviors." (Miller, 2006) Counseling, on the other hand, is more of a collaborative approach where the supervisor and employee resolve the issue together.
Clinical supervision is usually a one-to-one process and it may cause participant reticence, anxiety, defensiveness, resistance, and other ordinary human reactions (Stevenson, 2005). MENTORING Mentorship is a concept that has been developed side by side with preceptorship and adopted as an approach to enhance learning in the clinical setting (Armitage & Burnard, 1991; Donovan, 1990 ). DEFINITION Mentoring can be defined as “giving support, assistance and guidance in learning new skills, adopting new behaviours and acquiring new attitudes” (Jordan, 2005). It can also be described as a relationship over time between an experienced and a less experienced staff.
Holloway & Neufelt (1995) state that basic counseling skills are learned quickly by CITs, however, conceptualization and clinical judgment developments more slowly and is greatly supported by dyadic supervision. As the semester progressed, I came to the awareness, as my supervisees developed further professionally, showing strength in basic skills, conceptualization, and clinical judgment, that the next great leap as CITs were to bring their personhood into the room.. I felt as the that I believe my experiences as a supervisee allowed for my personhood in the supervisory relationship. This provided an environment for optimal growth as professional. As the skills of my supervisees progressed this semester, I increasingly focused on emphasizing bringing their personhood into the counseling session, while modeling this in supervision. In encouraging a CIT to bring themselves into session it is first necessarily to teach the student to trust themselves, or as I continually emphasized “trusting your
Values, Morals, and Beliefs are components that play a role in an individual’s self-identity. The establishment of these components shape human nature, behavior, and the development of an individual’s purpose. The basis of these fundamentals has contributed to my desire to become a counselor. This paper will discuss my views of human nature, factors of behavior changes, goals of therapy, the roles of a therapist, and the counseling approaches that I chose to incorporate in a practice.
The 18-year-old student from Illinois State High School, Kevin was referred to the student counselling service by his football coach. The concerns were that Kevin was having difficulties focusing and playing well, with generalised issues about low mood. Additionally, Kevin has a diagnosis of major depressive disorder where feelings of inadequacy and a perception of worthlessness are the presenting themes.
Supervision and feedback offers critique and support to improve trajectory in learning, education, knowledge and accountability. Given and used constructively it assists with potential development and enhances understanding (Kadushin & Harkness, 2002). It creates confidence, encouragement and emotional support; which helps relieve stress (Kirkland & Manoogian, 1998). To demonstrate professional commitment and taking responsibility to my practice I ensured I asked for personal feedback. To my delight the carer expressed she felt comfortable with me as I provided empathy and a sense of understanding just by listening. Also, core issues were discovered which lead to self-directed discussion based on solutions she wanted. This feedback was essential in providing me confidence and motivation.
This paper will discuss the following 4 Core Functions of a Counselor: Case Management, Client Education, Crisis Intervention, Referral and their primary purposes.
The school counselors meet the needs of student in three basic domains: academic development, career development, and personal/social development. The knowledge, understanding, and skill in these domains are developed through classroom instruction, assessments, consultation, counseling, coordination, and collaboration. For example, in assessment, school counselors may use a variety of personality and vocational assessment methods to help students explore vocation needs and interests. The classroom guidance lessons are designed to be preventive and include self-management and self-monitoring skills. The responsive services component of the school counselor's role provides individual and/or small group counseling for students. For example, if a student's behavior is interfering with his or her achievement, the counselor will observe that student in a class; provide consultation to teachers and other personnel to develop (with the student) a plan to address the behavioral issues, and then work together to implement the plan. They also help by providing consultation services to family members.
Supervision was defined by Bernard (2005) as the realization of our supervisees that they understand the therapeutic process and themselves a tad better than when they entered supervision, and our own realization that we have been players in the professional development of another.