Developmental Model Of Clinical Supervision Essay

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).

For instance, supervisees in the beginners’ stage often have high motivation but lack the adequate skills and self-confidence when compared to experts in their field (Boie & Lopez, 2011). On the other hand, supervisees in the middle stage might have more confidence and skill with conflicting feelings about supposed independence on the supervisor. Throughout the expert level of the developmental spectrum, a supervisee is generally able to use good problem-solving skills and has the ability to reflect on the process of counseling and supervising (Haynes, Corey & Moulton, 2003 as cited in Smith, 2009).

It is key, when supervisors are employing a developmental approach of supervision, to identify the current stage the supervisee is in and to provide feedback and support appropriate to that particular developmental stage, whilst at the

same time facilitating the progression of the supervisee to the next level (Loganbill, Hardy & Delworth, 1982 as cited in Smith, 2009; Stoltenberg, Mc Neil & Delworth, 1998). A supervisor may do this by use of an interactive process, commonly termed as “scaffolding” to encourage the supervisee to utilize past skills and knowledge in order to generate fresh learning (Zimmerman & Schunk, 2003 as cited in Smith, 2009).
The Integrated Developmental Model (IDM) of clinical supervision proposes three separate levels of counselor development: The first level consists of counselors who are joining the field, learning theories about therapy and incorporating them as per their own personal experiences (Stoltenberg et al. 1998). Observation and feedback techniques based on the observational approach are immensely used by the clinical supervisors in this level to effectively coach clinical practitioners. Skills training and interpretation of clinical terminology helps the level one counselor in taking hold and gaining confidence (Powell, 2004).
At the second level, the counselor is probably at his first or second year with consistent supervision all through this time. Counselors are more comfortable and begin exploring different current trends and approaches. Supervisory interventions at this point are less frequent. Empathy and constructive feedback is provided by the supervisors (Holloway, 1995). Supervisees at this level start extending openness and readiness to discuss their personal issues in relation to self-awareness, counter transference, defensiveness, transference, and the supervisory relationship. The trainer offers a balance between mentoring the trainees, and nurturing their self-assurance and independence (Russell-Chapin & Chapin, 2012).
In the third level the supervisees’ understand their patient’s view of the world and this allows them to explore relevant information while dumping the irrelevant information. Collegial relationship is created at this level between supervisees and the supervisors. Actions like facilitation, caring, support, and even confrontation are applied when needed. The more the supervisee approaches mastery at each level, the trainer progressively moves the scaffold to incorporate skills and knowledge from the subsequently advanced level. During this process, the supervisee is exposed to counseling skills and new information hence advancement of critical thinking (Leddick & Bernard, 1980).

The rationale behind choosing the developmental model of supervision can be viewed from different dimensions and perspectives. Among them are organismic and mechanic viewpoints, cognitive processing theories and transformation perspectives, hierarchical stage sequences, and motivation theory among others. The organismic view evolves from the work by Kegan (1982) with the concept meaning-making task. This perspective tries to understand how humans construct, interpret and use knowledge and thus the change occurs over time. The mechanistic perspective tries to analyze individuals through the acquisition of skills, experience, techniques, and information (Holloway, 1995).
The second rationale that makes the developmental model of supervision a choice is the cognitive processing theory and transformation. In cognitive theories, the initial knowledge is general in nature and increases in specificity when it is evaluated and challenged through experience (Leddick & Bernard, 1980).
The third rationale is provided by the hierarchical stage sequences.

This approach assumes that hierarchical stage evolution and understanding must be measured in a particular learning domain and that discontinuities exist from one domain to another. A close scrutiny of this developmental model of clinical supervision reveals merits and several limitations. Some of its merits are that the developmental model attempts to integrate and organize dimensions of supervision, motivation, focus of perspectives, and learning variability within separate skills and knowledge. It also integrates instructional pacing and interpersonal and individual difference (Russell-Chapin & Chapin,

2012).
Secondly, it assists the continuing professionals in the conceptualization of becoming a mature clinical practitioner. In the late nineties other scholars came into terms with Stoltenberg et al (1998) who stated that supervision at the clinic is complex and not expansively understood with theories that oversimplify the core factors inherent in this situation.
From the model it is proven that supervisors can affect trainees both positively and negatively. Allocating the supervisees immediate feedback results in the increase of levels of performance. Provision of counsel and reaction from the trainee is crucial for clinical psychology assessment (Leddick & Bernard, 1980). Best psychotherapy supervisors let the trainees tell their story, and expect them to understand the patients’ return. Thus they are able to receive constructive feedback from the patients, and recognize their personal issues and the feelings of being valued are elicited (Gallon, Hausotter & Bryan, 2005).
Some of the limitations of this model include the fact that the developmental clinical supervision model assumes that the process of becoming a competent counselor progresses through levels that are qualitatively distinct from one another. It also holds that each level attracts different qualities of environments for most favorable growth to occur (Aasheim, 2012). It methodological problem is also another limitation in developmental supervision model. Some areas indicate ways for a supervisor to be effective, but the supervisee’s report might not affect their performance. In addition, the trainee and supervisor’s emphasis can vary. For example students who are closely supervised by their physician during the clinical exposures are likely to gain core-skills faster than those supervised by personnel reporting back to their trainer (Holloway, 1995; Bernard & Goodyear, 1998).
Additionally, there is some relation between the trainee’s behavior during supervision and during actual work. Bernard and Goodyear (1998) say that some medical supervisees may appear as competent as possible during supervision, but may contradict this with opportunities to learn as they may “perceive one-on-one consultations to be problematic and adverse in some situations in which they struggle for a balance between the need to perform and the opportunity to learn the consultation process (Bernard & Goodyear, 1998).” This can result in some defensive behaviors which may impact negatively throughout the mentoring process.
The third limitation of the model is the aspect of time. There are difficulties in ending the time for supervision. Time management and planning techniques may help one to be more efficient and effective in clinical coaching. Extra time that may be needed by trainees and supervisors rationalization of patients is often not well determined (Leddick & Bernard, 1980).
Lastly, there is the problem of sexuality, gender and race. Almost all the trainers hold de-facto power affairs between the trainee and the trainer. Personal societal positions mainly on gender and race play limited impact during the supervision process, but they are important in an actual sense (Aasheim, 2012).
The aforementioned limitations can be overcome by offering broad training programs to superior clinical consultants so as to meet continuous transformation that exists in specialist training. Training impact in motivation and advance of awareness about learning required as a result of advancement in communication and interpersonal skills is also necessary in the organizational support that will be crucial for this process (Gallon, 2002). Another measure would be continuous evaluation of the supervisee’s attitude and behaviors towards the process of supervision. Some attitudes can be damaging to patients and their learning. Both direct and indirect supervisory behaviors impact on the motivation of the trainees. For instance, inexperience leads to a direct way of behaving since after training the supervisee has more indirect supervisory behaviors (Aasheim, 2012).

Uniform use of psychological approaches to enhance supervision, as the theoretical use of therapy helps the supervisees acquire new skills that can help them handle their patients. For example, the supervisor requires the supervisee to sum up and agree on assignments where the trainees give feedback throughout the supervision period. After the clinical supervision trainees give feedback reports (Wade & Jones, 2014). For example, they could report on how they think about supervision in the current period. They could also be asked to offer recommendations on what should be done in the training period. These queries can help trainees to realize that supervision is a collaborative effort thus improving the supervision process.
According to Stoltenberg et al. (1998) an emphasis to apply interventions that are facilitative and supportive by supervisors encourages supervisees through active listening and praise. A drafted strategy should be identified so as feedback of trainee’s behavior is captured and used in designing the whole process (Wade & Jones, 2014).