Learning to Think like a Supervisor

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. • Counselor-Focus on interpersonal and intrapersonal interactions. • 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? • 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? • 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). • Counseling and consultation (with students, parents, and teachers). • Individual and group advisement (academic advising, career advising, psychoeducation). • 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 (3rd 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.