My supervision philosophy involves the integration of three theories: Discrimination Model (Bernard, 1979), Integrative Development Model (IDM) (Stoltenberg & McNeil, 2010) and the Wellness Model of Supervision (WELMS) (Lenz, Sangganjanavanich, Balkin, Oliver & Smith, 2012).
Primary Goals and Roles in Supervision
I believe that supervision goals are closely related to the roles of the supervisor and supervisee. The functions of a supervisor are best described in the Discrimination Model of Supervision, created Bernard (Bernard, 1979; Bernard & Goodyear, 2014). This model is concerned with the process of supervision and attends to three separate supervision foci (intervention, conceptualization, & personalization) and three supervisor roles (counselor, teacher, consultant). The Discrimination Model is situation specific, which means that the supervisor’s roles and foci may change between and within sessions. In my work with supervises I evaluate the need for the particular intervention. If I see that the supervisee needs psychoeducation or is struggling with a deeper comprehension of a particular counselining theory, I would use a role of a teacher. However, if a supervisee is experiencing strong negative emotions toward a client, I may use a role of a counselor to uncover the underlying triggers of the emotional reactivity.
The Wellness Model of Supervision (WELMS) was presented by Lenz, Sangganjanavanich, Balkin, Oliver and Smith (2012) and focuses on assisting supervisees in developing self-care habits and styles of coping. This model encompasses four assumptions regarding the professional and personal development of the supervisee. I believe that it is essential for a supervisor to support continual wellness assessment. “Formal planning and evaluation activities is facilitated through practice using self-selected wellness objectives and model wellness and holistic case conceptualization practices to promote the parallel processes between supervisor-CIT and CIT-clients” (Lenz et. al, 2012, p.13).
I use WELMS with supervisees who are showing signs of burn-out. We would start each session with a ten minute conversation about their wellness plan and challenges on following it. The wellness plan is usually developed during the first session, when I evaluate a supervisee as being at the risk of a burn-out. The wellness plan is comprised of the areas of improvement according to the supervisee. Particular recreational and relaxation activities are discussed and planned. The ways to follow the plan and the obstacles on implementing the plan are discussed and written down.
The Integrative Developmental Model (Stoltenberg & McNeil, 2010) encompasses three levels of supervisee development. In Level 1, the supervisees are entry-level high motivated practitioners, experiencing sufficient anxiety and fear of evaluation. Level 2 supervisees experience an increase of confidence, linking their own emotional states with the client’s achievements. Level 3 supervisees are usually mature, stable in motivation, objective, know how to regulate their emotions, and have accurate empathy. IDM assists the supervisor with assessing the level of clinical competence of the supervisee, and building upon the existing knowledge base of the supervisee. The implementation of IDM in my practice of supervision is related to using skills related to the developmental level of the supervisee. For example, with a first level supervisee I might use more interventions aiming at decreasing the supervisee’s anxiety and validating his counseling skills, while being supportive. However, in working with the Level 3 supervisee, I would emphasize supervisee’s autonomy and confront the supervisee in sessions. In regards to the developmental levels concerning motivation, autonomy, and self-other awareness, what seems to be important for me concerning my supervisory experience is the following idea: “the high motivation of the Level 1 therapist across relevant domains is at least partially a function of the fear and anxiety present.” (Stoltenberg, McNeil, 2010, p. 41).
I believe that we need to support our supervisees in developing emotion regulation skills that they can use when supervisors are not present.
References
Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision, 19, 60-68
Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of clinical supervision. Upper Saddle River, N.J: Merrill/Pearson
Lee, R. E., & Nelson, T. S. (2014). The contemporary relational supervisor. New York, NY: Routledge, Taylor & Francis Group
Lenz, A. S., Sangganjanavanich, V. F., Balkin, R. S., Oliver, M., Smith, R. L. (2012). Wellness model of supervision: A comparative analysis. Counselor Education and Supervision, 3, 207-221. doi: 10.1002/j.1556-6978.2012.00015.x
Stoltenberg, C. D., & McNeill, B. W. (2010). IDM supervision: An integrative developmental model for supervision counselors and therapists. New York, NY: Routledge
