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Learning to Think like a Supervisor. Supervisor Orientation Meeting August 14, 2009 University of North Carolina. What is Supervision?. A means of transmitting the skills, knowledge, and attitudes of a particular profession to the next generation of that profession.

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learning to think like a supervisor

Learning to Think like a Supervisor

Supervisor Orientation Meeting

August 14, 2009

University of North Carolina

what is supervision
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)

models of supervision
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)
discrimination model bernard and goodyear 2004
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)

school counseling supervision model luke bernard 2006
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.
other supervision tips
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?????
  • 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.