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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 l.jpg

Learning to Think like a Supervisor

Supervisor Orientation Meeting

August 14, 2009

University of North Carolina

What is supervision l.jpg
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)

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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)

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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)

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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.

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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?????

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  • 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.