November 13, 2011
Supervision involves the meeting together of two counseling professionals, one of whom has more experience than the other (Erford, B. 2010), to facilitate the development of the supervisee. The main purpose of receiving supervision is to ensure competent practice, and is therefore a method of ensuring quality and consistency. In supervision, the needs, goals and growth of the client are the most important. The supervisor’s role in helping the supervisee to develop personally and professionally as a counselor is equally important as well. Supervision provides the opportunity to develop skills and understanding, and provides an avenue for comparing different approaches to managing and conceptualizing client problems. Supervision has as its focus the tasks and responsibilities of people helping professions, supervisors help their supervisees to develop therapeutic competence, which reflects ability in a variety of skills and processes.
Process can be observed as the communication between the supervisor and the supervisee. It can be viewed as what the supervisor observed in the session the supervisee conducted (Erford, B. 2010). Conceptualization describes the supervisee’s ability to apply theory to the counseling session. It also describes the understanding of what the supervisee identified, or chosen interventions (Erford, B. 2010) used to better assist the client within the session. In reference to the supervision case study, as the supervisor I would use the skills of intervention, conceptualization, and personalization as my approaches when helping Michael, the supervisee with the issues he has encountered in this particular session. The roles as teacher, counselor, and consultant are mandatory in helping Michael become a better counselor and to meet the needs of the clients.
The role of the teacher is to teach Michael specific concepts and techniques (Erford, B. 2010); this role is most relevant to... [continues]
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