Discrimination Model of Supervision

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Discrimination Model of Supervision

By | Jan. 2011
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CASE STUDY

Supervision Case Study
Deirdre Cotter Garfield
Walden University

CASE STUDY
The discrimination model of supervision developed by Bernard & Goodyear, (1998) has three primary focus areas in training novice counselors these include use of intervention, what the supervisee is doing in the session that is observable, conceptualization or how the session work is being conducted and the level of understanding the supervisee has regarding client themes and application of specific counseling session interventions, and personalization, the supervisors own approach or method. This model embeds three essential supervisory roles, teacher, counselor and consultant in providing effective supervision. The teacher's primary role is to provide the supervisee with instruction in learning techniques and direction to ensure supervisee development in clinical work while also recognizing that client wellbeing is paramount in sessions. The counselor role is to assist the supervisee in identifying personal needs, developing self awareness and addressing performance anxiety which potentially interferes with good practice, and as a consultant who engages the supervisee in a collegial manner in identifying and considering different approaches in treatment planning.

As Michael's supervisor the teaching role is very important in developing skills, expanding knowledge in client engagement and the process of conducting a therapy session. Increasing the available interventions, provide interpretations for counseling-client interactions, and having the supervisor model interventions and techniques explaining the reasoning behind each approach (Stenack & Dye,1982). Michael would practice these skills in supervision and receive immediate feedback from his supervisor while exploring strategies and techniques to match the client's presenting issues and problems. In the case example, Michael does share he is insecure of his abilities and often doesn't know what to...
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