Cognitive Theory of Supervision
Building a relationship with the supervisee.
Supervision models play an important role in navigating the course of learning about and becoming a licensed counselor. In the cognitive model of supervision it is assumed that the supervisee will affect the client through their thoughts about themselves and what lies in their expectations (Campbell, 2000). The supervisor should want to become familiar with the supervisee and get to know who they are and how they process ideas and thoughts. To be more clear how in general the supervisee views the world (i.e. in mostly positive or negative terms). Once the supervisor has become familiar with the trainee they can learn what negative ideas and thoughts that the trainee has and start to dispel those negative thoughts and feelings as they can have an impact on the supervisee’s work (Campbell, 2000). The relationship that the supervisor wants to build is one that resembles the relationship that a teacher would have with a student. Most students have a knowledge base that is very broad and easy to expand on with more detail-oriented material. The teacher then steps in and helps the student to expand on that knowledge, learn more, and to dispel any irrational thoughts they may have in certain areas of learning. A supervisor using the cognitive model will work much in the same manner to the help the supervisee to “identify self-defeating patterns that affect client care as well as the supervisee’s growth” (Campbell, 2000). II.
The supervisee’s theory of change in supervision.
The main purpose in the cognitive model of supervision is aimed at increasing “awareness of how our own cognitions can influence the therapeutic endeavor and how we can use this as a vehicle to understand the issues which can arise during the process of cognitive therapy” (Sloan, White, & Coit, 2000). The supervisor uses several methods to help the supervisee to learn. Some of these methods include: “demonstrating and encouraging the use of new skills using role-play, providing relevant educational literature, providing guidance with treatment and direction with therapeutic interventions, and having the relevant knowledge, clinical skills, and teaching ability” (Sloan et al., 2000). The supervisor will also use audio and videotape sessions to review with the supervisee to help with the “assessment, conceptualization, and treatment skills” (Sloan et al., 2000). I think that these are important ways to help a supervisee to learn and I think it is why the cognitive model of supervision is the one that I would employ as my own in supervising others. It allows the supervisee to use the skills that they already possess while at the same time they get to expand on those via the supervisor’s experience. The cognitive model of supervision is not aimed at changing the supervisee but is aimed at teaching the supervisee to learn and expand on skills through the various methods above mentioned. Rather the supervisor designs “the learning environment” around “the ultimate goal of the trainee’s acquisition of new, more complex, and more comprehensive schemata for understanding human interaction” (Holloway, 1987). Cognitive supervision uses “psychological content” in a manner that allows the supervisee to change psychologically the way they function (Holloway, 1987). Cognitive supervision does not force the supervisor to reign in all control of the trainee, it allows a fostered autonomy. In research it has been noted, “that beginning trainees express the need for greater amounts of support, structure, and encouragement” (Goodyear & Bernard, 1998). I think cognitive supervision allows the amount of structure and supervision to be as loose or as supported and managed as the supervisor and supervisee feel is needed. III.
How the supervisor would handle difficult issues that may arise with a supervisee.
In the beginning a supervisor lays out clear...
Please join StudyMode to read the full document