Discrimination Model Of Supervision

This model is also flexible enough in which it can be used in different counseling settings. A research study conducted by Luke, Ellis, and Bernard (2011), compared the effectiveness in the use of the discrimination model of supervision in a clinical and school setting. The researchers found that unlike clinical supervisors, supervisors in the school setting only focused in on one of the three dimensions of the discrimination model. It was further found that this was due to the culture of the environment. This had a direct impact on the quality of supervision provided for the supervisee. It was concluded that counselors will thoroughly follow the model depending on the culture of the population they are working with. Other settings in which this model has been used include inpatient treatment (Byrne & Sias, 2010).
The importance of multiculturalism will only increase with time (Fong, 1994). Today, many individuals from a variety of backgrounds that maybe experiencing situations is diverse environments. Since the discrimination model is very flexible and general to a certain extent, it does not particularly address multiculturalism. Furthermore, because the discrimination model has specific foci. It guides the supervisor to thoroughly process interventions, and in doing so, a supervisor could potentially address multiculturalism in the when addressing the foci of conceptualization. When multiculturalism is not addressed, it has the potential to create some rupture between the supervisor and supervisee. It is more likely that a supervisor who is a from a minority group is more likely to address multiculturalism, and in doing so, promotes strength in the supervisory relationship. When a supervisor challenges, their supervisee regarding multiculturalism, both can engage in a journey to further grow and develop in this