Theory of Supervision
Cognitive Theory of Supervision
I. 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:
I. 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:
References: Campbell, J.M. (2000). Becoming An Effective Supervisor: A Workbook for Counselors and Psychotherapists. Ann Arbor, MI: Taylor & Francis. Goodyear, R.K. & Bernard, J.M. (1998). Clinical Supervision: Lessons From The Literature. Counselor Education & Supervision, 38(1), 11-35. Holloway, E.L. (1987). Developmental Models of Supervision: Is It Development? Professional Psychology: Research and Practice, 18(3), 209-216. Lee, W.M.L. (1999). An Introduction to Multicultural Counseling. Ann Arbor, MI: Taylor & Francis. Sloan, G., White, C. & Coit, F. (2000). Cognitive Therapy supervision as a framework for clinical supervision in nursing: using structure to guide discovery. Journal of Advanced Nursing, 32(3), 515-524.