Supervisory Process Model: A Case Study

Supervision is the practice in which a counselor receives clinical education, guidance and support from a senior counselor (Bernard & Goodyear, 2014). It is encouraged that all counselors receive supervision to avoid complications such as braking ethical guidelines. There are many benefits of supervision. Benefits include, decrease in burnout, increasing counseling knowledge base, and overall, supervision serves the purpose of challenging the counselor for personal and professional growth. In my opinion, I feel that the working in the realm of the supervisory process model every aspect of supervision.
Personal Approach
As a supervisor, I would lean towards using an approach that is in the supervision process category of supervision. I would choose an approach in this category because this approach is focused on an educational and relationship process as stated by Bernard and Goodyear (2014). I personally value these two aspects and can identify with their importance due to my own personal experience as a supervisee. Throughout my supervision experience, I have developed a professionally open relationship with my supervisor. I feel that
my relationship with her has allowed her to be honest with me about my clinical work, and it turn, this has allowed me to be accepting of this feedback. Furthermore, I can attest that this open communication and trust has developed since our initial work. Throughout supervision, I have acquired knowledge that my supervisor has been willing to share with me, and encourage me to use with my clients.
From the integrative category for supervision, I would use the discrimination model.
The discrimination model is based upon two aspects; function and role (Luke, Ellis, & Bernard, 2011). I would use this model because it touches upon intervention, conceptualization, and personalization; three categories that I would want to make sure to cover (Leddick, 1994). This makes the model perfect for individuals who are just beginning work as a supervisor. The discrimination model has an eclectic approach. I find that I identify with this model because it has an eclectic aspect. My clinical work has also made me realize that I use various techniques and models depending on the needs of the client. I like to think of my work as specially tailored for each client and their presenting issue. This model would meet many of the supervisees
needs.
Supervisor roles
As a supervisor who would use an integrative approach, my roles would include to assess the level at which the supervisee is at, to adequately work with the supervisee (Byrne & Sias, 2010). If the supervisee is at a level in which additional training is needed, I would take on the role of an educator (Bernard, & Goodyear, 2014). If the supervisee seems to need more awareness about themselves because their personal issues are effecting their clinical work, I would then provide counseling. Finally, I would also serve a consultant to support the supervisee in improving their own clinical judgement. When using the discrimination model, it is important to be aware of that because there are three different foci intervention, conceptualization, and personalization) and three main roles (teacher, counselor, and consultant) there is a possibility of nine ways that a supervisor may response (Luke, Ellis, & Bernard, 2011). Overall, a counselor working in this model must learn to balance, and adapt to each situation using the model.