A Synthesis Of Supervision Definitions Proposed By Lambie And Sias

Counsellors are required to have adequate training and supervision to help maintain them throughout their professional lives. Counsellor must be respectful of their professional position and remain loyal to their clients.

According to the AMHCA Code of Ethics, 2010, Section III.9, Commitment to Students, Supervisees and Employee Relationships, "the primary obligation of supervisors is to monitor services provided by supervisees to ensure client welfare." (p. 16) According to the AMHCA Code of Ethics, 2010, Section I.A.1.a, “the primary responsibility of mental health counselors is to respect client dignity and promote client welfare.” (p.2) Both codes of ethics have parallel stances when it comes to acting ethically in the benefit of the client’s interest. Supervisory roles are crucial in the development of counselors and ensuring the welfare of clients.

In this essay I will describe key elements of Psychodynamic theory, Person-Centred theory and Cognitive-Behavioural theory. I will also identify the key differences between the above theories. I shall also describe how counselling theory underpins the use of counselling skills in practise. I will then end with my conclusion.

The service user should be in the centre of all supervision ensuring that they receive the best possible care .A key principle of supervision is for the supervisor to support the supervisee to understand the policies and standards of the home and what is expected of them to ensure they work to the highest of the standards .

As the standards of the counseling profession are continuously being shaped, I desire to play a role in the educating

I believe counseling is a collaborative partnership between client and counselor. Furthermore, this collaborative partnership is built from trust and acceptance of both client and counselor. I hope in conjunction with clients to understand the issues and concerns so to help them tap into their wisdom, creativity, and strengths to meet their current challenges. I believe in a comprehensive perspective through which clients can better comprehend themselves in the framework that our thinking about events can lead to emotional and behavioral upset. Moreover, counselors are to provide a safe environment for clients to explore their challenges and identify ways to move differently in overcoming these challenges.

Therefore, the definition of counselling supervision according to counsellingresource.com (2014) is a counsellor or psychotherapist that reviews their employee’s work for the beneficial of their client. Also, discusses about their professional and personal development. Supervisor does not act as a boss, but as a consultant who gives the counsellor further guidance about how they could overcome their issues.

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

Rebekah utilized the “sink or swim” approach to supervision, which particularly emphasizes the process of challenging the counselor-in-training. She described her philosophy of supervision as experiential. In other words, counselors-in-training learn best by jumping in, experiencing the role of a counselor, and learning as they go. Furthermore, it is important to have confidence in the abilities and skills of the counselor-in-training, as well as, trusting in their ability to be responsible for their actions. She monitors

Supervisions need to be on-going to be as effective as possible and gives the opportunity to reflect on the development of the staff member. It allows us to reflect and consider outside training for extra support and guidance and the opportunity to refresh skills. Supervisions help build relationships with the individual and improve their quality of work and to give support to their

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

Counseling is a relatively young profession when compared to other mental health professions. In my brief personal and professional experience with the field, I have come to define counseling as a process of engagement between two people, both of whom are bound to change through a collaborative process that involves both the therapist and the client in co-constructing solutions to concerns.

Although professional standards were promoted throughout the 20th century in a wide range of settings (Centore & Milacci, 2008), it has only within the last quarter century or so that the counseling profession established a formal entity called the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in 1981 for this purpose (Adams, 2006). A year later, the National Board for Certified Counselors, Inc. and Affiliates (NBCC) was established in 1982 to provide accreditation standards for counselor education as well as a method of assessing educational knowledge (Adams, 2006). In this regard, Juhnke (2009) reports that, "The NBCC was established through the American Counseling Association (ACA) in 1982. The reason for NBCC's original existence

The supervisor will inform the supervisee of the evaluation instrument used to assess his/her progress. Verbal and/or written feedback will be provided during each supervisory session. To be in good standing, supervisee must perform to a certain professional standard.

This paper will discuss the following 4 Core Functions of a Counselor: Case Management, Client Education, Crisis Intervention, Referral and their primary purposes.