Model Of Integrative Supervision

The key principle of supervision is for the worker to be able to carry out their job role as effectively as possible. Enhancing their understanding of their own practise.

|reach the final stage they have obtained the knowledge and experience to become a supervisor themselves and take responsibility for their own future |

Relevant to Unit 511 in the Level 5 Diploma in Leadership in Health & Social Care Services

Thus, there is a continuous flow of terminology, focus, and technique from the counseling session to the supervision session, and back again. Several illustrations of specific psychotherapy-based supervision models

My supervision is always held in a confidential setting, between myself and my Manager. My Manager records details of what has been discussed, targets identified, and achievement target dates to be met by me and my Manager. This is my personal development plan, and helps me to record training received, training identified, and knowledge gained. My supervision is my opportunity to discuss issues I am concerned about. Sometimes prior to my supervision, I write down notes on issues I want to raise, so that I do not forget whilst in my supervision.

Another approach to use in the teacher role would to initiate videotaping some sessions. Reviewing his audiotape seems to elicit increased anxiety, by moving to videotaping a session the supervisor could actually observe Michael in the counseling session and could reinforce skills used with the client, build upon strengths and identify challenges to receive additional training in. Using videotape allows for the review of nonverbal communication, client incongruence, or lack of synchrony between the client and the supervisee to be recognized (Erford,2010). This supervision provides increased focus for Michael to receive feedback on his approach while allowing review systematically the delivery of services.

Goldhammer, R. 1969 Clinical Supervision: Special Methods for the Supervision of Teachers. New York: Holt Rinehart & Winston

Stoltenberg and Delworth (1987) stated that there were 3 levels for the supervisee beginning-intermediate and advanced and within these levels were 3 processes self-awareness, motivation and autonomy. In short the supervisee is originally highly dependent upon the supervisor and through progression confidence in the supervisee’s abilities develop until they gain independence and accountability for their actions. Within this progression conflicts may occur between the supervisor and the supervisee as the relationship changes to that of a more equal footing. Stoltenberg and Delworth identified a further 8 growth areas from the 3 processes these are: intervention, treatment goals and plans, skills competence, assessment techniques, interpersonal assessment, client conceptualisation, individual differences and professional ethics.

Counseling supervision, the ethical and legal issues, and the multiple relationships that result is a dynamic topic that presents numerous complex issues. The important functions of the supervisory relationship are to teach counseling through a hands-on process, assess, inform, implement, and evaluate the application of theories, ethical and competent practices to prepare the supervisee for their future profession in the counseling field. However, while supervisors play multiple roles in the supervision process, there are situations and times when the boundaries between therapy and supervision are not always clear. During the supervisory relationship it is vital and of the upmost importance that the supervisor model’s ethical behavior and implements the ethical standards of the counseling profession.

By having supervisions, we can review our practice with our line manager and we can prioritise opportunities in this, eg, in supervision we can tell our manager about training we feel we need and she can tell us what is available and if there is any suitable job opportunities coming up.

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.

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.

exists as a delivery system for helping people take more control of their lives. Therapists teach

4.1 Performance Indicators are quantifiable measurements, agreed to beforehand, that reflect the critical success factors of an organization. They will differ depending on the organization.

In supportive supervision the primary issue is counsellor morale and job satisfaction, as well as dealing with stress. The stresses and pressures of the coaching role can affect work performance and take its toll psychologically and physically. In extreme and prolonged situations these may ultimately lead to burnout. The supervisor 's role is to help the counsellor manage that stress more