Purpose and Goals Counseling Supervision

Purpose and Goals of Counseling Supervision

Veronica Dotson

COUN5004

December 27, 2015

Dr. Laura Richter

Purpose and Goals of Counseling Supervision

“Clinical supervision is prominent part of the work of most mental health professionals (Watkins, 1995). In the case of clinical psychologists, it is one of the top five activities (Norcross et al., 1989), while more than two thirds of counselling psychologists provide clinical supervision (Fitzgerald & Osipour, 1986). In stark contrast to its importance, few supervisors have received any systematic training in the methods of supervision (Robiner & Schofield, 1990), resulting in a tendency for supervisors to use the same rather than limited approaches as they are themselves received as supervisees” (Milne & Oliver, 2000).

According to Bubenzer, Cryder, and West (1994) “’Training shapes practice’ describes the work of most marriage and family supervisors. Taking this metaphor one step backward, most marriage and family supervisors also believe that ‘theory shapes training’”. This is an interesting concept as it is important to keep in mind the theory behind the practice of marriage and family therapy and to assist the supervisee to become the best therapist possible.

Definition of Counseling Supervision

        “Clinical supervision is defined as: ‘An intervention that is provided by a senior member of a profession to a junior member or members of that profession. This relationship is evaluative, extends over time and has the simultaneous purposes of enhancing the professional functioning of the junior member(s), monitoring the quality of professional services offered to the clients she, he or they see(s) and serving as a gatekeeper for those who are to enter the particular profession’ (Bernard & Goodyear, 1992, p4). In turn flexible methods of supervision are those styles, roles, foci, formats and techniques that improve efficiency” (Milne & Oliver, 2000).

        “Marriage and family supervisees face a particularly complex and powerfully dynamic counseling situation in which they may experience a high level of anxiety (Pirrotta & Cecchin, 1998). Anxiety also may occur when supervisees face counseling situations that parallel their own family backgrounds” (Bubenzer, Cryder, & West, 1994).

Models of Supervision

        There are several models of supervision to be used during the supervision process. Depending on the needs of the supervisee and the training of the supervisor it is possible to use a combination of all of these, but most often there is one type that works best for each. One supervision model is the discrimination model. In the use of the discrimination model the supervisor can act as a teacher, helping the supervisee to learn new things; as a counselor, to assist the supervisee to reflect on how they are doing as a counselor themselves; or as the supervisor that will tell the supervisee information needed to help them gain insight into being a more effective counselor. “Some apparently efficient formats, such as group supervision, may actually require considerable time to implement within some orientations but yield few benefits, due to such factors as the increased arousal or defensiveness of the supervisees in this social context” (Milne & Oliver, 2000).

        Another model of supervision is the cognitive behavioral therapy model or CBT which is designed in the same way as CBT therapy. One of the pros of using the CBT model for supervision is that the emphasis is on building a therapeutic relationship between the supervisor and the supervisee. This can be beneficial for many reasons including that the supervisee may feel more comfortable in a relationship where they feel that they are an integral part of their own supervision. This is not just the place to get directions on how to fix things, but a place where there is open dialog between the supervisor and supervisee in such a way that the supervisee can speak freely and get feedback immediately.

Benefits of Supervision

        “Clinical supervision is central to initial professional training and to continuing professional development, taking up a significant proportion of mental health professionals’ time” (Milne & Oliver, 2000). While there are many benefits to supervision it is important to state that many supervisors are using the same methods that they received as supervisee and thus may not always be using the best methods for what the needs of their own supervisee is.

        One of the purposes for the counselor in training to receive supervision is that they will be given feedback regarding their counseling and if they are benefitting the clients. According to Sparks et al., “Supervision as a benefit for therapist development is separated from client benefit. This disconnect has prompted recommendations for routinely incorporating client outcome information into the supervision process (Lambert & Hawkins, 2001; Worthen & Lamber, 2007). This would require trainees to systematically track and discuss progress of their case in supervision” (2011). This would allow for counselors in training to reflect with their supervisor on how their own clients are doing. Providing feedback to the trainee could be seen as one of the most important parts of supervision because it will allow them get feedback regularly and to make adjustments as needed during their client sessions.