The overall goal in personalization foci involves how well supervisee effectively managed reactions, feelings, and attitudes in professional manner with clients (Koltz, 2008). In addition, personal counseling styles and consistency serve as a baseline to professionally address countertransference, boundary setting, and amount of self-disclosure with clients (Murphy & Kaffenberger, 2007). Furthermore, personalization aids to discover the supervisee’s degree of ethical and professional behaviors exemplified in counseling sessions (Luke & Bernard, 2006). Conceptualization and personalization focus areas explore increased skill level among counselors in trainings. With this concept, supervisors tend to rely less on observation and heavily on
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Timing is essential when incorporating appropriate supervisory role to allow focus areas to be salient for clinicians in training (Murphy & Kaffenberger, 2007). Supervisors take on roles as teacher, counselor, or consultant when providing supervision to incorporate and facilitate professional development (Luke & Bernard, 2006). Additionally, supervisors may choose to integrate one or all supervisory roles within one supervision session to meet needs and goals of supervisee (Smith, 2009). Understanding the discrimination model of supervision is situation specific allows supervisors to exhibit multiple supervisory roles (Koltz, …show more content…
The supervisory relationship in the consultant role takes a collaborative approach with supervisee (Carnes-Holt, et al., 2014). Supervisor deliberately does not provide answers to supervisees questions when asked, however encourages clinician in training to trust self to find desired outcome (Carnes-Holt, et al., 2014). Supervisors in a consultant role typically work with advanced clinicians versus using a teacher role with a novice counselor (Timm, 2015).
Supervisors utilizing the discrimination model of supervision should always be in tune with supervisees ever changing needs to adopt and partake in any role as teacher, counselor, or consultant (Carnes-Holt, et al., 2014). Supervisees benefit best under flexible and understanding from competent supervisors to facilitate positive learning outcomes (Carnes-Holt, et al., 2014).
With the discrimination model of supervision being the most commonly used and researched model in supervision, this approach is eclectic in providing directive yet flexible enhancements for supervisors to tailor pieces based on their preferred model of supervision to form a supervisor counselor identity (Bernard and Goodyear,
Timing is essential when incorporating appropriate supervisory role to allow focus areas to be salient for clinicians in training (Murphy & Kaffenberger, 2007). Supervisors take on roles as teacher, counselor, or consultant when providing supervision to incorporate and facilitate professional development (Luke & Bernard, 2006). Additionally, supervisors may choose to integrate one or all supervisory roles within one supervision session to meet needs and goals of supervisee (Smith, 2009). Understanding the discrimination model of supervision is situation specific allows supervisors to exhibit multiple supervisory roles (Koltz, …show more content…
The supervisory relationship in the consultant role takes a collaborative approach with supervisee (Carnes-Holt, et al., 2014). Supervisor deliberately does not provide answers to supervisees questions when asked, however encourages clinician in training to trust self to find desired outcome (Carnes-Holt, et al., 2014). Supervisors in a consultant role typically work with advanced clinicians versus using a teacher role with a novice counselor (Timm, 2015).
Supervisors utilizing the discrimination model of supervision should always be in tune with supervisees ever changing needs to adopt and partake in any role as teacher, counselor, or consultant (Carnes-Holt, et al., 2014). Supervisees benefit best under flexible and understanding from competent supervisors to facilitate positive learning outcomes (Carnes-Holt, et al., 2014).
With the discrimination model of supervision being the most commonly used and researched model in supervision, this approach is eclectic in providing directive yet flexible enhancements for supervisors to tailor pieces based on their preferred model of supervision to form a supervisor counselor identity (Bernard and Goodyear,