The purpose of this article is to examine the perceptions of the Discrimination Model of supervision by thirty-eight school counselor supervisors. Moreover, the article duplicates and lengthens a portion of Ellis and Dell’s original investigation of the perceptions of mental health counselor supervisors. The Discrimination Model comprises of the supervisory focus and supervisor role dimensions. Furthermore, the article maintains these dimensions intermix to produce a 3 by 3 matrix with nine supervisory approaches from which the supervisor can select dependent on the supervisee’s requirements. Additionally, the three focal points of supervision are intervention skills, conceptualization skills, and personalization skills. The model also
