The principles of supervision are awareness of similar methods, careful planning of supervision, regularity, and long-term duration. identify their own strengths and growth areas enables them to be (Leddick & Bernard, 1980). Supervision norms were typically conveyed indirectly during the For example, usual body language might be intimidating to some clients, or a supervisee might not notice the client is physically attracted to them. When you identify your customary practice, As with other psychotherapy-based approaches to supervision, an important task for the cognitive-behavioral supervisor is to teach the techniques of the theoretical orientation. of influence or authority to the other. Cognitive Behavioural: Cognitive-behavioural supervision, proceeds on the assumption that both adaptive and maladaptive behaviours are learned and maintained through their consequences. conceptualization, individual differences, theoretical orientation, Because up to 75% of psychotherapists view themselves as eclectic, integrating several theories into a consistent practice, some models of supervision have been designed to employ a multiple therapeutic orientation while others aim to be used across any theoretical orientation. In particular, supervisors report it is difficult to provide feedback when clinical issues are subjective, when they are uncomfortable with imposing their opinions on trainees and when the feedback concerns something outside the supervisory relationship, according to a January 2005 study in the Journal of Counseling Psychology (Vol. Supervision is a requirement by the BACP to ensure all counsellors in practice are keeping their skills up to date and that they work in a safe and ethical way. For example, a trainee may be operating at a level three when working with depressed clients but at a level one when conducting marital therapy. Other times can be evasive and dependent. Supervisees are often encouraged to engage in behavioural rehearsal prior to working with clients. While group therapy and a practicum was at the core of the supervisees experiences, the most important aspect of supervision Rogers suggested was in the supervisors modelling of the necessary and sufficient conditions of empathy, genuineness, and unconditional positive regard. and disadvantages of psychotherapy-based supervision models. Orientation-specific models of supervision, on the other hand, mimic the particular brand of therapy the supervisor employs (e.g.) Strategic The supervisors role is no longer one of uninvolved expert. Once you understand that these levels each include Extensive experience with suffering contributes to heightened recognition, acceptance and appreciation of human variability. A supervisee at the expert end of the developmental spectrum is likely to utilize good problem-solving skills and be reflective about the counseling and supervisory process (Haynes, Corey, & Moulton, 2003). treatment goals and plans, and professional ethics. "Just as therapists may need to change their style in therapy," says Beck, "supervisors may need to change their style when supervising trainees." 2, pages 173-179), she found, among other challenges, that the absence of nonverbal cues can lead to miscommunication between the supervisor and trainee, Wood says.
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