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The Discrimination Model of Clinical Supervision

Term Paper Number
898598942
Term Paper Description
The Discrimination Model of Clinical Supervision
Publish Year
2003
Academy
Argosy University
Course
C7454
Number Of Pages
9
Number Of Words
1944
Number Of Sources
12
Price
10 $ (USD)
Keywords
Clinical supervision, professional development, Discrimination Model, supervisor, supervisee, boundary management, dual roles, Integrated Developmental Model, parallel development, role modelling,
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Paper Abstract

The Discrimination Model of Clinical Supervision

The Discrimination Model

It is my understanding that in the Discrimination Model of supervision, the supervisor assumes one of three roles at any given point in the supervisory process to facilitate professional development of the supervisee.  The roles are teacher, counsellor, and/or consultant.  Depending on the situational needs of the supervisee, the supervisor employs one of the three roles to address one of three areas of development – intervention skills, conceptualisation skills, and personalisation skills (Bernard & Goodyear, 2004; Fitch & Marshall, 1998; Nelson, Johnson & Thorngren, 2000). 

Intervention skills involve the use of counselling techniques, such as how to open a session and how to close a session, how to use reframing, reflection, interpretations, and summaries, and the interpretation of nonverbal communication to compliment verbal communication.  The degree and competency of conceptualisation skills is measured by the supervisee’s proficient use of cognitive processing as it relates to identifying client processing themes and the appropriateness of goals, the specific selection of intervention techniques and strategies relevant to client objectives, and the overall understanding of session dynamics.  How the supervisee uses self in relation to the counselling experience is a measure of the degree to which the supervisee is able to use personalisation skills.  Such skills may include taking responsibility for training and skills acquired as those skills affect the facilitation of healing within the counselling relationship.  Other such skills can include degree of comfort with personal emotions and ability to listen with minimal defensiveness to feedback and criticisms by clients and/or supervisors, and the ability to easily separate one’s personal values and attitudes from those of the client while continuing to maintain fundamental respect for the client (Bernard & Goodyear, 2004; Fitch & Marshall, 1998; Nelson, Johnson & Thorngren, 2000).



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