1999) A) Getz (1999) Defines Clinical Supervision

¶ … 1999)

a) Getz (1999) defines clinical supervision using the Goodyear (1998) model. Clinical supervision is always a process by which an experienced or senior member of the profession monitors a more junior professional within the same area of expertise. Moreover, the express purpose of clinical supervision is to improve the quality of services delivered. Supervision may entail goals that are measurable, or be more generally applied. There are three primary models of supervision, according to Getz (1999). Those three models include the skill development model, the personal growth model, and the integration model.

B1) The process of clinical supervision can be to serve as a "gatekeeper" of those who are entering the profession; it is not simply a means of monitoring the behavior of subordinates (p. 491)

B2) The skill development model of supervision entails a teaching relationship, and the goal is to improve the supervisee's skills.

B3) The personal growth model focuses more on the emotional capacity of the supervisee to deal with relationships with clients.

B4) The integration model focuses especially on how the supervisee integrates knowledge with client relationships.

B5) Until recently, there have been few standards for supervisory practices and little standardization. Currently, there are supervisor training programs with specific competencies.

B6) The seven competency criteria include models of supervision, counselor development, methods/techniques, supervisory relationships, ethical, legal, and professional regulations, evaluation, and administrative skills.

B7) With core competencies outlined, the supervisory process becomes more effective, less arbitrary, and more ethical in nature.

B8) Supervisors in training undergo a detailed and systematic approach with their supervisees and each client case study.

B9) Meeting structures begin with introductions and basic information exchanges, proceeding to theoretical orientation, the exchange of ideas, and the review of the session that may have been recorded.

Article 2: Pearson (2004)

A) Clinical supervision is a necessary process by which a junior counselor receives systematic and comprehensive monitoring and interventions by a senior counselor. The overall purpose of supervision is to improve the quality of service, and ensure that counselors are prepared to meet their professional and ethical obligations. However, there are many different methods of supervision.

B1) Some state boards require their counselors to receive training in supervision, and must become accredited as supervisors.

B2) In spite of the increased prevalence of supervision training programs, there is still a lack of standardization and wide range of supervisory practices and techniques.

B3) It is equally important to empower new counselors, as well as students, with the knowledge of how to be supervised and how to recognize and address poor supervision.

B4) Self-reflection on the process and function of supervision can be helpful for the new counselor.

B5) Ideally, supervisees are willing to grow, take responsibility for their behaviors, demonstrate respect, and actively participate in sessions.

B6) The supervisior-supervisee relationship challenges professional role assumptions and designations.

B7) Supervision begins with a recognition of what topics will be addressed, ranging from appropriate dress to identity and role clarity. After that, the supervision process will be formalized with agendas and schedules that meet the needs of both supervisor and supervisee.

B8) Supervisees should take care to listen and be willing to admit mistakes rather than act arrogantly.