Examine 2 other learners’ posts. Your response needs to be focused on feedback on their ability to synthesize the requirements of the post by providing them su

1. Strengths and Weaknesses (Feminist Model and Person-Centered Supervision) 

A strength of the Feminist Model is that it strives to maintain an egalitarian relationship between the supervisor and supervisee relationship. Therefore, the relationship between the supervisee and supervisor may “form grounds for more collaborative discussions” (Hodges, S. 2016) In a similar way, the person-centered model focuses on creating a collaborative relationship rather than the supervisor approaching the supervisee from an expert position. In addition, the supervisee has the ability to be more open about their experience. 

A weakness of the Feminist Model is that “therapists often redefine mental illness as a consequence of oppressive beliefs and behaviors” (Case Management Training Curriculum, 2020). While this can certainly be the case for some mental illnesses, it can be restrictive and limiting to what can cause a mental illness to occur. In addition, Feminist Therapists can “oppose the DSM” (Turner, J). While the DSM can cause therapists to label people with illnesses, the DSM holds specific criteria and information that is important for the therapist to understand what the client is going through. Unlike Feminist Theory, a weakness of the Person Centered Model is that it assumes that the supervisee has the resources to develop as a counselor. This can be detrimental as there might be a supervisor can assume that a supervisee has the resources to develop as a counselor, but the supervisee may actually not. This can influence the supervisee's performance with clients and strain the supervisor and supervisee relationship. 

Likes and Dislikes

My likes of the Feminist Model include the recognition of power differentials. I think it is important to bring up in a supervisor-supervisee relationship because it establishes an understanding of the position of power that the supervisor can hold and teaches the supervisee the “role of privilege” (Hodges, S. 2016). I also like that this model focuses on empowering the supervisee. The world of counseling can be intimidating and without empowerment from supervisors, it can cause supervisees to doubt themselves in the field. My dislikes of the model is its potential opposition of the DSM. I think without the DSM, it would be difficult for us to understand more in detail what a client is struggling with. 

My likes of the Person-Centered Model include the relationship being more collaborative and the supervisee having the ability to be more open about his/her experience. The model also sees the supervisor, not as an expert but as an experienced collaborator. This should make the supervisee feel more appreciated and equal as a person and as a counselor. My dislike of the model is that the supervisor assumes that the supervisee has the resources he/she needs to become a counselor. This can have potential consequences as a lot of supervisees may need more direction and interpretation in their counseling experience. 

Professional Opinion of Models 

I think that both the Feminist Model and the Person-Centered Model have strengths and weaknesses. They both hold a more equal collaborative view in the supervisor-supervisee relationship that can bring beneficial outcomes. Most of the other models mentioned seem to lack this quality of relationship and see the supervisor in a more expert level that can make the supervisee feel intimidated. However, both of these models hold contrasting weaknesses that can bring negative outcomes such as the lack of direction from a supervisor and the opposition of the DSM. In my opinion, the Person-Centered Model would be the model of choice if I was a supervisor. The Feminist Model emphasizes on empowerment and being egalitarian in the relationship with the supervisee but seems to be limited in its viewpoint of mental illness. The Person Centered Model has more emphasis on the quality of the supervisee-supervisor relationship which facilitates growth and learning. I think that building a relationship with a supervisee is a big important part of being a supervisor. 

Roles (Teacher and Coach)

A supervisor who is in the role of a teacher helps supervisees gain knowledge in the development of counseling. In addition, teachers determine what areas the supervisee needs to learn in, what strengths the supervisor holds, explain self-awareness, and help the supervisee use the knowledge they learned and apply it in practical use and professional growth.

A supervisor who is in the role of a coach is supportive of the supervisee, often being the cheerleader. In addition, “ the coach models, assesses the strengths and needs of the supervisee, and prevents burn out” (Clinical Supervision and Professional Development).

My Feelings

My feelings about being a supervisor in a teacher role is that I would need improvement in communication skills. I am not the best at explaining material to others which is an essential part of being a teacher. In addition, I do not feel 100% confident in determining what areas a supervisee might need help in. The verbal or nonverbal communication that the supervisee might be expressing can sometimes be difficult to determine. This is an area that I sometimes run into with a client. Being trained more in this area as a supervisor would benefit me and the supervisee that I will be in a professional relationship with.

I feel more confident in being in a supervisor role as a coach. I feel like I have the personality of a coach as I am trying to encourage and support others, especially the clients that I see in my internship. In addition, I feel like I have a handle on assessing areas of strength in clients as I am often reminding them of what they have accomplished thus far. However with that said, preventing a supervisee from burn out would be something I would need training in. I often do not prevent myself from burn out and could use improvement in self-care. I would not want my supervisee to get burnt out because I myself was not practicing it and was failing to assess it. 

Issues of Roles

A potential issue of being in a coach role is that a supervisor could be too supportive. There are times when supervisees need support but also need constructive feedback to help them learn to improve. Always telling a supervisee that they are doing well can be ineffective towards development in being a competent and professional counselor. 

A potential issue of being in a teacher role is that a supervisor may be focusing too much on presenting the knowledge and material to the supervisee. Therefore, having the flexibility and patience to help the supervisee, who may have trouble applying this knowledge, would become difficult for the supervisor. In addition, the supervisor as a teacher can abuse their power in the relationship. A supervisor could think of the relationship as a teacher-student relationship rather than a supervisee-supervisor relationship. This can cause lack of empathy from the supervisor and a lack of ability for the supervisee to voice his/her thoughts. 

2. Developmental Models

            According to the developmental models of supervision, supervisees progress through several stages of development throughout clinical supervision, and the supervisor is encouraged to be aware of and attend to these stages (Turner, 2024, Slide 14). A specific example of the developmental model of supervision includes Stoltenberg and Delworth’s 1987 model. This model of supervision originated with three levels of supervisee and counselor development, with each level containing three processes (Turner, 2024, Slide 14). In the first level, beginning, there is typically high motivation, anxiety, and fear of feedback observed from the supervisee (Turner, 2024, Slide 15). In the second level, intermediate, the supervisee becomes more comfortable with skills and may potentially start exploring various approaches (Turner, 2024, Slide 15). In the third level, advanced, the supervisee is able to understand and empathize with their client’s worldview and begins to develop an increase in autonomy (Turner, 2024, Slide 16). Stoltenberg and Delworth also identify eight areas of growth expected from each supervisee (Center for Credentialing and Education, n.d., p. 5). These areas include intervention, skills competence, assessment techniques, interpersonal assessment, client conceptualization, individual differences, theoretical orientation, treatment goals and plans, and professional ethics (Center for Credentialing and Education, n.d., p. 5).

Psychotherapy-Based/ Orientation-Specific Models

            Psychotherapy-based models of supervision include models that are specific to orientations, such as the feminist model of supervision, the cognitive-behavioral model of supervision, and the solution-focused model of supervision (Turner, 2024, Slide 25). Another example of psychotherapy-based supervision would be the person-centered model of supervision. In this model of supervision, the supervisor assumes the supervisee has the appropriate resources to develop effectively as a counselor (Hodges, 2016, p. 92). Additionally, the supervisor attempts to create a non-controlling, nondirective environment that is based on mutual trust (Center for Credentialing and Education, n.d., p. 3). The supervisor is not seen as the expert in the relationship, but rather as a consultant, there to offer support (Hodges, 2016, p. 92).

Strengths

            One strength of the developmental models of supervision is that there is a clear structure and framework for the supervisee’s growth. The model provides clear stages to track and support the supervisee’s growth. Additionally, the stage-specific framework can assist the supervisor in identifying the specific needs and characteristics of the supervisee in each stage of development. There is also a more holistic approach to supervision, potentially creating more room for growth. This model also encourages the autonomy of the supervisee.

Strengths of the psychotherapy-based models of supervision include that the models align with a specific theoretical orientation (Hodges, 2016, p. 92). This means that the supervision meetings will likely have more structure and direction, in addition to being more consistent. Furthermore, the person-centered model creates a supportive environment for the supervisees to be able to openly discuss concerns, challenges, and progress in their development. It also appears that there may be more flexibility in the roles of the supervisor, as they may work as more of a collaborator than an authoritative figure.

Weakness

            There are several weaknesses to the developmental models of supervision. One weakness may be that the model potentially is too ridged for the supervisee as not all individuals will progress at the same rate or in the same manner as others. There also may be an overemphasis on stages of development, taking away from the individual's experiences, challenges, and growth throughout the supervision process. The developmental models may also be less individualized as they assume all supervisees experience the same feelings at stages.

One weakness of the psychotherapy-based models may be a limited scope. As the supervisor is typically focused on one theoretical orientation in these models, there may not be many opportunities for growth and development with other theoretical orientations for the supervisee. There may also be potential for bias as the supervisor is strongly aligned with one particular theoretical orientation. The success of supervision may also be dependent upon whether the supervisee and supervisor have the same theoretical orientation.

Likes

            The things I like about the development model of supervision is that it provides a structure for tracking progress and allows for the supervisee and the supervisor to track and monitor progress throughout the supervision process. I also like that the Stoltenberg and Delworth model focuses on eight areas of growth because I believe it provides structure to the supervision process and provides guidance on skills important for the supervisee.

            One of the things I like about the psychotherapy-based models of supervision is specific to an orientation that often promotes more autonomy for the supervisee. I appreciate that with this model of supervision, the supervisee is able to make decisions independently with support from a supervisor rather than clear direction. I believe this model promotes a strong amount of independence for the supervisee and their growth.

Dislikes

            One thing I dislike about the developmental models of supervision is the generalizations that are made in each developmental stage. I believe it can potentially limit the individual's growth and abilities. Not all supervisees are in the same place when they begin supervision and not all supervisees move at the same pace.

            My strongest dislike for the psychotherapy-based models of supervision is that I believe that practicing one theoretical model can limit the growth of the supervisee. If they are not exposed to multiple orientations during their supervision experience, they may not be fully competent or confident in the use of other models when necessary. I also believe that at times the supervisee needs more direction than what is often offered in psychotherapy-based models.

Professional Opinion

            My professional opinion of the developmental models of supervision is that they offer clear direction for a supervisee’s growth, through the use of stages. The model can assist the supervisor in providing specific and targeted support to the supervisee, while also apprising comprehensive growth. I believe a limitation of developmental models may be the rigidity and overemphasis of stages.

            My professional opinion of the psychotherapy-based models of supervision is that they can help the supervisee with enhancing the integration of theory and practice while providing a supportive environment free from judgment. I believe this model offers collaboration and autonomy for the supervisee. However, the model is limited by narrow focus and potential biases.

Comparing and Contrasting Roles of a Clinical Supervisor

Teacher

            The role of a supervisor in the teacher role is to help the supervisee in the development of knowledge and skills, while also working to identify needs, strengths, and self-awareness (Clinical Supervision and Professional Development, n.d., p. 4). This role may be taken by a supervisor when they “directly lecture, instruct, and inform the supervisee” (Center for Credentialing and Education, n.d., p. 6).

Consultant

            A supervisor in the consultant role is responsible for reviewing the supervisee’s case reviews, assessment, and performance, while also developing alternative techniques and ideas (Supervision, n.d., Slide 4). Another important role of the consultant is promoting gatekeeping, which prevents individuals who lack the proper skills for counseling from entering the field (Supervision, n.d., Slide 4). Gatekeeping also functions as a way for the supervisor to recognize and address counselor impairment for the organization and the discipline of counseling (Clinical Supervision and Professional Development, n.d., p. 4). This role is often taken when the supervisor and supervisee act as colleagues (Center for Credentialing and Education, n.d., p. 6).

Being Responsible for this Role

            I feel very confident about being in the “teacher” role of a supervisor. I have been in a compliance supervision role for the last year at my current place of employment. Part of that job has included training new clinicians on documentation and the use of theories. I often have clinicians coming to speak with me about proper steps to take with clients and ways to document the interaction. I enjoy helping others learn and offering insight to those eager for knowledge. Teaching is something I am very passionate about and comfortable doing. At the same time, when I feel someone may have more experience than myself, I do find myself experiencing some symptoms of imposter syndrome and doubting my clinical judgment.

            In the “consultant” role of supervision, I feel I may encounter some areas of trouble. The last year, I have spent a large amount of time reviewing documentationfor compliance issues within the company that I am employed with. I find it difficult to remain patient with individuals who repetitive make the same mistakes after being told numerous times how to correct the errors. In this role, I believe I would do well with offering consultation, but may struggle with feedback when progress is not evident.

Potential Issues

            One potential issue of the “teacher” role is a power imbalance. If the supervisee feels their supervisor holds more power or authority over them, they may be resistant to discussing serious issues or concerns that need to be addressed in supervision. There also may be over-reliance on the supervisor, limiting the supervisee’s autonomy. In turn, this could create dependence from the supervisee on the supervisor.

            Potential issues of the “consultant” role are that there may be a blur in the relationship between the supervisor and supervisee. There may be struggles between boundaries and expectations as the supervisee acts as less of an authoritative figure. Additionally, gatekeeping can be a potential issue as it can be challenging for supervisors to perform the task of gatekeeping without damaging the supervision relationship.

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