19 Jun Wk 3 Discussions – Supervisory Needs

Wk 3 Discussions – Supervisory Needs

Respond to the following classmates in a minimum of 175 words each classmate.

Remember:

Please include a peer-reviewed APA reference. Make certain that you are utilizing the correct format for the referencing.

In your replies, you do not need to cite references however please respond to the post and tie in your thoughts to what is presented by your colleague.

JS- Classmate

Generally, a supervisor may decide what model of supervision to use by (a) assessing the learning needs of the supervisee, (b) changing, shaping, or supporting the supervisee’s behaviors, and (c) through evaluation of the supervisee’s performance (Bernard & Goodyear, 2013). Once this is done, then the supervisor is able to determine the function of supervision for a given situation. Perhaps the supervisor was able to determine that the supervisee is struggling with the use of self in counseling. The Interpersonal Process Recall (IPR, Kagan, 1980) might be the best way to help this supervisee. This process “empowers counselors to understand and act upon perceptions to which they may otherwise not attend” (Cashwell, 1994, para. 1). The goals of IPR are to increase counselor awareness of covert thoughts and feelings of client and self, practice expressing covert thoughts and feelings in the here and now without negative consequences, and, consequently, to deepen the counselor/client relationship (Cashwell, 1994). IPR is usually done one on one with the supervisor and supervisee. Recall sessions can be used to help supervisees learn how to communicate in the hear and now. Recall sessions involve reviewing a tape (audio or video) and then allowing the supervisee to explore thoughts and feelings around their discussions to find their own resolutions to the communication issue (Bernard & Goodyear, 2013).

MMc- Classmate

Different supervisees may have different supervisory needs, such as establishing specific area of knowledge or even experience of the trainer. For some supervisees they may not know what is needed or the necessary accomplishments of a student, therefore, supervisor may need to communicate what is needed for the student learner to accomplished the specific tasks or skills that is required of the student learner, but may consider that of other students as an example of goals to be obtained (Bernard, & Goodyear, 2014). An example of a supervisory need would be appropriate feedback. Feedback is necessary in the clinical counseling experience as it allows the learner to be aware of areas of weaknesses and areas of strengths. It is imperative for the student learner to be knowledgeable in the areas of client care, as well as the needs of the practices presented during the counseling experience (Bedford, & Gehlert, 2013).

The model of supervision that fits best with this need is the Cognitive Behavioral Supervision, which focuses on what is observed and the conditions of learning or what is learned. This particular learning is especially needed when the learner is required to recite or reproduce information through actions of what was learned or gained (Bernard, & Goodyear, 2014). The Cognitive Behavioral Supervision is a good fit with this need because it allows the student to acknowledge behaviors that have been observed and put to practice verses here say and practices that have not been heard and not put to practice (Bedford, & Gehlert, 2013).

Bedford, C., & Gehlert, K. M. (2013). Situational supervision: Applying situational leadership to clinical supervision. Clinical Supervision, 32(1), 56-69.

Bernard, J. M. Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Pearson Education, Inc.