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1186 WordsJul 23, 20125 Pages
Understanding the Roles of Models of Clinical Supervision Renée Thompson Walden University Understanding the Roles of Models of Clinical Supervision A review of the literature demonstrates a consensus that a major goal of clinical supervision is to facilitate counselor competence and skill acquisition in order to increase the likelihood that they will render effective and ethical psychotherapy to their clients (Rosenbaum & Ronen, 1998; Granello, D., Kindsvatter, Granello, P., Underfer-Babalis, & Moorhead,2008). As gatekeepers, supervisors have the responsibility of fostering growth in counselors in order to increase their proficiency in their chosen craft. Changes in counselor’s aptitude call for changes in the approach used to supervise them to continue fostering professional growth. To this end, models of supervision were introduced. These models were initially named and classified by existing theories of counseling, i.e. psychodynamic, cognitive-behavioral supervision (Holloway, 1987). This trend has shifted over the past 10 years to include more psychosocially based models. One such model, the developmental theory of supervision, is of particular importance in conceptualizing the process of supervision for Naomi. Holloway (1987) argued that counseling theory does not fully explain the process of clinical supervision. Therefore, the need for models not based solely on theory was imperative to begin creating a method of evaluating and systematically contributing to the professional development of counselors in training. Stoltenberg’s (1981) developmental model of supervision is appropriate to use with Naomi because it considers her progression as a counselor as passing through a series of four levels or stages, culminating at master counselor. As a supervisor using this model, I would create an instructional environment to systematically match her

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