A written piece discussing models of supervision and its importance to the counselling process

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A written piece discussing models of supervision and its importance to the counselling process On entering into education about or practicing as a counsellor, an individual is committing to an ongoing process of supervision. The goal of this counselling supervision is to create a trusting environment in which developing students are able to enhance their skills and competence (Carifio & Hess, 1987; Hess, 1987; Ronnestad & Skovholt, 1993). It is a process of professional and personal development which encourages a counsellor to reach higher levels of competence. This in essence provides an environment for counsellors to discuss their work regularly with an experienced counsellor and supervisor. It is through these supervision meetings that the supervisee is able to reflect on their own practice, drawing from active counselling sessions, the practitioners own thoughts, feelings and reactions and is able to examine these and develop/adapt strategies for client work. Supervision aims to be a supportive and educative process in the application of counselling theory and techniques. Effective supervision is tailored to the student's level of knowledge, confidence and increasing ability. For example, beginning students are normally provided with high levels of structure and support, whereas more advanced students receive a more consultative supervision. In entering into supervision it is common practice to agree a supervision contract which outlines an agreement under which the supervision takes place. This may include areas such as frequency, duration and cost of supervision. Also within this it may be useful to identify some expectations on the part of both parties. For the supervisory relationship to develop and thereby the supervisee’s confidence and competence, this must be on the basis of trust and understanding. In arranging a contract therefore, it is
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