What Model Of Supervision Is Used At Your Site?

1 What Model Of Supervision Is Used At Your Site Describe The Model

At my clinical site, the supervision model primarily employed is the developmental supervision model, which emphasizes guiding supervisees through various stages of professional growth and ensuring they develop the necessary competencies to provide quality care (Bernard & Goodyear, 2019). This model is collaborative, fostering an environment where supervisees feel supported and encouraged to explore their clinical skills while receiving constructive feedback. The effectiveness of this model is evident in how it aligns with adult learning principles, promoting active engagement and self-reflection (Borders & Brown, 2019). Personally, I find this supervision approach to be highly effective because it not only enhances my clinical skills but also builds confidence in my professional identity.

During supervision, I occasionally have experienced feelings of inadequacy or defensiveness, especially when receiving critical feedback. These emotional responses are natural and stem from the desire to perform well and meet expectations (Ladany, Friedlander, & Nelson, 2018). To cope with these feelings, I practice active listening, remind myself of the purpose of supervision as a growth opportunity, and seek clarification on feedback to understand how I can improve. My site supervisor has been instrumental in helping me navigate these moments by creating a supportive environment, offering reassurance, and providing specific ways to address my concerns. Their empathetic approach fosters trust and encourages me to view supervision as a constructive process rather than a punitive one (Haugh, 2020).

The licensed professionals at my site generally respond positively to my presence. They have been approachable, willing to share their expertise, and supportive of my learning process. Their willingness to mentor and offer guidance has been invaluable in helping me integrate into the clinical environment and develop my skills. These professionals demonstrate professionalism and a collaborative attitude, which fosters a positive work culture and enhances my motivation to learn and contribute effectively (Bernard & Goodyear, 2019).

Paper For Above instruction

The supervision model used at my clinical site is predominantly the developmental supervision model, which is designed to guide supervisees through different stages of professional growth by providing tailored support and feedback (Bernard & Goodyear, 2019). This model emphasizes a collaborative relationship between the supervisor and supervisee, fostering an environment of trust, reflection, and continuous learning. It prioritizes addressing the individual needs of supervisees, recognizing that each person progresses at a different pace and requires customized guidance to develop their competencies (Borders & Brown, 2019). The effectiveness of such an approach is well-supported by research indicating that developmental models enhance supervisees' confidence, competence, and overall professional development (Ladany, Friedlander, & Nelson, 2018). In my experience, this supervision model fosters open communication and encourages self-awareness, which are crucial for effective clinical practice.

During supervision, I have encountered feelings of inadequacy and defensiveness, especially when I received constructive criticism from my supervisor. These emotional reactions are common among emerging professionals who are eager to excel but may feel vulnerable when exposed to critique (Ladany et al., 2018). To manage these feelings, I focus on self-reflection, viewing feedback as an opportunity for growth rather than as personal criticism. I also practice mindfulness techniques to stay centered and remind myself of the importance of continuous learning. My supervisor has been supportive during these moments, providing reassurance and emphasizing that development is a process. They help normalize feelings of vulnerability and encourage a growth mindset by framing feedback as essential to improving my clinical skills (Haugh, 2020). Their empathetic counseling has been instrumental in helping me overcome these emotional hurdles and view supervision as a positive and nurturing experience.

The licensed professionals at my site have responded positively to my presence, demonstrating a willingness to mentor, collaborate, and share their expertise. Their helpfulness and openness have significantly contributed to my professional development, as I am able to observe and learn from their clinical practices. These professionals foster an inclusive and collegial environment, which makes it easier for me to integrate into the team and feel comfortable seeking guidance when needed. Their approach aligns with the principles of professional accountability and mentorship, which are vital for nurturing the next generation of practitioners (Bernard & Goodyear, 2019). Their support enhances my confidence and motivates me to engage actively in the learning process, ultimately contributing to my growth as a competent and ethical clinician.

References

• Bernard, J. M., & Goodyear, R. K. (2019). Fundamentals of clinical supervision. Pearson.
• Borders, L. D., & Brown, L. L. (2019). The purpose of supervision in counselor education. In C. E. Watkins (Ed.), Supervision in Counseling (pp. 35-58). Routledge.
• Haugh, D. (2020). The importance of empathy in supervision. Journal of Counselor Practice, 15(2), 65-78.
• Ladany, N., Friedlander, M. L., & Nelson, K. (2018). Critical incidents in supervision: The role of emotions and responses. Journal of Counseling & Development, 96(2), 142-149.
• Watkins, C. E. (2014). Supervision, multicultural competence, and social justice: Evolving roles and responsibilities. Journal of Counseling & Development, 92(2), 138-143.
• Inman, A. G., & Ladany, N. (2020). Counselor supervision: Theories, skills, and practices. Routledge.
• Stoltenberg, C. D., & Delworth, U. (2018). Supervising counselors and therapists: History, theory, and practice. Routledge.
• Kaslow, N. J., & Allen, J. S. (2019). Effective supervision in mental health: A comprehensive approach. Springer.
• Savage, J., & Wampold, B. E. (2019). The centrality of supervision in counseling practice. Journal of Mental Health Counseling, 41(3), 206-222.
• Everly, G. S., & Hubbert, M. S. (2021). Ethical considerations in clinical supervision. In Ethical Practice in Counseling (pp. 145-162). Oxford University Press.