Psychotherapy-driven supervision:
integrating counseling theories into rolebased supervision. (Pearson, Q. J. of Mental Health
Counseling, 2006)
For many mental health counselors, their practice goes beyond direct service with clients and extends into
the clinical supervision and training of students and new counselors. Clinical supervision is defined as "an
intervention provided by a more senior member of a profession to a more junior member" (Bernard &
Goodyear, 2004, p. 8) in which the focus is on "the supervisee's clinical interventions that directly affect the
client, as well as, those behaviors related to the supervisee's personal and professional functioning"
(Bradley & Kottler, 2001, p. 5). Implicit within these definitions are two major elements that are sometimes
construed as conflicting. First, the theories of counseling and psychotherapy psychotherapy, treatment of
mental and emotional disorders using psychological methods. Psychotherapy, thus, does not include
physiological interventions, such as drug therapy or electroconvulsive therapy, although it may be used in
combination with such methods. are integral to developing skilled counselors (Corey, 2005; Day, 2004),
and removing psychotherapy theory and practice from supervision is neither feasible nor desirable. Second,
clinical supervision is more than an extension of counseling theory. It is a specialty in its own right,
complete with established models, practices, and interventions (e.g., Bernard, 1997; Stoltenberg, McNeill,
& Delworth, 1998). The purpose of this article is to present a case for psychotherapy-driven supervision, an
inclusive model of supervision that incorporates and integrates two elements: counseling theory and
practice with role-based supervision approaches.
PSYCHOTHERAPY-BASED APPROACHES TO SUPERVISION
Commonly referred to as psychotherapy-based models (Bernard, 1992; Bradley & Gould, 2001; Watkins,
1995) and more recently described as supervision models grounded in psychotherapy theory (Bernard &
Goodyear, 2004), the supervision literature is replete re·plete
adj.
1. Abundantly supplied; abounding: a stream replete with trout; an apartment replete with Empire furniture.
2. Filled to satiation; gorged.
3. with specific examples of psychotherapy-based approaches to supervision. A small sample of these
approaches includes psychodynamic Psychodynamic
A therapy technique that assumes improper or unwanted behavior is caused by unconscious, internal
conflicts and focuses on gaining insight into these motivations.
Mentioned in: Group Therapy, Suicide (Frawley-O'Dea & Sarnat, 2001); person-centered (Freeman, 1992;
Tudor & Worrall, 2004a); experiential ex·pe·ri·en·tial
adj.
Relating to or derived from experience.
ex·pe ri·en (Cummings, 1992); psychodrama psychodrama /psy·cho·dra·ma/ (-drah´mah) a form of group
psychotherapy in which patients dramatize emotional problems and life situations in order to achieve
insight and to alter faulty behavior patterns. (Coren, 2001; Wilkins, 1995); cognitive (Safran & Muran,
2001); cognitive-behavioral (Rosenbaum & Ronen, 1998); multimodal Two or more modes of operation.
The term is used to refer to a myriad of functions and conditions in which two or more different methods,
processes or forms of delivery are used. On the Web, it refers to asking for something one way and
receiving the answer another; for example requesting (Ponterotto & Zander zan·der
n. pl. zander or zan·ders
A common European pikeperch (Stizostedion lucioperca) valued as a food fish.
[German, from Low German Sander , 1984); solution-focused (Presbury, Echterling, & McKee, 1999;
Thomas, 1994); and narrative (Bob, 1999).
In his article reflecting on psychotherapy supervision trends, Watkins (1995) presented definitions of
psychotherapy-based supervision by Bernard and Goodyear (1992) and Russell, Crimmings, and Lent
(1984). While Russell et al. described psychotherapy-based supervision as stemming "directly from the
major theoretical schools of counseling" (p. 627), Bernard and Goodyear described it as supervision "based
totally and consistently on the supervisor's theory of psychotherapy and counseling" (p. 11).
Without a doubt, psychotherapy-based models of supervision have many strengths. The strengths that each
theoretical approach brings to the counseling setting are echoed in the strengths they bring to the
supervision environment. For example, the facilitative conditions of empathy empathy
Ability to imagine oneself in another's place and understand the other's feelings, desires, ideas, and actions.
The empathic actor or singer is one who genuinely feels the part he or she is performing. , genuineness, and
warmth combined with the belief in supervisees' natural tendencies to learn and grow are enduring
contributions of the person-centered approach (Bernard & Goodyear, 2004). Likewise, strengths of
psychodynamic, behavioral, and cognitive psychotherapy-based supervision were delineated de·lin·e·ate
tr.v. de·lin·e·at·ed, de·lin·e·at·ing, de·lin·e·ates
1. To draw or trace the outline of; sketch out.
2. To represent pictorially; depict.
3. by Bradley and Gould (2001). Major strengths mentioned for the psychodynamic approach included the
recognition of interpersonal in·ter·per·son·al
adj.
1. Of or relating to the interactions between individuals: interpersonal skills.
2. dynamics in the supervisory and counseling relationships and the emphasis on the supervisory working
alliance, described as the relational bond based on a sense of shared goals and tasks (Bordin, 1979, 1983).
For the behavioral approach, primary strengths included the adaptability of such techniques as modeling,
role-playing, feedback, reinforcement reinforcement /re·in·force·ment/ (-in-fors´ment) in behavioral
science, the presentation of a stimulus following a response that increases the frequency of subsequent
responses, whether positive to desirable events, or , individualized in·di·vid·u·al·ize
tr.v. in·di·vid·u·al·ized, in·di·vid·u·al·iz·ing, in·di·vid·u·al·iz·es
1. To give individuality to.
2. To consider or treat individually; particularize.
3. goal-setting, and evaluation for the purpose of teaching counseling skills counseling skills,
n the acquired verbal and nonverbal skills that enhance communication by helping a medical professional
to establish a good rapport with a patient or client. . Strengths of the cognitive approach included its
emphasis on collaborative goal setting, monitoring, and evaluation as well as the use of cognitive strategies
for increasing counselors' awareness of their own thought processes This is a list of thinking styles,
methods of thinking (thinking skills), and types of thought. See also the List of thinking-related topic lists,
the List of philosophies and the . that they bring to their therapeutic work with clients.
In addition to strengths associated with specific theory-based approaches, it is worth noting what
psychotherapy-based approaches in general contribute positively to the supervision environment. Given
that theories of psychotherapy are designed to promote growth and change in clients, it stands to reason that
they could be similarly helpful in promoting growth and change in supervisees. Contributions of theorybased supervision approaches in general include the following: providing therapeutic relationship
conditions, modeling counseling interventions, and providing a supervision environment that is isomorphic
(mathematics) isomorphic - Two mathematical objects are isomorphic if they have the same structure, i.e.
if there is an isomorphism between them. For every component of one there is a corresponding component
of the other. (i.e., equivalent in structure) (Thomas, 1994) to the counseling process (Bernard, 1992;
Bernard & Goodyear, 2004; Bradley & Gould, 2001; Thomas, 1994). Moreover, given that counseling
theories provide concepts for explaining human behavior and interventions for promoting positive change
(Corey, 2005; Day, 2004), they offer useful guides for conceptualizing client situations, as well as choosing
and implementing interventions.
Transferring strengths from psychotherapy approaches into the supervision arena definitely has merit.
However, the overarching criticism of these approaches centers around the rigid application of
psychotherapy models within the context of supervision. This criticism translates into two primary
concerns: minimizing the educational needs of supervisees and failing to monitor client progress and
welfare. In her review, Bernard (1992) emphasized that a fundamental difference between supervision and
therapy is that supervision is more educational (i.e., instructional and evaluative) than therapeutic. She
added that this difference "will inevitably frustrate the psychotherapy-based supervisor" (p. 236). In a more
recent discussion of psychotherapy-based approaches, Bernard and Goodyear (2004) cautioned:
Supervisors who rely on this as their exclusive lens will miss
important information about their supervisee's [sic] and about the
range and impact of interventions they might use to help those
supervisees. Often, this single lens also can lead supervisors to
think in 'therapeutic' rather than educational ways about their
supervisees. (p. 76)
Furthermore, Davenport Davenport, city (1990 pop. 95,333), seat of Scott co., E central Iowa, on the
Mississippi River; inc. 1836. Bridges connect it with the Illinois cities of Rock Island and Moline; the three
communities and neighboring Bettendorf, Iowa, are known as the Quad Cities. (1992) warned that ethical
and legal considerations, including client safety, could be jeopardized when training needs are emphasized
over skill assessment and monitoring of client cases.
Criticisms of specific psychotherapy-based approaches are also worth noting. The biggest challenge for the
person-centered model of supervision is the incompatibility The inability of a Husband and Wife to cohabit
in a marital relationship.
incompatibility n. the state of a marriage in which the spouses no longer have the mutual desire to live
together and/or stay married, and is thus a ground for divorce of incorporating instruction and evaluation
into a supervision environment that centers on providing the core therapeutic conditions (e.g., warmth,
empathy, and unconditional positive regard) associated with this approach (Bernard, 1992). Less pointed
descriptions of weaknesses of other psychotherapy-based models were offered by Bradley and Gould
(2001). For the psychodynamic approach, a potential weakness was an overemphasis o·ver·em·pha·size
tr. & intr.v. o·ver·em·pha·sized, o·ver·em·pha·siz·ing, o·ver·em·pha·siz·es
To place too much emphasis on or employ too much emphasis. on supervisee personal insight and the
possible blurring of supervision and counseling. A behavioral approach, on the other hand, may focus so
heavily on supervisee skill acquisition that the supervisee as a person is ignored. Also emphasized was the
limited role ascribed to affect and cognitions (seen as aspects of behavior) and the idea that motivations for
behaviors were often ignored. For the cognitive approach to supervision, potential shortcomings A
shortcoming is a character flaw.
Shortcomings may also be:

Shortcomings (SATC episode), an episode of the television series Sex and the City
cited were the lack of attention to feelings, unconscious processes, and insight.
Watkins (1995) noted that psychotherapy-based models have remained virtually unchanged for decades. He
argued further that the problems which arose from "building supervision theory directly out of
psychotherapy theory (because supervisees are not clients) ... led to the emergence of alternate supervision
paradigms" (p. 571), such as developmental and social role-based models. Similarly, Bernard (1992)
concluded: "Making the pieces fit ... becomes an ongoing challenge for the psychotherapy-based
supervisor" (p. 237).
Perhaps in recognition of challenges and criticisms, more recent descriptions of psychotherapy-based
models seem less rigid. Authors have been more willing to include supervision interventions that fall
outside of the primary techniques used in the identified theoretical approach. For example, in their book on
person-centered supervision, Tudor and Worrall (2004b) embraced the "formative formative /for·ma·tive/
(for´mah-tiv) concerned in the origination and development of an organism, part, or tissue. or educative
ed·u·ca·tive
adj.
Educational.
Adj. 1. educative - resulting in education; "an educative experience"
instructive, informative - serving to instruct or enlighten or inform function of supervision" (p. 48) to
develop supervisee skill and understanding as they pertain to pertain to
verb RELATE TO, concern, refer to, regard, be part of, belong to, apply to, bear on, befit, be relevant to, be
appropriate to, appertain to clients and the therapeutic process. Emphasizing this point, they argued that
this educative function "is entirely compatible with the person-centred approach and indeed is informed by
the person-centred focus on the facilitation Facilitation
The process of providing a market for a security. Normally, this refers to bids and offers made for large
blocks of securities, such as those traded by institutions. of learning" (pp. 48-49). Likewise, Coren (2001)
argued that didactic di·dac·tic
adj.
Of or relating to medical teaching by lectures or textbooks as distinguished from clinical demonstration
with patients. teaching should be combined with clinical practice in the supervisory relationship when
supervising and training clinicians to provide short-term psychodynamic therapy Psychodynamic therapy
A therapeutic approach that assumes dysfunctional or unwanted behavior is caused by unconscious,
internal conflicts and focuses on gaining insight into these motivations.
Mentioned in: Cognitive-Behavioral Therapy . In their description of solution-focused supervision,
Presbury et al. (1999) acknowledged the need to address countertransference
countertransference /coun·ter·trans·fer·ence/ (koun?ter-trans-fer´ens) a transference reaction of a
psychoanalyst or other psychotherapist to a patient.
coun·ter·trans·fer·ence
n. issues and supervisee behavior that could harm the client. Finally, Safran and Muran (2001) described
an approach to supervision of cognitive psychotherapy which incorporated a relational perspective and
experiential learning.
While recent applications of psychotherapy-based models have begun to address their shortcomings and
challenges, a gap remains between these models and alternative supervision paradigms which focus more
directly on the process of supervision and the professional development of the supervisee. In this article, I
suggest integrating one of these alternative paradigms, role-based supervision, with psychotherapy-based
approaches. Such an integration would be a further step toward maximizing the strengths and mimimizing
the limitations of psychotherapy-based approaches.
ROLE-BASED MODELS OF SUPERVISION
Social role-based models are recognized as a foundational approach to clinical supervision in counseling
and psychotherapy (Bernard & Goodyear, 1998, 2004; Pearson, 2001, 2004). These models outline the
behaviors and expectancies associated with the various roles that supervisors play when working with
supervisees (Bernard & Goodyear, 2004; Holloway, 1992). Bernard and Goodyear (1998, 2004) presented
a table of supervisor roles suggested by a number of theorists and concluded that the supervisor roles of
teacher and counselor were common to all six of the major models, and the consultant role was listed in all
but one. Likewise, Bernard's (1979, 1997) discrimination model of supervision uses the three roles of
teacher, counselor, and consultant.
Stenack and Dye (1982) conducted a seminal seminal /sem·i·nal/ (sem´i-n'l) pertaining to semen or to a
seed.
sem·i·nal
adj.
Of, relating to, containing, or conveying semen or seed. study on the three most commonly mentioned
supervisor roles (i.e., teacher, counselor, and consultant) that were originally proposed by Bernard (1979).
The results of their study supported the existence of the three roles, finding relatively clear distinctions
between the teacher and counselor roles and some overlap between these two roles and the consultant role.
Stenack and Dye outlined the focus, goal, and activities associated with each supervisor role. Extending the
work of Stenack and Dye, Neufelt (1994) and Neufelt, Iversen, and Juntunen (1995) proposed additional
advanced strategies that combined one or more supervisor roles.
Given the continued support in contemporary social-role based models (e.g., Bernard, 1997; Carroll, 1996)
of Stenack's and Dye's (1982) groundbreaking work and their detailed explanations for each role, their
descriptions will be used. In the teacher role, the focus of the supervision interaction is on "the supervisee
as a counselor" (p. 302), and the "goal of the supervisor is to instruct in·struct
v. in·struct·ed, in·struct·ing, in·structs
v.tr.
1. To provide with knowledge, especially in a methodical way. See Synonyms at teach.
2. To give orders to; direct.
v. " (p. 302). Operating from the teacher role, the supervisor "retains overt control of the interaction. The
teacher-supervisor remains in charge, determines the direction of interaction and functions as
advisor/expert" (p. 302). From within the teacher role, specific activities include the following:
1. Evaluate observed counseling session interactions.
2. Identify appropriate interventions.
3. Teach, demonstrate and/or model intervention techniques.
4. Explain the rationale behind specific strategies and/or interventions.
5. Interpret significant events in the counseling session. (p. 302)
In the counselor role, the focus of the supervision interaction is on "the supervisee as a person" (Stenack &
Dye, 1982, p. 302), and the "goal of the supervisor is to facilitate supervisee self-growth as a counselor" (p.
302). Operating from the counselor role, the supervisor "functions in much the same capacity as a
counselor with a client" (p. 302), using the same counseling skills for the purpose of helping the supervisee
function as a counselor. Although "the supervisee does not become a client ... the counselor-supervisor
does utilize many of the counseling behaviors" (p. 302). From within the counselor role, activities include
the following:
1. Explore supervisee feelings during the counseling and/or supervision session.
2. Explore supervisee feelings concerning specific techniques and/or interventions.
3. Facilitate supervisee self-exploration of confidences and/or worries in the counseling session.
4. Help the supervisee define personal competencies and areas for growth.
5. Provide opportunities for supervisees to process their own affect and/or defenses. (p. 302)
In the consultant role, the focus of the supervision interaction is on "the client of the supervisee" (Stenack
& Dye, 1982, p. 302), and the "goal of the supervisor is to generate data" (p. 302). Working from the
consultant role, the supervisor "allows the supervisee to exert overt control of the interaction ... provides
alternative and options instead of answers ... [and] encourages supervisee choice and responsibility" (p.
302). From within the consultant role, activities include these described below:
1. Provide alternative interventions and/or conceptualizations for supervisee use.
2. Encourage supervisee brainstorming of strategies and/or interventions.
3. Encourage supervisee discussion of client problems, motivations, etc.
4. Solicit and attempt to satisfy supervisee needs during the supervision session.
5. Allow the supervisee to structure the supervision session. (p. 302)
In addition to these activities outlined for specific supervisor roles, Neufelt (1994) proposed several
advanced strategies that combined functions of these roles. These strategies included, among others,
helping supervisees conceptualize cases and identify cues in client and therapist behaviors; exploring
supervisees' feelings to increase understanding of clients; exploring supervisees' intentions and boundaries
in the counseling relationship; modeling appropriate counseling interventions through parallel process;
reframing reframing (rē·frāˑ ·ming),
n the revisiting and reconstruction of a patient's view of an experience to imbue it with a different usually
more positive meaning in the supervisees' behaviors and ideas to build on strengths; and providing
developmental challenges to supervisees.
Incorporating these three roles into psychotherapy-based supervision not only provides some direction for
utilizing therapeutic skills in supervision, it also offers an avenue for filling in the missing links related to
instruction, evaluation, and client progress. From within the counseling role, supervisors can utilize their
repertoire of counseling skills to facilitate the self-growth of the supervisee as a counselor. The consulting
role allows the supervisor and supervisee to apply theoretical concepts to client situations and brainstorm
interventions for clients. Finally, the teaching role provides opportunities for assessing supervisees' skills
and teaching supervisees to apply concepts and interventions from various theoretical approaches to
psychotherapy.
PSYCHOTHERAPY-DRIVEN SUPERVISION: AN INTEGRATIVE ILLUSTRATION
Psychotherapy-based models of supervision are seen as limiting when the supervisor is confined con·fine
v. con·fined, con·fin·ing, con·fines
v.tr.
1. To keep within bounds; restrict: Please confine your remarks to the issues at hand. See Synonyms at
limit. to the actions they would perform as a therapist from that theory and subsequently restricted to the
counseling interventions from the counselor role. Role-based models of supervision emphasize the
importance of moving in and out of the teacher, counselor, and consultant roles freely, depending on the
needs of the counselor and his or her client (Pearson, 2001). Applying a psychotherapy-driven approach
incorporates the best of both models by encouraging supervisors to bring all their theoretical approaches
and skills into supervision while intentionally in·ten·tion·al
adj.
1. Done deliberately; intended: an intentional slight. See Synonyms at voluntary.
2. Having to do with intention. and flexibly incorporating the supervisor roles of teacher, counselor, and
consultant. This integrative practice is illustrated by the application of three approaches to the same
supervision scenario. These approaches include the following theoretical perspectives: humanisticrelationship oriented, cognitive-behavioral, and solution-focused.
The supervision scenario involves a young adult counselor who is working in an outpatient setting seeing
adult and adolescent clients. Early in the supervision meeting, the counselor asks for help with a dysthymic
dysthymic /dys·thy·mic/ (-thi´mik) characterized by symptoms of mild depression. , middle-aged female
client. Previous discussions of this client indicate that a good counseling relationship has been established
and that the client poses no danger to self or others. When providing details of the case and the counselor's
questions and concerns, several times the counselor mentions frustration about "feeling stuck" with this
client.
Humanistic-Relationship Approach
In responding to the counselor from a humanistic-relationship perspective (Refer to Rogers, 1961;
Schneider, Bugental, & Pierson, 2001; Yalom, 1980), the supervisor might begin from the counselor role
with some of the following responses: This mired mire
n.
1. An area of wet, soggy, muddy ground; a bog.
2. Deep slimy soil or mud.
3. A disadvantageous or difficult condition or situation: the mire of poverty.
v. down feeling is starting to wear on you. Stay with the stuck feeling for awhile a·while
adv.
For a short time.
Usage Note: Awhile, an adverb, is never preceded by a preposition such as for, but the two-word form a
while may be preceded by a preposition. and see what images come to mind. What's the glue that's holding
you and the client in place? Reflect on your discomfort with this "stuckness." What might this client be
here to teach you? Just as a reality check, working with a chronically depressed client can be draining, and
at times I have felt similarly tired and frustrated frus·trate
tr.v. frus·trat·ed, frus·trat·ing, frus·trates
1.
a. To prevent from accomplishing a purpose or fulfilling a desire; thwart: .
From the consultant role, potential responses might include: How do you think your client would respond
to some of your personal reactions that we have just explored? How might your feelings of frustration
impact your relationship and work with your client? To what extent do you believe your reactions to the
client mirror the reactions of others to her? As you imagine wearing your client's shoes and being stuck to
the floor, what feelings or images surface?
Moving into the teacher role, the supervisor might initiate discussion with the following: Let's step out of
our process for the moment and see if we can identify what aspects of our work facilitated your personal
exploration and insight. What did we do together that best helped you understand your client? How would
you assess your level of empathic em·path·ic
adj.
Of, relating to, or characterized by empathy.
Adj. 1. empathic - showing empathy or ready comprehension of others' states; "a sensitive and empathetic
school counselor"
empathetic communication? Let's discuss translating some of your insights regarding yourself and your
client into empathic responses or using immediacy im·me·di·a·cy
n. pl. im·me·di·a·cies
1. The condition or quality of being immediate.
2. Lack of an intervening or mediating agency; directness: the immediacy of live television coverage. . Let's
discuss how you might use some of the strategies I used with you regarding the stuck feeling in helping
your client work with her feelings, images, and metaphors.
Cognitive-Behavioral Approach
From the cognitive-behavioral approach (Refer to Barlow bar·low
n.
An inexpensive, one- or two-bladed pocketknife.
[After Barlow, the family name of its makers, two brothers in Sheffield, England.] , 2001; Dobson
dob·son
n.
See hellgrammite.
[Probably from the name Dobson.]
Noun 1. dobson - large brown aquatic larva of the dobsonfly; used as fishing bait
hellgrammiate , 2001), the supervisor might begin from the consultant role with one or more of the
following: Tell me about the work you did together in your last session with this client. What were some of
your client's reactions to your attempts to examine her thoughts? How might some of your client's thought
patterns be contributing to this stuck feeling? To what degree is your work together coinciding with the
treatment plan? What do you think about reviewing the treatment plan with your client and evaluating the
degree to which goals are being met or need to be revised?
From the counselor role, the supervisor might initiate dialogue with any of several responses, including:
Tell me about the last time you felt stuck with this client; what was happening just before you had this
feeling, what thoughts were going through your mind at the time, what did you do in response to your
thoughts and feelings, and what happened next? Let's closely examine some of your thoughts in this
situation. How do some of these thoughts relate to your own cognitive patterns (e.g., performance demands,
perfectionism per·fec·tion·ism
n.
A tendency to set rigid high standards of personal performance.
per·fec tion·ist adj. & n. , unrealistic demands, and approval needs)? What alternative thoughts can you
tell yourself the next time this situation or these feelings arise to help you work more effectively with this
or other clients?
In the teacher role, the supervisor might use some of the following interventions: The process we used to
explore, evaluate, and modify your own thoughts in this situation is the same process you use with clients
from a cognitive approach. For instance, you could ask your client to reflect on her thoughts related to
specific troublesome situations or feelings. Let's examine together your treatment plan with her to see what
changes might be needed. We can also practice strategies for reviewing treatment plans with clients. It
might be helpful to read selected materials about cognitive patterns and related interventions associated
with depression.
Solution-Focused Approach
In the counselor role using a solution-focused approach (Refer to Berg, 1992; De Jong De Jong is the most
common Dutch surname. Many people bear this name, including many important historical figures. Some
of these people are mentioned below.
De Jong may mean:


Petrus de Jong, prime minister of the Netherlands from 1967 until 1971
& Berg, 2002), the supervisor might engage the counselor in the following process: On a scale of 1 to 10,
with 10 being fully stuck and 1 being not stuck at all, where would you place your work with this client?
How are you managing to keep it at an 8 instead of a 9 or a 10? Tell me about a time when your work with
the client was progressing better; what were you doing at those times? What will be the first sign that you
are becoming unstuck? What will you be doing differently? What will the client notice that you are doing
differently?
From the teaching role, the supervisor could use several strategies, including: What part of our discussion
(from the counselor role) was most helpful to you? Let's discuss how the strategy worked for you on the
receiving end. Let's discuss strategies that I used with you included scaling questions, exception-finding
questions, and presuppositional questions. If it would be helpful to you, let's review the rationale for each
strategy and look at some specific examples. Pick the strategy that you have experienced the most success
with and tell me how you've been able to use it successfully. Identify a strategy that you've had the least
success with and tell me how you will know that you are making progress with it.
In the consultant role, the supervisor might initiate a discussion with such responses as follows: Going back
to this client, how might you apply a scaling technique? To what extent do you believe this client is a
visitor, a complainant A plaintiff; a person who commences a civil lawsuit against another, known as the
defendant, in order to remedy an alleged wrong. An individual who files a written accusation with the
police charging a suspect with the commission of a crime and providing facts to support the allegation , or
a customer? Let's brainstorm some strategies for moving her to the customer role. What strategies have you
used successfully with other clients who were not customers? What homework assignments have you tried
with her?
CONCLUSION
Although originally practiced as an extension of psychotherapy, clinical supervision has evolved into a
specialty in its own right, complete with specific models for training and developing new counselors.
Clinical supervision, however, does not have to be an "either-or" proposition in which one approach is
practiced to the exclusion of others. Combining psychotherapy-based approaches and social role-based
models of supervision allows each to complement the strengths of the other. Psychotherapy-driven
supervision advocates the blending of the best from both perspectives. Given that theories of psychotherapy
have proven strategies for explaining human behavior and promoting change, their presence in supervision
is essential to training new counselors. Likewise, supervision-based practices attend specifically to the
learning needs of the developing counselor. Integrating practices from both viewpoints allows supervisors
to model and teach psychotherapeutic practices in a way that meets the unique learning needs of new
counselors.
From a practical standpoint, mental health counselors are providing supervision, trained or not. From a
philosophical perspective, a skilled supervisor must, first and foremost, be a skilled practitioner. Although
mental health counseling and clinical supervision are specialties in their own right, they are inherently
linked. The psychotherapy-driven approach is presented as a practical link between counseling and
supervision. This approach encourages mental health counselors to bring all of their therapeutic tools to the
table and to rearrange re·ar·range
tr.v. re·ar·ranged, re·ar·rang·ing, re·ar·rang·es
To change the arrangement of.
re them in a way that best serves supervisees, their clients, and the profession.
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3. reversed
4. review
5. revision
6. revolution
rev.
1. revise(d)
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


John Wiley & Sons, publishing company
John C. Wiley, American ambassador
John D. Wiley, Chancellor of the University of Wisconsin-Madison
John M. Wiley (1846–1912), U.S.
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Quinn M. Pearson, Ph.D., is associate professor in the Department of Counselor Education at the
University of North Alabama UNA in nonfiction
Baker roots
Former U.S. Secretary of State James Baker, III, stumbled upon a major family discovery sparked by a visit
to Florence, where he delivered the 2002 annual commencement address at the University of North
Alabama - a discovery he discusses . E-mail: qmpearson@una.edu.