COUNSELING PRACTICUM STUDENTS AND INTERNSHIP STUDENTS START THEIR FIELD
WORK WITH YOU AT DIFFERENT STAGES OF READINESS AND COMPETENCE!
Although all practicum students have a core of academic classes completed before they
field-work, students integrate and ¨own” what they are learning at different rates.
Below is a stage model that describes characteristics and supervision strategies that go
along with the student counselor’s development. These observations are adopted from
Stoltenberg, C.D., McNeill, B. and Delworth, U. (1998) IDM Supervision: An
Integrated Developmental Model of Supervising Counselors & Therapists. San Francisco:
Jossey-Bass.
Level 1: “The Beginning Counselor”
Characteristics:
High Motivation
High levels of anxiety
Skill acquisition focus
Dependent upon supervisor
Needs structure from supervisor
Needs Positive feedback
Self-awareness is limited
Self-focus is high
Unsure of strengths/weaknesses
Focuses on basic skills
Emulates a role model
Categorical thinking
Looks for ¨cookbook answers”
Highly dependent with self-focus
Has difficulty conceptualizing
Level 1 Supervisor Methods & Strategies:
Provide structure & keep anxiety manageable
Better if clients have mild presenting problems
Supervision shd be supportive & encouraging
Supervisor should suggest approaches
Supervisor should help conceptualize cases
Live supervision or tape is very useful
Identify dynamics in clients and in counselor
Provide readings and resources
Identify counselor’s strengths, later weakness
Closely monitor counselor and clients
Role Play
Level 2: ¨The Emerging Counselor”
Level 2: Supervisor Methods & Strategies:
Characteristics:
Demonstrates fundamental skills
Somewhat less structure provided
May not recognize gaps in skills
More autonomy encouraged
Overuses a model, tunnel vision
More difficult clients assigned
Difficulty confronting & self-disclosing
Sometimes provide direct suggestions
Limited number of interventions
Confront if needed
Lacks integrated ethics
Encourage alternative conceptualizations
Motivation may fluctuate
Process counter-transference, etc.
Dependency vs. autonomy can fluctuate
Less role play
Less self-focus
¨Careful” allowance of autonomy
Generally functions more independently
Live and recorded observation
May become unsure and lose effectiveness
May desire more autonomy than is warranted
Level 3: ¨The Skilled Counselor”
Characteristics:
Stable motivation
Doubts remain, but not disabling
Total professional identity is the focus
Firm belief in own autonomy
Knows when to seek consultation
Accepts own strengths and weaknesses
Displays high empathy and understanding
Focuses on client, process, and self
Uses therapeutic self in sessions
Level 3 Supervisor Methods & Strategies:
More structure provided by supervisee
Assist integration of counselorís view
Assist with blocks or stagnation
Continue to encourage alternatives
Allow significant independence
Level 4: “The Integrated Counselor”
Level 4 Supervisor Methods & Strategies:
Characteristics:
Stable motivation
Respond to supervisee’s needs
Generally autonomous
Move to consulting role
Clear professional identity
Allow for independence
Seeks input when needed
Personalized understanding of self and client
Monitors impact of personal on professional life