¶ … Supervisory Relationship
Counseling supervision entails that persons in a therapeutic role are supervised by a peer for the purpose of professional and personal development. The supervisor makes recommendations according to his or her observations, and helps the counselor to perform better or to make modifications for the benefit of the patients. Supervision could also occur in a group setting, where several therapists are involved in the supervisory role (Holloway 1995: 21).
In the United Kingdom, all counselors are required to undergo supervision, regardless of elements such as experience or perceived performance. The reason for this is that it is often seen by both professional supervising bodies and therapists themselves as ethically imperative. In the United States, however, many counselors work without supervision.
This is the result of the evolution of counseling and its associated practice in the United States and in the United Kingdom. In the former, supervision is required only during training, whereas accredited counselors are not required to undergo supervision. In the United Kingdom on the other hand, counseling supervision is a lifetime commitment (Holloway 1995: 68).
Supervising paradigms are thus often the result of culturally developed norms of providing counseling to clients. In the United States for example, the conceptual influencing practice requires counselors to be supervised only in training, whereas they are left to practice on their own after training. The British model focuses more on practice moving towards theory, which makes peer review and consistent standards of theoretical counseling practice important.
While it appears that counseling supervision is beneficial for both client and counselor, it is important to take into account cultural factors that may be involved. Some countries may favor the perception of greater privacy when in consultation with only one individual, while other cultures may value the security that is brought about with counseling supervision (Holloway 1995:...
Frankel (2008) argues that formal on-to-one supervision facilitates positive staff development. . Effective supervision practice promotes professional growth and development. An individual staff needs to interact always with a supervisor to enhance knowledge development. With the shortcoming identified in the supervision practice in various professions and my work place, the paper provides recommendations to enhance supervisory practice. Recommendations to enhance Supervisory Practice. Ideal supervisory practice requires good communication. Within a work
Although supervisors have an obligation to foster an atmosphere in which supervisees feel capable of being forthcoming with important information, we must also be concerned with the possibility that trainees may have predispositions toward nondisclosure, as well as the risk of liability associated with certain types of nondisclosure. Ellis & Douce (1994) believe that there are eight supervisory themes and issues tend to recur in-group supervisor supervision (i.e., supervisor anxiety,
Supervisee should have a clear view on what to expect during the supervision process. Supervisor: Are there any courses or resources that would develop your standards in relation to services delivery? Supervisee: Learning provides room for improvement, and that would be no different to my scenario. I would attend to relevant courses to boost my confidence and expertise level in dealing with clients on a daily, weekly, and monthly basis. Structural
Such formal means are needed to prevent validity questions as those that came about following the first standards mandated in 1989. This is not to say updating the standards is not without risk, for in modern society counselors must now concern themselves with "litigious" claims in a "litigious climate" (Cobia & Pipes, 2002:140). This means counselors agreeing to serve clients, and clients willing to enter into trusting relationships feel more
And the problem lies in the fact that there is a shortage of good teaching on the subject. "Students are left to discover ethical solutions by 'osmosis'" he asserts, because "simply providing ethical information is not enough, students end up without sufficient skills to make ethical decisions." As to what responsibility supervisors have in terms of their ethical duties towards supervisees, Carroll suggests supervisors not merely wait until issues arise
Likewise, engaging in too much control over a Stage III supervisee could lead to quite a bit of tension in the supervisor/supervisee relationship and result in negative transference to clients in counseling sessions. Nonetheless, this notion that counseling supervisees develop in relatively predictable stages and that an effective supervisor can best help them progress by approaching them at the level of supervision that corresponds to their own development is
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now