DevelopmentalModels of Supervision
Indevelopmental models of supervision is seen as growing and changingas time goes by, as part of the direct result of a supervisoryprocess. For example, psychotherapy-based models of supervisioninvolve the techniques and methods of a specific theory to trainsupervisees. There are numerous models of supervision, but thedevelopmental model of supervision is widely used and is uniquelycreated for training and supervision. Stoltenberg (2008) suggestssome domains, but more specifically because it provides a frameworkto better understanding the developmental progress made by thesupervisees (Stoltenberg, 2008). The model is designed in a way thatthe supervisors can identify important characteristics by providingduring developmental training and learning strategies.
One of the domains of the developmental supervision model is theassessment technique that focuses on administering assessments inpsychology. Therefore, assessment techniques may involve informalsurveys and tests, norm-referenced tests in psychology, medical andschool records, observation, medical evaluation, and interviews(Huhra et al., 2008). A supervisor, for instance, would determine thekind of information to apply based on the response data from thesupervisee (Stoltenberg, 2008). For example, assessment techniquescan be used to determine if an individual has a disorder or iscompetent for trials. Another assessment technique, for example, is aclinical review that allows a supervisor to ask questions and observehow the supervisee reasons (Stoltenberg, 2008). For example, apsychotherapist would ask his or her patient specific questions toobserve how he or she respond and behave.
In my supervision model, developmental supervision model, accordingto Beck et al. (2008), I would integrate the domain, assessmenttechnique, by being flexible and transparent. Here, I would use arange of assessment techniques to respond directly to the diversitywithin the supervisees` body because it will offer me a widerplatform to respond to emerging needs. I would also consider offeringa range of assessment choices. For clarity purposes, I wouldintegrate assessment claims by maintaining clarity to meet qualitylearning outcomes. Additionally, my model of supervision wouldincorporate accurate and timely information to allow clearexpectations.
Beck, J. S., Sarnat, J. E., & Barenstein, V. (2008).Psychotherapy-based approaches to supervision. In C. A. Falender &E. P. Shafranske (Eds.), Casebook for clinical supervision: Acompetency-based approach (pp. 57-96). Washington, DC: AmericanPsychological Association.
Huhra, R. L., Yamokoski-Maynhart, C. A., & Prieto, L. R. (2008).Reviewing videotape in supervision: A developmental approach. Journalof Counseling and Development, 86(4), 412-418.
Stoltenberg, C. D. (2008). Developmental approaches to supervision.In C. A. Falender & E. P. Shafranske (Eds.), Casebook forclinical supervision: A competency-based approach, (pp. 39-56).Washington, DC: American Psychological Association.