Effective Supervisor-Supervisee Relationship

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The DM provides three foci areas as well as three supervisor roles that generate nine different ways supervisors may respond in their work with supervisees. Additionally, the SCDS model offers a way to conceptualize supervisees in respects to their preferred conceptual orientations. Together these two models prescribe a framework for an effective supervisor-supervisee relationship by suggesting ways in which supervisors can respond (i.e., focus and role intersections) to the different conceptual orientations of supervisees. Both models are effective for situation specific use, which strengthens supervisor-supervisee interactions by allowing the supervisor to remain present and respond in the moment, similar to the clinical work of a counselor. Supervisees are able to present with an array of difficulties (e.g., clinical, personal development) from one of the four orientations (i.e., SCDS model) and as their supervisor, I can respond with the most appropriate foci and role (i.e., DM model).
To illustrate, suppose I am working with a supervisee, Julia*, who has an extensive background in vocational counseling and is currently completing a practicum in substance abuse counseling. Julia’s practicum site works with …show more content…
The body of research on cognitive development, however, reinforces the use of the SCDS model. For instance, Wantz and Morran (1994) suggest effective counselors are able to synthesize a wealth of information to inform clinical hypothesis-making, an ability that necessitates a higher cognitive ability. Bernard and Goodyear (2014) also note that supervision matters and development is a continuous process that extends beyond supervision. I believe this underscores the need to incorporate a developmental component into my combined supervision
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