Roles Of The Supervisor | Essay

Roles Of The Supervisor EssayA supervisor is someone who guides and oversees the travel or activities of a assimilator or another counselor. The 3 major goals of a supervisor implicate enhancing the skills and association of superior and or pupil counselors, to realise the welfare of the clients and maintain control between the client and the scholar. A supervisors responsibility is to mentor and teach students and professed(prenominal)s (Erford, 2010, p. 202-205). The supervisor result challenge, encourage and stimulate a student or professional counselor to sponsor them gain the knowledge to become proficient (Erford, 2010, p. 202-205). at that place are different purposes for a rede supervisor, among them include improving the counselors professional and personal growth, encouraging a counselors knowledge and advancement of liable counseling services and programs. Among the roles of a supervisor include advocate, case consultant, collaborator and teacher. A sup ervisor functions counselors explore their counter transfer of training issues. The supervisor support interpersonal and intrapersonal exploration of the student or counselors training and appraisal. Supervisors explore diversity issues of counselor, student, and client. (Erford, 2010, p. 202-205).Model of a supervisor includes festeringal approach, forms true for the supervisor and hypothesis- base. When a supervisor work from a theory based superintendence cast work with students and counselors in the same way of their counseling theory. Some of the content, focus, and process of supervision are grounded in the supervisors counseling model include the let onmental approach, models veritable and theory based (Smallwood, 2010)Models of Supervision with Michael authority IMichael has worked as an intern student for two months under the supervision of Janet. Janet is a theory based supervisor. She white plagues the person-centered model of supervision (Erford, 2010, p. 2 02-205). Michael shows a overlook of confidence. However, with the person-centered approach, he should gain more confidence because this approach encourages confidence. Janet will use Michaels experiences to help him gain knowledge of his gain a personal awareness. Janet will not judge his mistakes instead she will have empathy, and accept his mistakes as a nitty-gritty to learn. Janet will discuss Michaels difficulties with him as a means of learning from his mistakes.When Michael shares his concerns with his client, he is letting Janet is aware that he needs and appreciates her suggestions Michael is difficult to learn from the way Janet would deal with this situation. Janet may get some ideas from Michael to help him see his avouch feelings regarding his thoughts (Smallwood, 2010). To help his gain confidence the supervisor works closely with the student and counselor and develops a working relationship. (Smallwood, 2010).If Janet was a developmental model supervisor, she wo uld encourage Michael to gain confidence by becoming aware of himself and other. She would encourage him to become motivated and gain independence. Michael would be going to Janet for advice because she is the supervisor, and she wants him to be relatively dependent on her. Michael should eventually become more freelancer and function unaided without seeking approval from his supervisor. (The International Child and youth Care Network, 2001).There are eight growth areas that Janet will be helping Michael to attain. These areas include assessment techniques, client conceptualization, interpersonal assessment, intervention, individual differences, professional ethics treatment goals and plans, and skill competence (The International Child and young person Care Network, 2001).The discrimination model of supervision is divided into three reason patient centered, supervisee-centered, and supervisory-matrix-centered. This approach gives the supervisor much authority because their role is didactic, allowing the student or counselor to treat the patient. This model focuses on the client, not the student or counselor allows for some interaction between the counselor and the student. In Michaels case this form of supervision may not work as he has little self esteem or confidence in himself (Smith, 2009)Part II Importance of Supervision to counselors and professional counselorsThe benefits a student or professional counselor gain from supervision include development in personally and professional, gain new strategies, have support, and are inclined the opportunity to develop professionally (Benshoff, 1992-12-00). Supervision is critical in learning, maintaining and improving professional skills of students and professional counselors. Counselors and professional counselors incorporate their academic training with turn over on experience. Supervision to a fault gives counselors the qualification to learn about their own style of counseling and examine the strength s and weaknesses. Supervision is also effective in increasing the knowledge of the counselor by giving them the ability to help each other and learn from mistakes (Benshoff, 1992-12-00)There may be generation when supervision is impossible. This is when the counselors work together in what is called a triadic model by rotating the tomes of counselor, commentator and facilitator with peer supervision sections. This helps counselors develop professional counseling skills by implementing them effectively with clients (Benshoff, 1992-12-00).Supervision helps counselors to learn by teaching or mentoring them. The supervisor challenges, encourages, and stimulates the counselor to give them the knowledge to gain confidence. Supervisors help counselors to develop into symbolic counselors by promoting their personal and professional development by teaching, mentoring, collaborating, and consulting. (Erford, 2010, p. 202-205).Heading for termination/SummarySupervision is essential to chall enge, stimulate and encourage counselors and professionals by gaining knowledge from advocating, mentoring, teaching, training and collaborating. The focus of counseling supervisors is to facilitate the counselors development professionally and personally. Supervisors also consider the diversity of counselors and professionals in the counseling relationship and respect differing opinions and beliefs (Erford, 2010, p. 202-205). There are different models of supervising including the theory based, developmental approach and the models developed for supervision (book). The person centered theory is when supervisors try to build a working relationship with the counselors in order to gain their trust. Supervisors show empathy and genuine concern for the counselor pointing out mistakes, in a way that is not demeaning (Erford, 2010, p. 202-205). A supervisor who correctly uses the person centered theory will help the counselor to have self confidence and the ability to understand the coun seling process. When a supervisor uses the cognitive behavioral model they are teaching the counselor appropriate behavior and helping them to develop specific skills needed to allow them to become motivated and gain prospering knowledge. (Erford, 2010, p. 202-205). The supervisor assesses the counselor or professional for each issue and helps them work through issues, so they can move on to the next of the three levels. The eight domains of professional counseling that are addressed include assessment techniques, client conceptualization, individual differences intervention skills, treatment goals and plans and theoretical orientation and professional ethics. (Erford, 2010, p. 202-205). Other theories of the discrimination model include Intervention skills, conceptualization skills and personalization skills (Erford, 2010, p. 202-205) .