ABSTRACT
This chapter discusses the self-regulation skill of brain connection and nutrition and stressing the importance of relationship qualities between people, the student supervisee, and their supervisor. The Microcounseling Supervision Model (MSM) was introduced to people first as their foundation for learning the needed basic interviewing skills. There are many other supervision models that have emerged throughout the history of the helping professions. The basic tenets formulating developmental models of supervision are that, as a student, they continue to grow at their own pace with differing needs and differing styles of learning. If Allen Ivey decided to supervise author using a psychotherapy theory-based supervision model, he would choose one theory adhering to its tenets throughout the supervisory process. Using cognitive-behavioral supervision, Dr. Ivey would focus on skills and strategies that the author may want to use with Rachel.
