Models of Counselor Supervision TIFFANY O’SHAUGHNESSY, YOKO MORI, ANJU K ADU VETTOOR,
CLYDE BEVER LY, and RYAN D. WEATHERFORD
Prior to the development of supervision specic models, supervisors typically relied on their training as clinicians and their primary theoretical orientations to guide their work (White & Russell, 1995). It was through this path that psychotherapy-based models of supervision were articulated, modied, and tested. e purpose of this chapter is to explore the frameworks, foci, and methodologies of four psychotherapy-based supervision models. While there are myriad models of psychotherapy-based supervision (e.g., Adlerian, Tobin & McCurdy, 2006; Behavioral, Follette & Callaghan, 1995; Systemic, McDaniel, Weber, & McKeever, 1983), we have chosen to explore two more prominent models with a more extensive literature base (i.e., psychodynamic and cognitive-behavioral) and two newer models with a burgeoning research base (i.e., feminist and solutionfocused). e more prominent models were chosen for their historical and contemporary importance (Bernard & Goodyear, 2009), whereas the newer models were chosen to expose the reader to a sampling of promising new directions. e chapter illustrates the relative strengths and limitations of these four supervision models. Additionally, we will utilize the following case example of a supervisee, Janet, throughout this chapter to demonstrate the dierences in the approach of the four models presented:
Janet is a second-year doctoral student completing her rst practicum experience at a university counseling center. She expressed to Steve, her supervisor, that she has been feeling a lack of condence in her skills as she does not feel that any of her clients are making positive
progress. She reports being particularly frustrated in her work with Chris, a male client she has met with on three occasions regarding his uncertainty about remaining in a relationship with his partner. She feels that they are not getting closer to his making a decision.