ABSTRACT
This chapter reviews the status of supervisory models, presents overarching schemata of stage models of supervisee development. It describes a three stage model of supervisor development. The terms counseling and psychotherapy are used synonymously, as are trainee, supervisee, student, and psychotherapist. Various models concerning supervision of psychotherapy and counseling describe different roles and relationships which supervisors and supervisees occupy in the course of supervision. Models are graphic characterizations of theoretical assumptions, and therefore are more circumscribed than would be a theory. These models are helpful in structuring supervision, but conceptualization of the process of supervision often is a derivative of whichever theory and set of techniques the supervisor holds dear. Literature regarding client centered and humanistic approaches to supervision are concerned with teaching the student to listen to the client, increasing authentic interaction and congruence, and fostering growth. Behavioral approaches describe the supervisor's efforts toward skill acquisition, relaxation for the student therapist, discriminative and differential responding, and imitation learning.
