One possible model to consider for this important task of selecting methods and techniques is from Loganbill et al. (1982), wherein five categories of intervention strategies were listed that facilitate the movement of the supervisee to a higher stage of growth: facilitative, prescriptive, conceptual, confrontive, and catalytic. Facilitative, or supportive, interventions reduce anxiety and provide a base of security for supervisees, thus promoting growth and risk taking. Prescriptive interventions, in which the supervisor gives the supervisee a specific plan of action, are primarily used early in supervision or when there is particular concern about client care (i.e., in a crisis situation). Conceptual interventions help the supervisee organize information and apply theory to practice. Conceptual interventions may facilitate the supervisee's movement to integrate learning in the more advanced stage of supervision. Confrontive and catalytic interventions address emotional aspects and are meant to promote self-awareness. Catalytic interventions include a broad category of responses such as questioning, probing, and process comments "designed to get things going" (p. 35). Prescriptive, conceptual, and facilitative interventions would be applied more in the beginning of supervision with a less experienced supervisee, while confrontive and catalytic interventions would be appropriate for the more experienced supervisee.