ABSTRACT
Clinical supervisors assume that, as a consequence of their oversight, their supervisees will develop toward becoming effective clinicians. For most supervisors, the assumptions or similar ones come somewhat easily. They may pose little challenge for supervisors. Similarly, Smith’s developmental model briefly encapsulates clinical supervisors’ experiential awareness of their supervisees’ movement from incompetence to competence. Smith prepared a fairly simple model of counselor development. With almost thirty years of analysis and critiques, the Stoltenberg and Delworth model continues to have positive resonance with many clinical supervisors. In short, they proposed three developmental levels of supervisees and eight developmental dimensions. The no-model model of clinical supervision acknowledges a common, if not typical, supervisory reality: supervisors provide supervision with little or no interest in, skill pertaining to, or preparation for supervising. A general acknowledgment is that the reflective practice model of clinical supervision has become increasingly common as a preferred understanding of clinical supervision.
