Volume_5_Issue_1_Digest

13 TPC Digest The practice of counseling is rich with challenges that impact counselor wellness. Consequently, counselors with poor wellness may not produce optimal services for the clients they serve. Wellness is regarded as a cornerstone in developmental, strengths-based approaches to counseling and is an important consideration when training counselors. Thus, a focus on methods by which counselor educators can prepare counseling trainees to obtain and maintain wellness is necessary. Numerous organizations have articulated standards for best practices in supervision. For example, the Association for Counselor Education and Supervision’s 2011 Standards for Best Practices Guidelines highlights 12 categories as integral components of the supervision process. The categories include supervisors’ responsibilities and suggestions for actions to be taken in order to ensure best practices in supervision. The 2014 American Counseling Association Code of Ethics states in Standard F.1.a that supervision involves a process of monitoring “client welfare and supervisee performance and professional development.” Furthermore, supervision can be used as a tool to provide supervisees with necessary knowledge, skills and ethical guidelines to deliver safe and effective counseling services. Researchers have suggested that the construct of wellness needs further clarification and articulation as a method of supervision. Currently, only Lenz and Smith’s 2010 model of supervision with a wellness perspective is available. However, it does not apply to counselors-in-training specifically or focus on the wellness constructs highlighted in the proposed integrative wellness model (IWM). Therefore, this article serves to review relevant literature on supervision and wellness, introduce the IWM, and present implications regarding implementation and evaluation. The article will discuss the history and importance of supervision for counselors-in-training; highlight the theoretical tenets of a new supervision model (i.e., the IWM); address implementation strategies for the IWM; discuss strengths, limitations and goals of the IWM; and provide a case study for application of the IWM. The IWM focuses on well-being and integrates developmental and wellness components. Therefore, the purpose of this paper is to introduce the IWM for counseling supervision, which integrates existing models of supervision, matching the developmental needs of counselors-in-training and theoretical tenets of wellness. Ashley J. Blount Patrick R. Mullen Read full article and references: Blount, A. J., & Mullen, P. R. (2015). Development of an Integrative Wellness Model: Supervising Counselors-in- Training. The Professional Counselor , 5 , 100–113. doi: 10.15241/ajb.5.1.100 Development of an Integrative Wellness Model Supervising Counselors-in-Training Ashley J. Blount, NCC, is a doctoral student at the University of Central Florida. Patrick R. Mullen, NCC, is an Assistant Professor at East Carolina University. Correspondence can be addressed to Ashley J. Blount, The Department of Child, Family, and Community Sciences, University of Central Florida, P.O. Box 161250, Orlando, Florida, 32816-1250, ashleyjwindt@gmail.com .