Volume_7_Issue_1_Digest

8 TPC Digest Read full article and references: Crunk, A. E., & Barden, S. M. (2017). The Common Factors Discrimination Model: An integrated approach to counselor supervision. The Professional Counselor , 7, 62–75. doi : 10.15241/aec.7.1.62 A. Elizabeth Crunk and Sejal M. Barden The Common Factors Discrimination Model An Integrated Approach to Counselor Supervision N umerous models of counselor supervision have been developed; however, there is little evidence to support that any one approach is superior to another. Despite this, the literature suggests that some supervisors tend to prioritize specific tasks and techniques of supervision over factors that have been found to be effective across models, such as the development and maintenance of a strong supervisory relationship. Thus, recent literature has called for a paradigm that integrates the most effective elements of existing supervision models into a parsimonious approach that cuts across models and de-emphasizes the differences between them. Common factors approaches to supervision bridge the various models by identifying the essential components that are shared among supervision approaches, such as the supervisory relationship and the provision of feedback. In addition, some common factors approaches to supervision have drawn on psychotherapy outcome research, aiming to extrapolate common factors of counseling and psychotherapy (e.g., the therapeutic relationship, instillation of hope) to counselor supervision. Although common factors of supervision are necessary, they are not sufficient for effecting positive change in supervisees. Therefore, more recent literature has emphasized the importance of applying the specific factors of some form of supervision (e.g., role plays, genograms) to a common factors approach, integrating both common and specific factors of supervision. However, to our knowledge, no such model has been published. In this article, we present the Common Factors Discrimination Model (CFDM), a novel approach to counselor supervision that integrates common factors of supervision and counseling with the specific factors of Bernard’s discrimination model for a structured, cross-cutting, process- oriented approach to counselor supervision. The discrimination model frames supervision as both an educational and a relationship process, 8