Volume_7_Issue_1_Digest

9 TPC Digest wherein the supervisor alternates between the three primary supervisory roles of teacher, counselor and consultant based on the needs of the supervisee. The primary tenets of the CFDM were derived by reviewing the literature on common factors models of supervision and purposively selecting the most common elements among them, including (a) development and maintenance of a strong supervisory relationship, (b) supervisee acquisition of new knowledge and skills, (c) supervisee self-awareness and self-reflection, and (d) assessment of supervisees’ needs and the provision of feedback based on the tenets of the discrimination model. For example, a supervisor working with a supervisee who struggles to reflect feeling with clients might assume the role of counselor (per the discrimination model), encouraging the supervisee to reflect on his or her reluctance to address feelings in session (incorporating the common factor of supervisee self-awareness and self-reflection). This article (a) reviews the relevant literature on common factors approaches to counseling and supervision and the discrimination model, (b) provides a rationale for a model of supervision that integrates the specific factors of the discrimination model with a common factors approach, and (c) offers strategies and recommendations for applying the CFDM in counselor supervision. A. Elizabeth Crunk is a doctoral candidate at the University of Central Florida. Sejal M. Barden is an Assistant Professor at the University of Central Florida. Correspondence can be addressed to Elizabeth Crunk, University of Central Florida, College of Education and Human Performance, Department of Child, Family, and Community Sciences, 4000 Central Florida Blvd., P.O. Box 161250, Orlando, FL 32816-1250, elizabethcrunk@gmail.com. 9 | TPC Digest