DIGEST-V7i3

11 TPC Digest S upervision is an essential requirement within the counseling profession. Despite the existence of various theories, philosophies, and models for the preparation of supervisors, a standard training model for supervisors does not exist. In order to provide supervisors-in-training (SITs) and those who train supervisors with a user-friendly supervisory preparative model, the SuperSkills Model (SSM) focuses on specific behaviors of supervision skill derived from core components found across supervisory models and perspectives. The SSM prompts its users for vital supervisory behaviors spanning from pre-session to post-session, can be used in different settings, and can accommodate supervisors of varying developmental levels. The first component to the SSM is pre-session reflection. This section prompts the SIT to be intentional about a plan for the upcoming supervision session. Referring to supervision notes can help recall previous subject matter on which to focus for the counselor-in-training (CIT). The focus also may be related to a specific supervisory skill for the SIT. The pre-session section is a place to consider theoretical stance and supervisory roles in order to begin forming an intentional supervisory style. The SSM’s second component focuses on the SIT’s creation and promotion of a culturally conscious supervisory relationship with the CIT. Attentiveness to, acceptance of, and appreciation for differences in people is paramount to the counseling profession. These qualities are important for SITs to embody in order to create a strong supervisory relationship with CITs, an important mediating factor in achieving positive outcomes in supervision. Documenting actual rapport-building behaviors can help SITs to foster culturally aware relationships with their supervisees. Goals and tasks comprise the third component to the SSM. Goals are objectives of CIT development that are understood by the SIT and CIT and help to provide supervision sessions with direction and focus. Tasks are steps taken by the SIT and CIT within the supervision session to achieve the goals. To increase the likelihood that goals are achieved, it is best for the SIT and CIT to agree upon goals and tasks. It also is important for goals to relate to practical counseling skills and the growth process of becoming a counselor. The fourth component to the SSM is feedback and reflection. The SIT’s documentation of direct and indirect feedback can provoke thought on when to intentionally provide feedback and when to foster CIT reflection. Similar to goals and tasks, focus of feedback to CITs entails both practical skill and growth process. Consideration of positive and constructive feedback provides SITs with the opportunity to practice multiple kinds and forms of feedback and reflection. The SSM’s final component is post-session reflection. Documenting session events and tracking progress of supervisory skill can help to inform goals and tasks for the following supervision session and assist with broader supervisory growth. The SSM is a flexible model that combines microskills with essential aspects of effective supervision. The user-friendly tool can be utilized to fill the need for the streamlined training of supervisors. Dusty Destler is a doctoral candidate and Counseling Clinic Supervisor at Idaho State University – Meridian. Correspondence can be addressed to Dusty Destler, 1311 E. Central Drive, Meridian, ID 83642, dmdestler@gmail.com. 1 |