TPC-Journal-V5-Issue1

The Professional Counselor /Volume 5, Issue 1 110 In relation to developmental matching and DM roles, counseling supervisors using the IWM have the following theoretical issues (e.g., Bernard, 1997; Myers et al., 2004; Myers & Sweeney, 2005) to facilitate: supervisee change, skill development, increased self-awareness and increased professional development. The IWM is a holistic, strengths-based model that focuses on supervisee development, matching supervisee needs through supervisor role changing, and wellness to promote knowledgeable, well and effective counseling supervisees. Conclusion The IWM is designed to integrate wellness, developmental stages and role matching to allow supervisors to encourage holistic wellness through supervision. Wellness has a positive relationship with counselors’ increased use of career-sustaining mechanisms and increased professional quality of life (Lawson, 2007; Lawson & Myers, 2011). Likewise, increased professional quality of life has been shown to make a positive contribution to counselors’ self-efficacy and counseling service delivery (Mullen, 2014). Therefore, it is logical to promote wellness and career-sustaining behaviors throughout the supervision process. In summary, the IWM offers a new, integrated model of supervision for use with CITs. Supervisors using the IWM have the unique opportunity to operate from a wellness paradigm, familiarize their supervisees with wellness practices, and monitor supervisees’ wellness and how their wellness influences their client outcomes, while simultaneously supporting supervisee growth, counseling skill development and awareness of professional dispositions. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Counseling Association. (2014). ACA code of ethics . Alexandria, VA: Author. Association for Counselor Education and Supervision. (2011). Best practices in clinical supervision. Retrieved from http://www.acesonline.net/wp-content/uploads/2011/10/ACES-Best-Practices-in-clinical-supervision-document- FINAL.pdf Aten, J. D., Strain, J. D., & Gillespie, R. E. (2008). A transtheoretical model of clinical supervision. Training and Education in Professional Psychology , 2 , 1–9. doi:10.1037/1931-3918.2.1.1 Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education and Supervision , 19 , 60–68. doi:10.1002/j.1556-6978.1979.tb00906.x Bernard, J. M. (1997). The discrimination model. In C. E. Watkins (Ed.), Handbook of psychotherapy supervision (pp. 310–327). New York, NY: Wiley. Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Upper Saddle River, NJ: Pearson. Blocher, D. H. (1983). Toward a cognitive developmental approach to counseling supervision. The Counseling Psychologist , 11 , 27–34. doi:10.1177/0011000083111006 Borders, L. D. (1990). Developmental changes during supervisees’ first practicum. The Clinical Supervisor , 8 , 157–167. doi:10.1300/J001v08n02_12 Borders, L. D. (1992). Learning to think like a supervisor. The Clinical Supervisor , 10 , 135–148. doi:10.1300/ J001v10n02_09