TPC Journal V7, Issue 1-FULL ISSUE

The Professional Counselor | Volume 7, Issue 1 71 Table 1 CFDM: Examples of DM Focus and Role Intersections and Common Factors Strategies (CFS) Supervisor Roles (DM) Supervision Focus Area (DM) and CFS Teacher Counselor Consultant Intervention André reports that he is uncertain of how to perform a lethality assessment. André struggles to reflect feeling and meaning with clients. André is interested in using children’s books in session with elementary- aged children. Common Factors Strategy: Supervisor teaches André the necessary steps of assessing for lethality, then the dyad engage in a role play in which the supervisee tests his new knowledge by performing a lethality assessment with the supervisee acting as the client. (Acquisition of New Knowledge and Skills) Supervisor asks André to reflect on the fact that he demonstrates empathy toward his clients while in supervision but struggles to show empathy by reflecting feeling and meaning in session. (Self-Exploration, Awareness, and Insight) Supervisor provides André with resources for using bibliotherapy in child counseling and offers to help the supervisee brainstorm methods for utilizing this intervention in counseling. (Acquisition of Knowledge and Skills) Conceptualization André struggles to provide client with accurate diagnosis. André perceives himself as being an ineffective counselor because he has difficulty choosing interventions in session. André requests more information on client stages of change. Common Factors Strategy: Supervisor and André practice diagnosing fictional clients using case studies from a DSM-5 casebook. Supervisor then assigns André homework to practice completing a few case studies independently. Supervisor and André review and discuss André’s answers collaboratively during following supervision session. (Acquisition of Knowledge and Skills) Supervisor reflects supervisee’s feelings of inadequacy, offers encouragement, and normalizes the developmental challenges of supervisees. (Supervisory Relationship – Instillation of Hope and Raising of Expectations) Supervisor assists supervisee with locating information on client stages of change and discusses with supervisee the idea of conceptualizing client’s progress in counseling within the context of the client’s stage of change. (Acquisition of Knowledge of Skills) Personalization André exhibits behaviors that resemble racial microaggressions. André’s performance anxiety causes him to appear distracted in session. André shares that a client reminds him of his deceased mother. Common Factors Strategy: Supervisor reviews videotape of session with André and identifies an instance in which he exhibits a microaggression toward client. Supervisor gives André feedback on microaggressions and encourages André to engage in self-reflection on personal biases. (Provision of Feedback) Supervisor reflects André’s feelings of anxiety and asks André to reflect on how his anxiety may be affecting his work with clients. (Supervisory Relationship – The Real Relationship) Supervisor offers to help André process countertransference and communicates to André that he has handled the situation ethically and professionally by sharing with his supervisor his feelings of countertransference toward his client. (Supervisory Relationship and Provision of Feedback)