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Copy of Bernard's
Transcript of Copy of Bernard's
in Counselor Supervision
Teacher -> Task oriented
Consultant -> Attractive
Counselor -> Interpersonally Sensitive
Supervisor fits to supervisee's needs
Roles and Foci change both across and within sessions
9 Different ways to respond
3 Roles x 3 Foci
Supervisee would like to teach relaxation techniques to client but is unsure of any to use.
Teacher - Intervention
Supervisor discusses relevant concerns of veterans with uncomfortable supervisee working with a veteran.
Consultant - Personalization
Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of Clinical Supervision (4th Ed.). Boston: Allyn & Bacon. ISBN 978-0-205-59178-7
Koltz, R. L. (2008). Integrating creativity into supervision using bernard's discrimination model. Journal of Creativity in Mental Health, 3(4), 416-427. doi: 10.1080/15401380802530054
Rubel, D., & Atieno Okech, J. E. (2006). The supervision of group work model: adapting the discrimination model for supervision of group workers. The Journal for Specialists in Group Work, 31(2), 113-134. doi: 10.1080/01933920500493597
Smith, K. L. (2009). A brief summary of supervision models.
How might a supervisor respond?
What is my supervisee's ability??
How do I respond?
Personal preference, comfort, habit, etc.
3 pieces of paper and draw a person on each one. Each person represents a client the supervisee sees who the supervisee is:
having difficulty with
able to demonstrate skills while working with
building relationship based on feeling reflections
Questions may include:
What themes and patterns connect these clients?
What differences are there?
What is the supervisee doing with one client that may be helpful with another?
Have the supervisee use play dough to sculpt a client whom they are struggling to identify themes and patterns. Also have supervisee sculpt themself.
Use open questions to help the supervisee reflect on situations outside of the "facts". They can use the sculpted people to act out typical session experiences and gain impressions.
Have your supervisee write a letter to a client, themself, or someone from their past, present, or future as a more experienced self.
Reflect on what has been written to the supervisee, frequently.
Ask questions about debate, change, or self reflection.
Have the supervisee underline important parts (words, ideas, sentences), reflect and discuss.
Bernard & Goodyear, 2009, P 103
How might group work impact this model?
(Rubel & Atieno Okech, 2006)