PhD Model Answer on "Counselor Supervision"

PhD Model Answer 15 pages (4878 words) Sources: 15

[EXCERPT] . . . .

Counselor Supervision

Counseling supervision represents the interaction between supervisor and supervisee in relation to the cultural issues. Counseling supervision seeks to evaluate the impact of cultural issues to the development of supervisor and supervisee in execution of their roles as qualified personnel. Contemporary world calls for the adoption of multicultural supervision competencies that would improve the quality of service delivery to clients (Ancis, 20101). Multicultural supervision competencies reflect the model through which counselors (supervisees) undergo extensive process of supervision from ideal qualified personnel in order to boost their competent in execution of their roles. The model focuses substantially on the influence of ethnicity or race thus diversity of culture among different members of the society. Counselors obtain effective and efficient support on how to address the diversity around the globe. Counselors improve on their level of service delivery by proving their competence to the supervisor during a session. Multicultural competence focuses on the competency level of the supervisee while minimal engagement on the qualifications of the supervisor.

In the process of supervision, there is mentoring, supporting and fostering of the learning aspects thus complete development of the counselor after undergoing the extensive test of supervision. Supervision process enables the development of trust and empathy between the supervisor and the supervisee. There is also the reduction of fear when it comes to discussion of multicultural factors during supervision. There is a great need for the multicultural competencies in counseling. Some of the needs for application of multicultural competencies include changes in the diversity of the society or the nation, application of culture as part of the environment in counseling, and enhancement of the professional behavior. Implementation multicultural supervision competencies adopt six different dimensions (Ancis, 20102). The first dimension is the Supervisor-Focused Personal Development that reflects examination of the supervisor in relation to the personal values, biases, and limitations. During this approach, the supervisor engages in the educational, training and consultation that enhances self-exploration and knowledge.

The second dimension is Supervisee-Focused Personal Development that focuses on the personal development of the supervisor. In this dimension, supervisor takes the opportunity to enhance the identity development relative to the supervisee. The third approach or dimension revolves around conceptualization. This dimension improves the understanding of the internal and external factors affecting the clients' lives. There is a clear understanding on the effects of stereotypes in case conceptualization. Supervisor also promotes the essence of over-reliance or under-reliance in the cultural factors to solve psychological difficulties. The fourth dimension focuses on skills of the supervisee in attending to psychological needs. The dimension encourages the flexibility by formulation of interventions to curb psychological problems. The fifth dimension reflects on the process (connection between the supervisee and the supervisor) of the multicultural competencies. The relationship between supervisee and supervisor promotes the essence of openness and respect in the process of communication. The sixth dimension focuses evaluation of the competence of the supervisee in the process of multicultural psychotherapy. This represents the outcome of the interaction between the supervisor and the supervisee. The supervisor has the capacity to recommend applicable training to the supervisee who fails to show multicultural counseling competence (Ancis, 20102).

Interaction between supervisor and supervisee occurs at four different dynamic levels. The first dynamic is progressive interpersonal interaction. These dynamics represent a supervisor occupy more advance position in comparison to the supervisee. The second dynamic is parallel-advanced. The second dynamic represents the situation where supervisor and supervisee are on the same level or comparable qualifications. The comparable level is on advance mode. The third dynamic is the parallel-delayed. The comparable qualifications occur on the delayed mode. The last dynamic is regressive. Supervisee occupies more advance role in comparison to the supervisor in the application of multicultural competencies in counseling.

Construct a 10-minute transcript demonstrating culturally competent supervision during an individual supervision session.

Supervisor: Please describe the goals of clinical supervision

Supervisee: The main goal for clinical supervision is to enhance the standards for service delivery. Supervision also allows practitioners to evaluate the nature of their actions or work to supplement the progress of the clients. Supervision proves to be professional regulation to enhance personal development of the supervisor and the supervisee. Supervision aims at providing a better experience in relation to the therapeutic process to the supervisee. Supervision also enables supervisee to acquire or enhance principles of quality professional actions. Supervision also enables supervisee to enhance the level of confidence and capacity to operate autonomously within the environment of specialization. Supervision process would allow supervisee to develop appropriate inventive measures to promote understanding of certain issues of unique clients. Supervision also allows the supervisee to evaluate past and present therapeutic practices hence develop personal counseling or clinical styles.

Supervisor: How do you define the term 'culture'?

Supervisee: Culture refers to the patterns of behavior, interaction, cognitive aspects, and way of life that is common to group of individuals or society. Transmission of the shared patterns of behavior within the society occurs through the process of socialization. Culture differs from one society to another depending on the diversity of socialization process.

Supervisor: When you hear the term multicultural supervision, what comes to mind?

Supervisee: The influence of culture or race related issues on the supervision process and their impact on the outcome of the process. Multicultural supervision proves to be a process by which practitioners can enhance their practice in relation to tackling culture related issues while dealing with the clients in the working environment.

Supervisor: What role, if any, do cultural issues play in supervision?

Supervisee: Culture plays a critical role in the development of supervisor and supervisee. In order to foster effective and efficient relationship between the supervisor and the supervisee during the supervision, the two practitioners must first understand the diversity in culture. This would allow supervision to determine the appropriate mode of communication. Culture would also determine how the two practitioners within the supervision process view activities within the field of clinical or therapeutic counseling. The practitioners must share culture or adopt a means to tolerate the cultural difference in order to enhance the competence of the supervisee in dealing with clients in the future. Culture would also determine the approach by the supervisor to evaluate the competence of the supervisee in relation to curbing cultural, related issues in the future.

Supervisor: What is your biggest strength as a counselor?

Supervisee: My strongest strength as a counselor is the ability to see beyond culture in interaction with the client. This strength enables me to invent on numerous occasions while dealing unique clients and different therapeutic problems. To supplement my capacity in dealing with culture, I am also genuine about my interaction with clients. This ability allows me to form effective and efficient rapport with clients hence trust to facilitate quality outcome.

Supervisor: Have you participated in supervision as a student? If yes, what did you learn from the process?

Supervisee: I participated in counseling practice, in my final year at the college level. The interaction set-up gave me the opportunity to develop my career while enhancing the level of confidence to deal with emerging issues in the therapeutic fields. During the previous supervision process, it was clear that culture plays a critical role in the decisions of the client and the practitioner. The aim of the supervision process was to enhance the level of standards in relation to service delivery within the clinical field of study. The previous supervision process was an approach to develop new counseling styles to supplement the previous trends and theoretical concept of the field. The last to learn from the previous supervision process was to learn on how to appreciate the culture while dealing with clients under different circumstances. This reflects on the moment of inventions since clients come with different problems. The diversity of the problem is an indication to the clinical practitioners to deduce new applicable methods to tackle the situation at hand.

Supervisor: Do you find some circumstances unique to this program?

Supervisee: I find few things that are unique to this multicultural competencies supervision. The first, unique area of concern is that the program focuses substantially on the development of the supervisee while emphasizing lightly on the supervisor. The program should be in a manner that gives equal balance to dealing with the kind of relationship in this setting. The second unique problem of concern is the availability of continuous supervision processes. It looks intimidating and humiliating to the supervisee to face constant questioning of the qualification levels in the aim of promoting standards of the service delivery. Supervisee should undergo extensive supervision on one occasion to enable him or her grasp the critical knowledge on how to enhance the standards for service delivery. The last area of unique concern is the illustration of the supervision model. This is because multicultural supervision models come in different dimensions making it difficult to understand the relevant concept to cover during the process. Multicultural Competencies supervision process should be precise and direct since it offers a lot to… READ MORE

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