Utilizing Supervision for Supporting Home-Based Family Therapy Module

Module Sections:

Conceptual Approaches Continued

Social-Role Models

Social-role models focus on the varying functions and roles of supervisor and supervisee. Bernard and Goodyear (1998) described effective functions of a supervisor as supporting a supervisee's ability to focus on process, conceptualize complex cases, and personalize clinical approaches to therapy. Combining the roles of teacher, counselor, and consultant, a supervisor utilizes multiple approaches that help the therapist to build knowledge, experience support, and explore varying approaches and perspectives throughout the work of therapy.

Halloway (1995) further addressed the contextual dimensions of the supervisory and therapeutic processes. She suggested that effective supervision enhances and integrates a greater awareness of the influences of supervision and therapy occurring in varying contexts. Supervision and therapy occuring in educational settings, agencies, or private practices suggest varying roles and degrees of support.

An example of a unique dilemma occurs when the supervisor has the dual role of supervisor and instructor providing a grade. Another example that poses a dilemma occurs when a clinical supervisor also has an administrator role over the therapist responsible for promotion decisions. The dual roles can impact the degree to which a supervisee is willing to reveal vulnerabilities and questions about one's work. Furthermore, the roles of an agency supervisor would naturally differ from those of the contracted, off-site supervisor who has no direct administrative accountability.

The context also impacts the work of therapy. A therapist bound by agency policies versus the autonomy of a private practice clinician may affect a therapist's decision-making at varying points during the therapy process.

Journal
- Describe one way a supervisor has been most supportive of your clinical work.

Audio Companion: Utilizing Supervision