A BRIEF SUMMARY OF SUPERVISION MODELS

Abstract

Clinical supervision for mental health professionals started out much like “apprenticeships ” in other fields. That is, a student/apprentice with minimal skill/knowledge would learn the work by observing, assisting, and receiving feedback from an accomplished member of the same field. It was believed that because the “master ” was quite good at the work, he or she would be equally good at teaching/supervising. In fact, this is not the case. Today, we realize that, though clinical supervision and counseling have much in common (e.g., the ability to engage in an interpersonal relationship), the two tasks also utilize separate and distinct skills. This means that a “master ” clinician may not be always be a “master” supervisor without the addition of training and competency in supervisory knowledge and skills. Furthermore, the concept of “master-apprentice ” supervision evokes a hierarchy of power that favors the master as the “authority, ” a dynamic that is not supported in today’s literature on supervision. It is also documented that clinical knowledge and skills are not as easily transferrable as the master-apprentice model implies (Falender & Shafranske,

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