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Discrimination Model Case Study

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Supervision and the Discrimination Model
Supervisors have the important job in identifying the capability of supervisees while they are in sessions with their clients. Supervisors can assess the capabilities of supervisees by using the discrimination model of supervision. In addition to using the model, supervisors will have to possess supervisory skills to assist supervisees with providing interventions, becoming observant in their sessions, and developing their style in counseling. These skills will be examined in a case study involving Michael, a supervisee having issues with a particular client. What skills could client develop in order to become an effective counselor?
The Discrimination Model
The discrimination model is an integrated …show more content…

The supervisor's intention in this role is to provide assistance to the supervisee in different areas such as learning techniques, applying interventions, and conceptualizing (Pearson, 2004). Michael has verbalized his difficulty during sessions to his supervisor. The supervisor should assist Michael in establishing a style where he will learn interventions and will become more confident in performing during sessions. Michael is responsive during supervision and will likely implement new interventions given by the supervisor during his counseling …show more content…

The supervisory skills supervisors focus on are the intervention skills, conceptualization skills, and personalization skills (Young & Basham, 2014). The intervention skills are what the supervisor observes while the supervisee is in session (Young & Basham, 2014). Conceptualization skills focus on how the supervisee comprehends what is taking place in the session, recognizes patterns, or decides interventions (Young & Basham, 2014). Personalization skills are how the supervisees develop their style within the counseling field (Young & Basham,

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The supervisor may also feel that they act as the buffer between the two, in situations of conflict. Regulation 18 of the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 states that - “Staff should receive appropriate ongoing or periodic supervision in their role to make sure competence is maintained.” Morrison, T. (2005) 1.2 Outline theories and models of professional supervision Developmental models of supervision define progressive stages of supervisee development from novice to expert, each stage consisting of discrete characteristics and skills. For example, supervisees at the beginning or novice stage would be expected to have limited skills and lack confidence as employees, while middle stage supervisees might have more skill and confidence and have conflicting feelings about perceived independence/dependence on the supervisor. A supervisee at the expert end of the developmental spectrum is likely to utilise good problem‐solving skills and be reflective about their role and the supervisory process.

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