Training in theory and models of supervision increases supervisor knowledge, and provides guidance for how to direct student learning, as well as how to understand the supervisee experience and development. In general there are four types of clinical supervision models: Developmental models Process models

Stoltenberg and Delworth (1987) described a developmental model with three levels of supervisees: beginning, intermediate, and advanced. Within each level the authors noted a trend to begin in a rigid, shallow, imitative way and move toward more competence, self-assurance, and self-reliance for each level.

The handbook includes: information on different models and methods of supervision; key elements of a successful supervision relationship; and important skills such as reflection, feedback, questioning, and conflict resolution.

In this article, we discuss a meaningful synthesis of the integrated development model of supervision (McNeill & Stoltenberg, 2016) and cognitive-behavioral (Milne et al., 2011) supervision models that support supervisee development.

May 9, 2014 · The integrative developmental model of supervision (IDM) has been in development for over 30 years, integrating work in supervision with relevant perspectives from cognitive and emotion processing, schema theory, development of expertise, social psychology, and motivation.

Dec 13, 2024 · To provide an overview of clinical supervision models and frameworks used in nursing and map them to their areas of use in nursing. A scoping review guided by JBI methodology for scoping reviews.

Developmental models of clinical supervision propose that supervisees pass through several developmental stages that supervisors need to take into account, for example, Stoltenberg, McNeil, and Delworth’s Inte-grated Developmental Model (IDM) of clinical su-pervision, proposes 3 distinct levels of counselor devel-opment:

Developmental Models Supervisees go through gradated stages to develop as clinicians During each stage, supervisors need to respond differently to assist the supervisee in reaching the next level.

Knowing various supervision modalities (group, individual, video, or live observation/review). Forming a supervisory alliance. Collaboratively assessing supervisee competence (with supervisee self-assessment and supervisor feedback). Collaboratively developing goals and tasks to achieve the goals.

Supervision includes three chapters. In Chapter 1: Introduction to Clinical Supervision, we provide the landscape for clinical supervision, including defini-tions and the role of clinical supervision

chosen theory-based supervision styles, we discuss how to connect them to a developmental model and provide learning vignettes for how those might unfold in a supervision situation.

Feb 11, 2025 · This chapter focuses on the theoretical foundations of supervision. A model of supervision is a theoretical description of what supervision is and how a supervisee's learning and professional development occur. Early models of supervision …

Table (1) shows the four main models of clinical supervision. The models proposed by Goldhammer, Mosher and Purpel, and Cogan offer an eclectic blending of empirical, phenomenological, behavioral, and developmental perspectives.

This chapter briefly traces the history of developmental models of supervision and provides an overview of the most recent and comprehensive of these models, the integrated developmental model (IDM; Stoltenberg et al, 1987). Important issues for level 1, 2, and 3 trainees are discussed.

Mar 21, 2025 · Supervision includes interactions between colleagues who accept and appreciate each other and openly exchange views about the meanings of the supervisee’s narrated therapeutic experiences. It is usually an engaging and intriguing professional activity that helps both participants develop their self-perceptions in the professional world.

5 days ago · Research on supervisee disclosure in clinical supervision has predominantly focused on supervisees' tendency to withhold important information (e.g., negative feelings, perceived power differentials, clinical mistakes, personal issues and countertransference), highlighting a significant gap in understanding the factors that influence supervisees' self-disclosure. Self …