Provide a well-articulated response to each of the following two peer responses. The answer must be 250 words in length and include at least one current (within 5 years) citation and reference. I have included the Discussion Question for context.DQ 1 – Consider the counseling institution in which you work or an institution for which you would like to work. Do not identify the institution. Would a non-psychotherapy-based supervision model be appropriate in that setting? If so, which model(s) would be appropriate? Why? If not, why not?

Donterio’s Response:

As it relates to the current counseling institution that I work within, there are aspects of the non-psychotherapy-based supervision models that would be appropriate for use within the setting although the use of psychotherapy-based supervision models would be more effective with the supervisees. The non-psychotherapy-based supervision models that would be somewhat appropriate would the ones associated with developmental. The development models are focused on the needs of the supervisee as it relates to association to professional development and standards of performance (Bernard and Goodyear, 2019). The systemic cognitive–developmental supervision model consists of four cognitive orientations that assists supervisees in the process of experiencing and conceptualizing their own work with clients (Bernard and Goodyear, 2019). This is an important aspect in the field of counseling because it encourages supervisees to engage in self-evaluation as well as underlying endorses self-awareness. Self-awareness is an instrumental in not only working with other professionals in the field, but even more so with the clients that are served. There are times that supervisees will become tunneled vision and focus solely on providing the client with their needs. But supervisees must be able to assess their own needs and the way in which they engage in counseling work because it will directly impact the quality of services that they provide to clients. Supervisees must be aware of themselves as well as how they work to best serve the clients.

Bernard, J. N., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson. ISBN-13: 9780134752518

DQ 2 – What do you believe are the best tactics for structuring and implementing non-psychotherapy-based supervision models? Why? Would these tactics be effective in the counseling institution in which you work or an institution for which you would like to work? Why or why not?

Donterio’s Response:

It would be most effective to explore the non-psychotherapy-based supervision models that would be appropriate for implementation within that counseling institution before taking any active steps towards implementation. This should be completed from the standpoint of analyzing the needs of the supervisees within the counseling institution as well as the services that are offered to clients. Following this exploration phase, the clinical supervisor should further assess the supervisees to see if the non-psychotherapy-based supervision models align with the way in which the supervisees practice. It would be ineffective and unethical to implement this approach in providing clinical supervision and it does not align with the core practices of those supervisees within that counseling institution. A clinical supervisor might be grounded in the non-psychotherapy-based supervision models, but this does not mean that it is in the best interest of that all counseling institutions that he/she might interact within. The environment of the current counseling institution that I work within is most effective with psychotherapy-based supervision models although there are aspects of the developmental non-psychotherapy-based supervision models that could be integrated into the environment. But the developmental models have some disadvantages to include lack of consideration to different learning styles as well as lack of attention to differing cultural aspects amongst supervisees (Bernard and Goodyear, 2019). These disadvantages can significantly change the dynamics depending on the geographical area of the counseling institution as well as the population that is served. Clinical supervisors should engage in ongoing assessing to identify the effectiveness of learning styles as well as the most effective ways of implementation (Tangen, 2018).

Bernard, J. N., & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson. ISBN-13: 9780134752518

Tangen, J. L. (2018). Learning styles and supervision: A critical review. Clinical Supervisor, 37(2), 241–256. https://doi.org/10.1080/07325223.2017.1388897