1. 1
What is supervision?
īŽ Supervision is formally defined as a
relationship between senior and junior
member(s) of a profession that (a) is
evaluative, (b) extends over time, (c) serves
to enhance the skills of the junior person, (d)
monitors the quality of the services offered by
the junior person, and (e) acts as
gatekeeping to the profession (Bernard &
Goodyear, 1992, 2004)
3. 3
Developmental Models of
Supervision
īŽ Developmental models of supervision ascribe
to the idea that superviseesâ competence and
needs change over time
īŽ For example, more highly structured
supervision fits the needs of inexperienced
therapists, although those with more
experience seem to prefer a more collegial
supervisory relationship (Ronnestad &
Skovholt, 1993)
4. 4
Why develop a new
developmental model of
supervision?
īŽ The current structure of developmental
models of supervision lacks a framework that
(a) helps the supervisor to manage the
educational relationship effectively and (b)
promotes the superviseeâs growth and
developmental needs
īŽ We propose that attachment theory offers a
theoretical vantage point from which to
conceptualize supervision and address the
issues cited above.
6. 6
Attachment Activation â
Safe Haven Function
(Counselorâs Reactions)
īŽ Activation of the counselorâs attachment
system is likely to occur before and
during supervision due to the following:
(a) being a novice at counseling and (b)
exposing oneâs work for evaluation
īŽ Counselor will engage in proximity-
seeking behaviors with the supervisor
7. 7
Attachment Activation â
Safe Haven Function
(Supervisorâs Response)
īŽ Supervisor needs to provide appropriate responses to
the counselorâs attachment-related cues
īŽ Through the caregiving mechanisms of sensitivity,
responsiveness, and flexibility, the supervisor
provides the counselor with a safe haven
īŽ Function of afe haven: deactivate attachment, with
the outcome: supervisee is aware of (a) not being
solely responsible for the counseling, (b) the work
being monitored and discussed in a safe atmosphere,
and (c) having a place to access help and support
8. 8
Deactivation of Counselorâs
Attachment System
īŽ Through the deactivation of the
counselorâs attachment system, the
counselorâs exploratory system becomes
primary again
9. 9
Activation of the Counselorâs
Exploratory System â
Secure Base
īŽ By supplying the counselor with a secure
base, supervisors anchor the counselorâs
exploratory system and provide guidance as
needed
īŽ Exploration facilitates the counselorâs
development, because it helps the counselor
to (a) regulate his or her emotions; (b)
examine therapeutic conceptualizations,
interventions, and skills; and (c) develop an
identity as a counselor
10. 10
Achievement of Increased
Competence
īŽ Supervisee further develops by becoming proficient in
counseling skills, gaining self-efficacy and self-
mastery, being better able to define what it means to
be a therapist, and internalizing a professional
identity with confidence in the selfâs work (Friedman
& Kaslow, 1986; Watkins, 1997)
īŽ Separation-individuation occurs, where the counselor
consolidates an identity separate from the supervisor,
while acknowledging (a) the supervisorâs importance
and (b) the learning that occurs through supervision
(Watkins, 1990)
12. 12
Reactivation of the Counselorâs
Attachment System
īŽ The Attachment-Caregiving Model of
supervision is not structured as a linear
progression from beginning to mastery
â the supervisee is likely to cycle
through this process numerous times
(e.g., due to client material or a
personal or family issue)
13. 13
Individual Differences in the
ACMS
īŽ A secure attachment style is preferred and
warranted in a supervisory relationship
īŽ Supervisees with more insecure attachment
styles (i.e., Dismissing, Preoccupied, and
Fearful; Bartholomew & Horowitz, 1991) may
develop a more secure attachment due to the
optimal caregiving environment established
by the supervisor
14. 14
Individual Differences in the
ACMS (Continued)
īŽ Three pathological attachment styles proposed by
Pistole & Watkins (1995) and Watkins (1995), which
affect the supervisory relationship and hinder the
educational process of supervision:
īŽ Compulsively Self-Reliant
īŽ Anxiously Attached
īŽ Compulsive Caregiving
īŽ In order to attend to these differences in attachment,
it is imperative that the supervisor is flexible and that
interventions be individualized and responsive to the
attachment-related cues of the counselor
15. 15
Conclusion
īŽ The function of the supervisor as a caregiver
is to provide proximity, a safe haven, a
secure base, and protection for the counselor
īŽ The instillation of the caregiving mechanisms
of sensitivity, responsiveness, and flexibility
are paramount (Bowlby, 19088; Carnelley,
Pietromonaco, & Jaffe, 1996; Pistole, 1999),
because it is through these mechanisms that
the relationship is both established and
functions effectively, thereby setting the
conditions for development to occur
16. 16
Conclusion (Continued)
īŽ The developmental ACMS contributes to
the literature, because (a) supervisors
can use the framework in a way that
facilitates counseling and learning, and
(b) researchers will be able to use the
model for research, once we have
developed a supervisorsâ version of the
Counselorsâ Caregiving Scale (currently
in development)