Developmental models of supervision focus on the growth and change experienced by supervisees as they gain clinical experience and competence under supervision. There are three main types of developmental models: linear stage models, step-by-step process models for conflict resolution, and lifespan developmental models. Supervision follows a developmental process where supervisees' needs change as they advance through different stages of professional development from less to more competent. Supervisors must adjust their approach according to a supervisee's current developmental level. The format and techniques used in supervision are based on assessing a supervisee's stage of development and learning needs.

1. Developmental Supervision
Amber Forehand-Hughes
Vicki Holden
Alicia Ramey

2. Developmental Models of Supervision
Primary focus:
Change and growth experienced by supervisees as
they gain clinical experience and competence
while being supervised through various stages
of development
Developmental Models typically have one of three designs:
Models with linear stages of development
Models with step-by-step process for conflict
resolution
Life-span developmental models
(Bernard & Goodyear, 2009)

3. Determinants of Supervisor Behavior
Assumptive World
Theoretical Orientation
Theoretical Orientation
Style-Role
Strategy-Focus
Format
Technique
Development and Validation of the Supervisory Styles Inventory (Friedlander &Ward, 1984)

4. Assumptive World

5. ASSUMPTIVE WORLD
Developmental Models of Supervision
Supervision is a developmental process:
Supervisees have individual needs, learn differently, and advance at their
own pace from less to more competent as they go through stages in their
professional development.
Conception of supervision is rooted in developmental psychology which describes
and explains changes in individual behavior across the lifespan.
Focus on developmental and educative function:
Supervisors must be confident in their skill base and ability to impart
information for the purposes of learning.
Supervisors will adjust to supervisee’s level—moving from supportive,
directive coach/teacher to supportive mentor.
(Lambie & Sias, 2009)
(Everett, Miehls, DuBois & Garran, 2011)

6. ASSUMPTIVE WORLD
Developmental Models of Supervision
Supervisees:
Face developmental issues including:
Competence, Identity, Self-Awareness
Need different supervisory environments at each stage
Supervisors:
Need ability to identify Supervisee’s current stage and
apply corrective feedback and support
Need ability to identify Supervisee’s prior learned skills and
knowledge to activate new learning
Interventions:
Differ at each stage of development
(Carlson & Lambie, 2012)
(Chagon & Russell, 1995)

7. Theoretical Orientation

8. THEORETICAL ORIENTATION
Developmental Models of Supervision
I. Cognitive Behavioral Orientation
Cognitive Developmental Theory
Earlier stages of Supervisee development
More task-oriented supervision
II. Psychoanalytic Orientation
Psychosocial Developmental Theory
Later stages of Supervisee development
More interpersonally sensitive supervision
(Friedlander & Ward, 1984)

9. THEORETICAL ORIENTATION
Developmental Models of Supervision
III. Theoretical Eclecticism
Uses combination of different theories
(Humanistic and others)
Allows for use of different techniques and
interventions at different stages of the
supervision process:
More cognitive at earlier stages of
supervisee development
More psychoanalytic at later stages
of supervisee development
(Friedlander & Ward, 1984)

10. Style-Role

11. STYLE-ROLE
Developmental Models of Supervision
Examples of interventions (in IDM):
- Facilitative interventions
(enable the supervisee to retain some control in the relationship)
- Cathartic: those that elicit affective reactions
- Catalytic: open-ended questions intended to encourage self-exploration
or problem-solving
- Supportive: those that validate the supervisee
- Authoritative interventions
(provide more relational control to the supervisor)
- Prescriptive: giving advice and making suggestions
- Informative: providing information
- Confronting: pointing out discrepancies the supervisor observes between
or among supervisee (a) feelings, (b) attitudes, and/or (c) behaviors
- Conceptual interventions (help the supervisee link theory to practice)
- Watch for the supervisee’s use of a particular strategy, then help him or
her develop a conceptual from for what was just done
- Present the model, then suggest an intervention based on it
(Bernard & Goodyear, 2009)

12. STYLE-ROLE
Developmental Models of Supervision
Watch audio- or videotape of session > when trigger occurs,
supervisee stops tape > supervisor’s role is to ask questions to
guide supervisee’s reflections about the experience
Supervisor role is to assess supervisee on main issues (ex.
competence, emotional awareness, autonomy, theoretical
identity, etc.) and attempt to move supervisee to the next stage
of development (The Loganbill, Hardy, and Delworth Model)
(Bernard & Goodyear, 2009)

13. Strategy-Focus

14. STRATEGY-FOCUS
Developmental Models of Supervision
Stage developmental models VS Process development models
(supervisee moves through (supervisee goes through
stages) processes that occur within
a fairly limited, discrete
period)
(Bernard & Goodyear, 2009)

15. STRATEGY-FOCUS
Developmental Models of Supervision
Reflective models = trigger event > critical review of situation >
new, deeper understanding > employed understanding in future
situations
Event-based supervision = like reflective models, but either
supervisee or supervisor can identify a significant event
Reflection provokes self-monitoring, which the supervisor
reinforces
(Bernard & Goodyear, 2009)

16. STRATEGY-FOCUS
Developmental Models of Supervision
Supervision should be individualized based on supervisee development and needs
Beginner Characteristics Experienced Characteristics
Dependent More confidence
Vulnerable Authentic approach
Anxious Know when supervision is
Fragile self-confidence necessary
Establishingautonomy
Risk-taking
Beginner Needs Experienced Needs
Directive Less structure
Structure Nondirective
Support More focus on theory and
Instruction counter-transference
(Bernard & Goodyear, 2009)
(Falender &Shafranske, 2004)
(Stoltenberg, 1981)

17. Format and Techniques

18. FORMAT AND TECHNIQUES
Developmental Models of Supervision
Format and techniques are based on supervisee’s
current stage of development and supervisee
learning style
A supervisor can appropriately provide feedback
while simultaneously facilitating the supervisee’s
progress to the next stage
Based on notion that supervisees’ competence
and needs change over time
(Bernard and Goodyear, 2009)

19. FORMAT AND TECHNIQUES
Developmental Models of Supervision
Developmental models consist of:
-Stage Models
-Process Models
-Life Span Models

20. FORMAT AND TECHNIQUES
Developmental Models of Supervision
Stage Model:
• Level 1
– Supervisees
• Entry-level students
• Highly motivated
• Filled with anxiety and pressure
• Fearful of evaluation
• Level 2
– Supervisees
• Mid-level and some experience
• Fluctuating confidence and motivation
• Critical self-awareness
• Level 3
– Supervisees
• Basically secure
• Stable in motivation
• Accurate level empathy
• Using therapeutic self in interventions

21. FORMAT AND TECHNIQUES
Developmental Models of Supervision
Process Model:
Reflective Model Practice
– Use of reflective process through selection of
therapeutic orientation
– Work-related reflections
• Self-monitored
– Discovery Learning
− Trigger Event – Skills and strategy
− Critical reevaluation – Personhood Issues
− Achieve new perspective – Conceptualization

22. FORMAT AND TECHNIQUES
Developmental Models of Supervision
Process Model:
The Loganbill, Hardy, and Delworth Model
– Stagnation Stage
• Unawareness deficiencies
• Black and white thinking
• Dependent on supervisor/idealization of supervisor
• Lack of motivation
– Confusion Stage
• Liberated from rigid perceptions
• More cognitively aware
• Frustrated with supervisor
– Integration Stage
• More secure based on accurate self-awareness
• Cognitively aware of skills
• Realistic view of supervisor
• Takes more responsibility for actions

23. FORMAT AND TECHNIQUES
Developmental Models of Supervision
Lifespan Model:
• First three phases correspond with the IDM Model
– Phase I – Helper Phase
• Novice level
• Boundary issues
• Confusion of sympathy and empathy
– Phase II – The Beginning Student
• Dependent
• Vulnerable
• Anxious
• Fragile
• A display of unsuccessful perfectionism tendencies
– Phase III – The Advance Student Phase
• Internship stage
• Basic professionalism established
• More cautious and conservative
• The next three stages are considered post-graduate and are not as structured. These phases are
the professional establishment phases.
– The Novice Professional Phase,
– The Experienced Professional Phase
– The Senior Professional Phase

24. FORMAT AND TECHNIQUES
Developmental Models of Supervision
Integrative Development Model (IDM):
– Stagnation Stage/Phase I
• Format – Observation (video or live)
– Technique
» Skills training
» Role-playing
» Interpret dynamics (limited, client, or trainee)
» Readings
• Format – Group Supervision
– Technique
» Appropriate balance of ambiguity/conflict
» Address strengths, then weaknesses
» Closely monitor clients
– Confusion Stage/Phase II
• Format – Observation (video or live)
– Technique
» Role playing (though less important now)
» Interpret dynamics and parallel process
• Format – Group Supervision
– Technique
» Broader clientele
» Address strengths, then weaknesses
» Monitor clients

25. FORMAT AND TECHNIQUES
Developmental Models of Supervision
Integrative Development Model (IDM)
continued:
– Integration/Phase iii
• Format – Peer supervision (Triadic)
– Technique
» Address strengths, then weaknesses
» Dialogues of feedback
• Group Supervision
– Technique
» Strive for integration
» Dialogues of feedback
(Stoltenberg, McNeill,&Delworth, 1998)

26. References

27. REFERENCES
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Saddle River, NJ: Pearson Education.
Carlson, R.G., Lambie, G.W., Developmental supervision: Clinical supervisory
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Chagon, J., & Russell, R. K. (1995). Assessment of supervisee developmental level and
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Counseling and Development. (73), 553-558.
Everett, J.E., Miehls, D. , DuBois, C. & Garran, A.M. (2011) The developmental model
of supervision as reflected in the experiences of field supervisors and
graduate students. Journal of Teaching in Social Work(31)3, 250-264.
Falender, C. A., &Shafranske, E. P. (2004). What makes for good supervision? In Clinical
supervision: A competency-based approach (pp. 37-58). Washington, DC:
American Psychological Association. doi: 10.1037/10806-002
Friedlander, M.L., Ward, I. G. (1984) Development and validation of the Supervisory
Styles Inventory. Journal of Counseling Psychology (31), 541-557.

28. REFERENCES (CONTINUED)
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Lambie, G.W., Sias, S.M. (2009) An Integrative psychological developmental model of
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Stoltenberg, C. (1981). Approaching supervision from a developmental perspective:
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