Theory of Supervision

Clinical supervision is the pedagogical process through which mental health professionals gain from the insights of either a peer or more experienced practitioner.  Theirs is not a static pre-determined approach, but a dynamic learning relationship that encourages a supervisee to take generic classroom theory outside for application in specific real-world situations.  This supervision is a responsibility that the profession takes on, in order to serve current/future end-clients’ best interests by nurturing the supervisee counselor’s ability to adapt appropriately in the face of uncertainty.

The Biblical basis for clinical supervision is strong, as God’s Word tells us that “for lack of guidance a nation falls, but victory is won through many advisers” (Proverbs 11:14 NIV). We must keep this in mind because all counselors are finite and will not have a monopoly of good ideas on how to advise their counselees.  At the same time, they are also only human and liable to make bad errors—but it is the isolated counselor that does not have the benefit of judgement/reality checks to keep them in line over time.  Those who counsel must watch out for countertransference, compassion fatigue, or perhaps simply going too far in their own zeal for their counselees’ change.  All must remember God’s warning that “if someone is caught in a sin, you who live by the Spirit should restore that person gently. But watch yourselves, or you also may be tempted” (Galatians 6:1 ESV).

At ICHTHYSroe, we primarily align to the Discrimination Model of Supervision.  Depending on the preliminary self-assessment and the results of our initial conversation, we will jointly determine whether teacher-student, counselor-client, or consultant-consumer dynamics are most desired—however, each of these relationships will be employed throughout supervision overall, and even within each session.  As an example, in the teacher-student relationship, we would determine process theories/techniques that the supervisee would like to explore, conceptualization themes/patterns that the supervisee may not have identified in their counselees, or personalization issues/approaches where the supervisee is not cognizant of but can develop as a counselor. The counselor-client or consultant-consumer dynamics would come into play as needed.