Integrated Developmental Model

Integrated Developmental Model

Introduction

Clinical administration for mental health professionals began just like the event of apprenticeships in other professions. The apprentice or the student characterized as having minimal knowledge or skill will learn the work and daily activities by observing, receiving feedback and assisting an accomplished member in that particular field. The common thinking behind this mode of teaching was that since the master is quite good at his work he would be equally competent enough to teach his or her students. But this is not the case. Today clinical counseling and supervision have much common rounds but they cover distinct and separate skills. Simply put master clinician may not always be master supervisor. Observing experienced professionals at work is without a doubt useful training tool but it is not enough to help the students to learn and develop the skills and knowledge to become experts themselves. Development is very much accommodated when the supervisee engages in reflection on the counseling relationship and work.

There are two types of supervision models, Psychotherapy based, Integrative Models and Developmental Models.

Psychotherapy based models are

Person Centered Supervision,

Cognitive Behavioral Supervision and

Feminist Model of Supervision.

Integrative Models contain

Bernard's Discrimination Model and

Systems Approach.

Developmental Models include

Integrated Developmental Mode land

Ronnestad and Skovholt's Model.

Since this essay is about the Integrated Developmental Model my discussion section will contain all the information on this model only.

This model stresses that the supervisor use those approaches and skills that matches to the level of the supervisee.

Discussion

In general the Developmental Models of supervision describe progressive stages where supervisee development from novice to expert takes place. These stages are categorized of containing discrete skills and characteristics. For example at the novice or the beginning stage a supervisee will have limited amount of skills and will also be lacking in confidence. Advancement to the next stage the supervisee will have more confidence and skill and an added element of conflict between the feelings of dependence and independence on the counselor. A person on the expert end will have good problem solving skills and will be reflective about the supervisory and counseling process (Haynes, Corey and Moulton, 2003, n.d). One type of Developmental Models is Integrated Developmental Model.

Integrated Developmental Model

This model is one of the most researched types of Developmental Models. It was developed by Stoltenberg is 1981 then it was further modified by Stoltenberg and Delworth in 1987 and finally by Stoltenberg, McNeil and Delworth in 1998 (Falender and Shafranske, 2004, p.1). The Integrated Developmental Model describes three levels of counselor development these are as follows

Level 1: in this level supervisees are generally entry- level students. They tend to have high levels of motivation and also have high levels of anxiety and are fearful of their evaluation;

Level 2: at this level also known as the mid level the supervisees are fluctuating in motivation and confidence. Most of the time their mood depends on their success with clients;

Level 3: this level is characterized to have security, stability in ...