Developmental Models of Supervision
Although there are many different models of supervision, this week’s Discussion focuses on developmental models because they are perhaps the most widely used supervisory models. Developmental models are uniquely created for supervision and training. Stoltenberg (2008) suggests that a number of domains should be evaluated for supervision, including intervention skills competence, assessment techniques, interpersonal assessment, client conceptualization, theoretical orientation, professional ethics, individual differences, and treatment goals and plans. Each of these domains provides a wealth of important information for a supervisor to assess in his or her supervisee.
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Get Help Now!To prepare for this Discussion, review Stoltenberg’s developmental model of supervision (see Chapter 3 in Falender & Shafranske, 2008b).
Write a 2 page explanation of why it is important to include in a developmental supervision model the domains that Stoltenberg (2008) describes. Then, select one domain and fully describe its function or purpose. Finally, explain how you would integrate that domain into your own model of supervision.
Be sure to support your post with specific references to the Learning Resources.
READINGS
Beck, J. S., Sarnat, J. E., & Barenstein, V. (2008). Psychotherapy-based approaches to supervision. In C. A. Falender & E. P. Shafranske (Eds.), Casebook for clinical supervision: A competency-based approach (pp. 57–96). Washington, DC: American Psychological Association.
Falender, C. A., & Shafranske, E. P. (2004). Clinical supervision: A competency-based approach. Washington, DC: American Psychological Association.
Ch.1, “The Practice of Clinical Supervision” (pp. 3–35)
Stoltenberg, C. D. (2008). Developmental approaches to supervision. In C. A. Falender & E. P. Shafranske (Eds.), Casebook for clinical supervision: A competency-based approach (pp. 39–56). Washington, DC: American Psychological Association.
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Thesis Statement | Raises the strongest objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning. | Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.
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Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning. | Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.
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Counter Argument | Provides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.
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Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.
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Conclusion | – Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.
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Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.
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Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.
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Attempts to provide closing remarks that summarize the essay, however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague. | The closing remarks are either nonexistent or lack the components described in the assignment instructions.
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Written Communication: Context of and Purpose for Writing
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Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.
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Written Communication: Required Formatting
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Written Communication: Word Requirement
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