Wk 4 Discussions – Supervisory Needs
Respond to the following classmates in a minimum of 175 words each classmate.
Remember:
Please include a peer-reviewed APA reference. Make certain that you are utilizing the correct format for the referencing.
In your replies, you do not need to cite references however please respond to the post and tie in your thoughts to what is presented by your colleague.
MK- Classmate
One of the models from week three that appeals most to me is the APIE/D model, because it addresses the most important skills that is needed in observation, and communication. The APIE/D focuses on targeted skills that are required in the field of working with people in general (Dyke. V. Adams, 2021). The assessment planning intervention, evaluation , and documentation, or APIE/D are universal skills that are needed in learning how what to observe, how to observe, and why it is important to document. This model is especially needed in learning the client, but also in important in how the supervisor interacts professionally with the student learner through the communication processes (Bernard, Goodyear, 2014).
The APIE/D model can best fit into my way of thinking or supervision philosophy based on the communication aspects of learning through documentation process of planning, assessing and intervention. This model covers all areas of training from a communication perspective, provides ongoing dialogue between the learner and the trainer on all levels of supervision, which is essential to the success of the student learner (Dyke, V. Adams, 2021).
Bernard, J. M., Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Merrill/Pearson.
Dyke, J., & V. Adams, E. (2021). A Model for Clinical Supervision in the Field of Therapeutic Recreation: The APIE/D Model of Clinical Supervision. Therapeutic Recreation Journal, 55(4), 432. https://doi.org/10.18666/TRJ-2021-V55-14-11043
CN- Classmate
The supervision model I identified in week 3 was the Motivational Interviewing (MI) Supervision Model. Within this supervisory model, there are a number of elements that complement my personal supervision philosophy. This model supports the crucial development and growth of the supervisory relationship. As we have established in previous posts, the relationship between supervisor and supervisee; providing strength, stability, and trust that, in turn, promotes self-efficacy and support at every stage throughout their training. Another element reflected by the MI supervision model toward my own personal supervision philosophy is remaining mindful of the needs of my supervisee; specifically, the anxiety and resistance which is commonly experienced. Combined with the humanistic therapeutic approach, MI promotes the supervisory alliance, supervisees can benefit from the positive and integrated support of their supervisors as they are guided and challenged throughout the growth (resistance) of individual counseling skills, knowledge, and self-efficacy. Authors Clarke & Giordano share new counselors, “…experience anxiety about a number of aspects of the counseling process, such as competence, supervision, and preparation as well as navigating the dialectics of independence and dependence, and self, efficacy, and self-doubt” (2013). MI also provides a framework for promoting behavior change in supervisees as they resist growth and development within their therapeutic skills. The supervisor, using MI, applies motivational methods as they provide feedback following actively listening to their supervisees. Thank you.
Clarke, P., & Giordano, A. (2013). The Motivational Supervisor: Motivational Interviewing as a Clinical Supervision Approach. Clinical Supervisor, 32(2), 244–259. https://doi.org/10.1080/07325223.2013.851633
