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This updated edition is intended for counsellor educators and counsellor supervisor practitioners who work in a variety of educational and mental health settings. Primary supervision theories are reviewed and critiqued with the intent of informing supervisor practitioners, counsellor educators, and supervisor trainees.

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• About the Editors and Contributing Authors(p. xiii)
• Preface(p. xix)
• Acknowledgments(p. xxiii)
• Part I Counselor Supervision: Essentials for Training
• 1 Overview of Counselor Supervision(p. 3)
• Some Working Definitions(p. 4)
• Clinical Versus Administrative Supervision(p. 4)
• Roles of the Supervisor(p. 5)
• Supervisor Qualifications(p. 6)
• Skills and Attributes(p. 6)
• Purposes of Counselor Supervision(p. 8)
• Personal and Professional Development(p. 8)
• Competency Development(p. 10)
• Promotion of Accountability(p. 12)
• Activities of Counselor Supervision(p. 13)
• Support(p. 13)
• Consultation(p. 14)
• Counseling(p. 16)
• Training and Instruction(p. 17)
• Evaluation(p. 19)
• Summary(p. 21)
• References(p. 21)
• 2 The Supervisory Relationship(p. 28)
• The Supervisory Relationship Defined(p. 29)
• Phases of the Supervisory Relationship(p. 31)
• Formation of Strong Supervisory Relationships(p. 32)
• Facilitative Conditions(p. 33)
• Action-Oriented Conditions(p. 35)
• Role Induction(p. 36)
• Factors That Influence the Supervisory Relationship(p. 36)
• The Triadic System(p. 37)
• Supervisee Characteristics(p. 38)
• Supervisor Characteristics(p. 41)
• Supervisee-Supervisor Relationship Interactions(p. 45)
• Influence of the Supervisory Relationship on Supervision Process and Outcome(p. 48)
• Games Supervisees and Supervisors Play(p. 48)
• Disclosure and Nondisclosure(p. 52)
• Role Conflict and Ambiguity(p. 54)
• Sexual Issues(p. 55)
• Summary(p. 56)
• References(p. 57)
• 3 A Multicultural Framework for Counselor Supervision(p. 63)
• Current Models of Supervision(p. 64)
• Heuristic Model of Nonoppressive Interpersonal Development(p. 67)
• Adaptation(p. 68)
• Incongruence(p. 70)
• Exploration(p. 71)
• Integration(p. 72)
• Supervision Relationship Types(p. 73)
• Supervisor Interventions(p. 75)
• Multicultural Supervision Competencies as Ethical Practice(p. 77)
• Background of Multicultural Supervision Competencies(p. 79)
• Multicultural Supervision Competencies(p. 80)
• Case Example(p. 84)
• Summary(p. 86)
• References(p. 86)
• Part II Theoretical Approaches to Counselor Supervision
• 4 Supervision-Based Integrative Models of Counselor Supervision(p. 93)
• Discrimination Model of Supervision(p. 94)
• Framework of the Discrimination Model of Supervision(p. 94)
• Focus and Goals of the Discrimination Model of Supervision(p. 95)
• Methodology and Techniques of the Discrimination Model of Supervision(p. 97)
• Case Example in Using the Discrimination Model of Supervision(p. 98)
• Critique of the Discrimination Model of Supervision(p. 98)
• Interpersonal Process Recall(p. 99)
• Framework of the IPR Model(p. 100)
• Focus and Goals in the IPR Method(p. 100)
• Methodology and Techniques of the IPR Model(p. 101)
• Case Example in the IPR Model(p. 103)
• Critique of the IPR Method(p. 104)
• Systems Approach to Supervision(p. 104)
• Framework of the SAS Model(p. 105)
• Focus and Goals in the SAS Model(p. 107)
• Methodology and Techniques in the SAS Model(p. 107)
• Case Example in SAS Method of Supervision(p. 110)
• Critique(p. 111)
• Using Integrative Approaches in Supervision(p. 111)
• Defining Psychotherapy Integration(p. 113)
• Principles of Integrative Supervision(p. 114)
• Critiques of Integrative Supervision(p. 118)
• New Models in Integrative Supervision(p. 118)
• Reflective Learning Model of Supervision(p. 118)
• Solution-Oriented Model of Supervision(p. 119)
• Schema-Focused Model of Supervision(p. 120)
• Conclusions(p. 121)
• References(p. 121)
• 5 Supervision-Based Developmental Models of Counselor Supervision(p. 125)
• Developmental Supervision Defined(p. 126)
• Organismic Versus Mechanistic Views of Development(p. 126)
• Cognitive Processing and Transformation(p. 126)
• Hierarchical Stage Sequences(p. 127)
• Increasing Skill and Awareness(p. 127)
• Transformation in Identity(p. 127)
• Motivation Theory(p. 128)
• Variable Development Needs(p. 128)
• The Learning Context and the Supervisory Relationship(p. 130)
• Developmentally Appropriate Learning Activities(p. 132)
• Framework of IDM Supervision(p. 135)
• Primary Concepts and Theoretical Assumptions(p. 135)
• Supervisory Relationship(p. 137)
• Focus and Goals(p. 139)
• Methodology and Techniques(p. 140)
• Case Examples(p. 142)
• Critique(p. 143)
• References(p. 144)
• 6 Psychotherapy-Based Models of Counselor Supervision(p. 147)
• Psychodynamic Model of Supervision(p. 148)
• Framework of the Psychodynamic Model of Supervision(p. 148)
• Focus and Goals of the Psychodynamic Model of Supervision(p. 151)
• Methodology and Techniques of the Psychodynamic Model of Supervision(p. 153)
• Case Example in Psychodynamic Supervision(p. 154)
• Critique of the Psychodynamic Model of Supervision(p. 155)
• Behavioral Model of Supervision(p. 156)
• Framework of the Behavioral Model of Supervision(p. 156)
• Focus and Goals of the Behavioral Model of Supervision(p. 157)
• Methodology and Techniques of the Behavior Model of Supervision(p. 158)
• Case Example in Behavioral Supervision(p. 163)
• Critique of the Behavioral Model of Supervision(p. 164)
• Cognitive Model of Supervision(p. 165)
• Framework of the Cognitive Model of Supervision(p. 165)
• Focus and Goals in the Cognitive Model of Supervision(p. 166)
• Methodology and Techniques of the Cognitive Model of Supervision(p. 167)
• Case Example in Cognitive Supervision(p. 172)
• Critique of the Cognitive Model of Supervision(p. 173)
• Conclusion(p. 174)
• References(p. 175)
• Part III Specialized Models of Counselor Supervision
• 7 Group Supervision(p. 183)
• Toward a Definition(p. 185)
• Benefits of Group Supervision(p. 186)
• Considerations for Group Supervisors(p. 187)
• Types of Groups(p. 189)
• Supervisory Goals(p. 190)
• Group Dynamics(p. 192)
• Cohesiveness(p. 193)
• Norms(p. 193)
• Validation and Feedback(p. 194)
• Emotional Immediacy(p. 195)
• Problem Solving(p. 195)
• Leadership(p. 196)
• Self-Disclosure(p. 197)
• Roles(p. 198)
• Group Development(p. 198)
• Ethical Issues(p. 199)
• Informed Consent(p. 200)
• Confidentiality(p. 200)
• Dual Relationships(p. 201)
• Group Counseling Competencies(p. 202)
• Conclusion(p. 202)
• References(p. 203)
• 8 Supervising School Counselors(p. 207)
• A Novel Idea, or One That Has Been Promoted Before?(p. 209)
• Moving Beyond the Rhetoric(p. 211)
• Successful Initiatives(p. 211)
• Recommended Initiatives for Individuals(p. 213)
• Initiating a Supervisory Relationship With School Counselors: Considerations and Processes(p. 215)
• Closing Comments(p. 219)
• References(p. 219)
• 9 Supervision of Career Counseling(p. 222)
• What Is Effective Supervision?(p. 223)
• What Is Effective Career Counseling?(p. 223)
• Components of Effective Career Counseling Supervision(p. 224)
• The Supervisory Relationship(p. 225)
• Counseling Skills(p. 226)
• Case Conceptualization(p. 228)
• Assessment Skills(p. 230)
• Resources and Information(p. 232)
• The Interconnection Between Personal Issues and Career Issues(p. 232)
• Promoting Supervisee Interest in Career Counseling(p. 234)
• Addressing Career Issues in Age-Appropriate Ways(p. 235)
• Multicultural Issues(p. 237)
• Ethics(p. 241)
• Research Issues(p. 242)
• Concluding Comments(p. 242)
• References(p. 242)
• 10 Family Counseling Supervision(p. 245)
• Brief History of Family Counseling and Family Counseling Supervision(p. 246)
• General Characteristics of Supervision(p. 247)
• Trainee and Supervisor Roles and Capacities(p. 247)
• Features of the Supervisory Relationship(p. 248)
• Comparisons Between Family Counseling Supervision and Individual Counseling Supervision(p. 249)
• Client Shift(p. 249)
• Ethics(p. 250)
• Theoretical and Clinical Focus(p. 250)
• Family Counseling Supervision Strategies and Techniques(p. 252)
• Live Supervision(p. 252)
• Ex Post Facto Supervision(p. 256)
• Attending to the Affective Component in Supervision and Supervisory Relationship Issues(p. 258)
• Goals and Outcomes of Family Counseling Supervision(p. 260)
• Conclusion and Recommendations for the Future(p. 261)
• References(p. 262)
• Part IV Professional Issues in Counselor Supervision
• 11 Evaluation in Supervision(p. 271)
• What Are the Criteria to Be Evaluated?(p. 272)
• Who Is Evaluated and Who Evaluates?(p. 275)
• When and Where Does Evaluation Take Place?(p. 276)
• How Is Evaluation Conducted in Supervision?(p. 278)
• The Supervisory Relationship(p. 278)
• The Supervision Contract(p. 279)
• Supervisory Tasks(p. 280)
• Supervision Goals(p. 280)
• Feedback(p. 281)
• Evaluation Methods and Techniques(p. 282)
• Why Is Evaluation Problematic?(p. 291)
• Conclusion(p. 293)
• References(p. 295)
• 12 Understanding and Conducting Supervision Research(p. 304)
• Supervision Research Variables(p. 305)
• What We Know From Supervision Research(p. 309)
• How to Create a Well-Designed Quantitative Supervision Research Study(p. 312)
• Measuring Supervision Variables(p. 313)
• Qualitative Designs and Supervision Research(p. 313)
• A Descriptive Model of Assessing Evaluation Approaches for Counselor Trainees(p. 321)
• Conclusion(p. 323)
• References(p. 324)
• 13 Advocacy in Supervision(p. 330)
• The Counselor as Advocate(p. 331)
• The Advocacy Role: Barriers and Challenges(p. 333)
• Funding Issues(p. 333)
• Graduate Training Issues(p. 333)
• Issues Related to Courage(p. 333)
• Thinking Systemically(p. 333)
• Knowledge of Social Change Strategies(p. 334)
• The Supervisory Challenge(p. 334)
• Implementation of Change in Supervision(p. 335)
• Summary(p. 340)
• References(p. 340)
• 14 Ethical Issues in Supervision(p. 342)
• Ethical Challenges for Supervisors(p. 344)
• The Development of Ethical Codes(p. 344)
• Ethical Guidelines for Supervisors(p. 345)
• Preliminary Considerations(p. 345)
• Initial Supervisory Ethical Concerns(p. 350)
• Ongoing Ethical Concerns(p. 352)
• Ethical Decision Making(p. 355)
• Legal Considerations(p. 357)
• Conclusions(p. 359)
• References(p. 359)
• 15 Supervision Training: A Model(p. 361)
• Supervision Training(p. 362)
• What Is Supervisory Training?(p. 362)
• Goals(p. 363)
• Training(p. 363)
• Overview(p. 364)
• Supervision Training Modules(p. 367)
• Conceptualizing the Supervisory Function(p. 367)
• Orchestrating a Supervisory Relationship(p. 371)
• Focusing Supervision Goals Toward Mastery and Maturity(p. 373)
• Facilitating a Supervisory Learning Environment(p. 375)
• Developing a Theory Base, Supervisory Technology, and Personal Supervisory Style(p. 377)
• Evaluation(p. 378)
• Knowledge Component(p. 378)
• Practice Component(p. 379)
• Personal Component(p. 381)
• Summary(p. 383)
• References(p. 385)
• Index(p. 389)