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For a long time, professors and instructors have been the primary mentors for professionals in different sectors, including psychiatry. In particular, educators have provided learners with essential skills such as following directives and attending regular meetings, which are essential in clinical supervision and psychology. The integrative developmental model (IDM) formulated by Stoltenberg in 1981 provides a model with four stages useful for professional growth. Supervision refers to a distinct activity involving scientific-oriented education and training, utilization concepts such as observation, knowledge acquisition, evaluation, and one’s self-assessment. This paper annotates three articles on clinical supervision, which is critical in the mental health practice.
McNeill, B. W., & Stoltenberg, C. D. (2016). Research/support for the integrative developmental model and future directions. InClinical supervision essentials series. Supervision essentials for the integrative developmental model (p. 115–120). American Psychological Association. Web.
The IDM supervision model plays a critical role in understanding the best approaches therapists need to deliver quality care. According to McNeill and Stoltenberg (2016), one can understand the framework by considering the empirical evidence supporting it. This indicates the need to understand the most recent literature about IDM and how the concept has evolved and transformed psychological interventions over time. Moreover, McNeill and Stoltenberg (2016) delved deeply into appreciating IDM’s refinement and evolution over time and the limitations it had at the time of the study. This approach was necessary for their research as it led them to formulate recommendations for subsequent studies on the model.
The IDM concept is not new in psychology as it has been used for ages, though it has also transformed from time to time. McNeill and Stoltenberg (2016) found empirical evidence, indicating that the model was reviewed by Worthington in 1987 and later in 1994 by Stoltenberg, McNeill, and Crethar, where both studies concluded that support for general development models was necessary. Other researchers such as Ellis & Ladany (1997) and Ellis, Ladany, Krengel, and Schult (1996) (as cited in McNeill and Stoltenberg, 2016) noted that there were issues with the techniques used to study clinical supervision and that researchers at the time did not adequately explore the IDM model. Other factors, which are vital in clinical supervision include developmental approaches. In particular, McNeill and Stoltenberg (2016) indicate that supervisees at various professional levels of development need unique approaches when overseeing their juniors as this is critical for developing both categories of officers. The authors conclude that there is a need for further research to help respond to the challenges facing clinical supervision.
McNeill, B. W., & Stoltenberg, C. D. (2016). Goals, tasks, and functions. In Clinical supervision essentials series. Supervision essentials for the integrative developmental model (p. 31–52). American Psychological Association. Web.
The IDM approach can only be successful if the supervisors and supervisees using the model understand its various elements and stages. In this section of the book, McNeill and Stoltenberg (2016) explore why psychologists need supervision. In particular, the authors state that the model’s primary goal is to encourage and foster supervisees’ development as they train to become therapists in different levels of service delivery. For instance, psychiatrists often start their jobs at the lowest positions possible and advance with experience and skills. Thus, it essential for the senior psychoanalyst to mentor their juniors to become better equipped for leadership and mental health service delivery.
As the supervisor and supervisee work together, there are often needs and expectations from both sides. For instance, both expect to learn something new and eventually become better at their work. Thus, they all need to set their time and meeting to ensure they benefit the most from their collaboration. During training, junior psychologists must understand how ethical behaviour, such as providing feedback, helps in the overall mentorship outcome. For instance, McNeill and Stoltenberg (2016) indicate the importance of sharing the best evaluation methods with the supervisors, which work best for the students. Moreover, the researchers reveal that a positive relationship between the mentor and mentee is crucial in delivering the needed outcome. Thus, it is critical to consider various elements of supervision such as student assessment practices, supervisor-supervisee relationships, feedback, and consideration of the context of training for each learner.
McNeill, B. W., & Stoltenberg, C. D. (2016). Supervisory methods and techniques. In B. W. McNeill & C. D. Stoltenberg, Clinical supervision essentials series. Supervision essentials for the integrative developmental model (p. 53–78). American Psychological Association. Web.
Effective supervisors possess certain qualities, which distinguish them from unproductive ones. According to McNeill and Stoltenberg (2016), an optimal supervision environment enables learners to develop upwards and become better in their service delivery. However, such a situation requires efforts from both the mentor and the mentee. In particular, McNeill and Stoltenberg (2016) reveal that the process requires taking notes, reviewing recorded sessions, didactic commands, role-playing, and modelling. Each of these tasks requires collaboration, efforts, and skills from both sides of the supervisory process.
Supervisors at different levels require diverse skills to become effective in their space. According to McNeill and Stoltenberg (2016), beginners should reduce their anxiety and use the specified structures to meet their desired outcomes. The supervisor can intervene through facilitation, prescription, conceptualization, and catalytic inputs to help reduce efforts and time needed to deliver the intended goal. Intermediate supervisees should focus on autonomy, especially when they are subjected to stressful events. In this case, a senior mentor should facilitate the learners to achieve their targets through all the means necessary. The advanced mentees need to concentrate on their personal and professional blending into career development. At the same time, the experts should facilitate the advanced students when necessary or provide personalized conceptual therapy. Thus, the main approaches necessary for supervising psychologists include facilitative, prescriptive, conceptual, confrontive, and catalytic interventions.
References
McNeill, B. W., & Stoltenberg, C. D. (2016). Goals, tasks, and functions. In Clinical supervision essentials series. Supervision essentials for the integrative developmental model (p. 31–52). American Psychological Association. Web.
McNeill, B. W., & Stoltenberg, C. D. (2016). Research/support for the integrative developmental model and future directions. In Clinical supervision essentials series. Supervision essentials for the integrative developmental model (p. 115–120). American Psychological Association. Web.
McNeill, B. W., & Stoltenberg, C. D. (2016). Supervisory methods and techniques. In Clinical supervision essentials series. Supervision essentials for the integrative developmental model (p. 53–78). American Psychological Association. Web.
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