The Integration of Reflectivity in Developmental Supervision: Implications for Clinical Supervisors

Abstract

In this article, counselor development and supervision is introduced through the lens of an integrated reflective (Neufeldt, 1997 Neufeldt , S. A. ( 1997 ). A social constructivist approach to counseling supervision . In T. Sexton & B. Griffin (Eds.), Constructivist thinking in counseling practice, research, and training (pp. 191 – 210 ). New York : Teachers College Press . [Google Scholar]) and developmental (e.g., Blocher, 1983 Blocher , D. ( 1983 ). Toward a cognitive developmental approach to counseling supervision . The Counseling Psychologist , 11 , 27 – 34 .[Crossref], [Web of Science ®] , [Google Scholar]; Stoltenberg & McNeill, 2010 Stoltenberg , C. D. , & McNeill , B. W. ( 2010 ). IDM supervision: An integrative developmental model for supervising counselors and therapists () , 3rd ed. . New York : Routledge Taylor & Francis Group . [Google Scholar]) approach to clinical supervision. A definition of reflective, developmental supervision is reviewed along with supervisee development within five distinct processes: (1) supervisory relationship, (2) developmental assessment, (3) contextual adjustment, (4) skill acquisition, and (5) professional transition. In addition, this article discusses the theoretical tenets, empirical support, applications, and implications of reflective, developmental supervision for clinical supervisors.