The School Counseling Supervision Model: An Extension of the Discrimination Model

TLDR

Clinical supervision in school settings is underutilized, partly because existing models focus on individual counseling and do not align with the multiple roles of counselors in comprehensive school counseling programs. The authors propose the School Counseling Supervision Model (SCSM) as an extension of Bernard’s Discrimination Model. The SCSM is structured as a 3 × 3 × 4 matrix of supervision focus, supervisor role, and CSCP domain. The authors illustrate potential supervision interventions with the SCSM and discuss implications for training, practice, and research.

Abstract

It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.