Integrating Adierian and Integrated Developmental Model Approaches to Supervision of Counseling Trainees

Transcription

1 Integrating Adierian and Integrated Developmental Model Approaches to Supervision of Counseling Trainees Jennifer N. Bornsheuer-Boswell, Monica M. Polonyi, and Richard E. Watts Abstract Following an appropriate personal and professional model of supervision is an integral part of conducting ethical and effective supervision. A model of supervision helps guide a supervisor in facilitating growth of the counseling trainee, teaching counseling skills, and evaluating the trainee's growth professionally. The authors describe an integration of the Adierian model of supervision with the integrated Developmental Model of supervision along with a description of each model and two case examples. The information includes an overview for supervisors following these models of supervision along with examples in which the authors illustrate how these models can be used together to facilitate greater professional growth of the trainee. Keywords: Individual Psychology, Integrated Developmental Model, supervision Supervision is an integral part of the counseling profession. It helps novice counselors refine their skills, conceptualize clients' processes, and effectively care for their clients. Supervisors need to be able to integrate their own theoretical orientation to counseling and that of their trainees with a model of supervision. In this article we address the use of the Integrated Developmental Model (IDM; Stoltenberg, McNeill, & Delworth, 1998) and Adierian therapy techniques in counseling supervision. IDM's framework consists of four developmental stages that expand across three developmental structures. The precepts of these levels and structures will be discussed. Likewise, Adierian theory, also known as Individual Psychology, is a holistic, systemic, and goal-oriented perspective for helping people (Carlson, Watts, & Maniacci, 2006). Developed by Alfred Adler in the first half of the 20th century, it remains a viable theory and therapeutic approach whose concepts continue to permeate many current theoretical approaches (Carlson et al., 2006). Techniques used in Adierian counseling are also used by supervisors in helping counseling trainees develop the needed skills to be effective counselors. We examine these two models in relationship to the goals of supervision, the procedures used in supervision, and the methods The Journal of Individual Psychoiogy, Vol. 69, No. 4, Winter by the University oftexas Press Editorial office iocated in the Coiiege of Education at Georgia State University. Published for the North American Society of Adierian Psychology.

2 Integrated Development Model 329 of evaluating the trainee. Two case studies are presented to describe how the IDM and Adlerian counseling techniques can be used to monitor and facilitate supervisee growth. The Integrated Developmental Model The Integrated Developmental Model of supervision was created by Stoltenberg in 1981 and has been updated subsequently. It consists of four levels that supervisees move through in their professional development as counselors (Levels 1, 2, 3, and 3i). Bernard and Goodyear (2009) stated that the IDM is the most commonly used and most widely known developmental model of supervision. It is an effective model of supervision because it describes the processes through which a trainee progresses in his or her development and because it provides interventions that can be used by supervisors to help trainees reach a higher level of processing and skills in their counseling development. Within each of the four levels in the IDM, there are three structures self-other awareness, motivation, and autonomy in which counseling trainees examine themselves and their clients, their skills, and their desire to be in the profession (Bernard & Goodyear, 2009). Level 1 is identified by the limited skills, experience, and training of trainees (Haynes, Corey, & Moulton, 2003). Within this level, trainees are characterized by lacking direction or confidence. They are often concerned with their skills and abilities, and they may display anxiety and uncertainty regarding their performance (Stoltenberg, 2008; Stoltenberg et al., 1998). Consequently, it may be difficult for trainees to be fully present with clients and to gain an awareness of clients' worldviews. In addition. Level 1 trainees depend on supervisor feedback and suggestions and view supervisors as experts (Stoltenberg, 2008; Stoltenberg & McNeill, 1997; Stoltenberg et al., 1998). As trainees grow more confident in their skills and abilities, they enter into Level 2. Level 2 is defined by increased confidence and the increasing ability to move toward independence (Haynes et al., 2003). Anxiety and apprehension decrease, allowing trainees to attend to the affect, behaviors, and cognitions of clients (Stoltenberg & McNeill, 1997). According to Leach and Stoltenberg (1997), master's-level and doctoral-level students demonstrated greater self-efficacy, awareness, cultural competence, and improved clinical skills within this developmental level compared to the previous developmental level. The final stage, or Level 3, is characterized by trainee autonomy. Trainees provide the majority of the structure within the session, and they are active in making decisions. Eurthermore, trainees demonstrate increased

3 330 Bornsheuer-Boswell, Polonyi, and Watts self-awareness and the ability to work from a theoretical orientation (Haynes et al., 2003). Stoltenberg et al. (1998) later expanded this level by adding Level 3 integrated. Level 3i, in which trainees are able to perform ata mastery level across the various levels and structures (Stoltenberg & McNeill, 1997). Goals of supervision. The main goals of supervision following the IDM are for counseling trainees to progress through the developmental levels as they increase their competence as professional counselors. These developmental levels contain eight specific domains in which trainees must demonstrate competence: (a) intervention skills competence, (b) assessment techniques, (c) interpersonal assessment, (d) client conceptualization, (e) understanding and awareness of individual differences, (f) theoretical orientation, (g) treatment plans and goals, and (h) professional ethical behaviors (Stoltenberg et al., 1998). The goal for supervision in the first structure, self-other awareness, is to help supervisees become more aware of themselves and their clients in the counseling relationship (Anderson, 2000). Anderson defined the second structure, motivation, as the trainees' "interest, investment, and effort expended in training and practice" (p. 188). Typically, supervisors measure this structure from high motivation to low motivation, and it is important for supervisors to recognize whether trainee motivation for involvement in the profession is healthy or unhealthy (Loganbill, Hardy, & Delworth, 1982). In the final structure, autonomy, the trainees move from high levels of dependence on supervisors for direction to more independent, autonomous practice along with recognition of when extra supervision or consultation is needed (Anderson, 2000). Interventions. Every model of supervision contains procedures and techniques to help supervisees develop appropriate counseling skills, attitudes, and professional identity. Within the IDM, the supervisor uses different interventions and techniques, which are adjusted to mirror the developmental stage of the trainee. At Level 1, procedures include structured supervisory sessions that provide direct feedback and give information to the trainee (Stoltenberg & McNeill, 1997). Additionally, supervisors are required to "educate and train [trainees] in the theories, techniques, and concepts relevant for professional practice" (Stoltenberg & McNeill, 1997, p. 189). Typically, both supervisors and trainees will address goals, review policy and procedures, and sign supervisory contracts as part ofthe procedures within this level. Common procedures used in Level 2 include (a) teaching counseling trainees to become comfortable with intervention skills and case conceptualization and (b) setting the foundation for supervisees to move from dependency to more independent practice (Haynes et al., 2003). Supervisors

4 Integrated Development Model 331 may challenge trainees to justify their approaches when working with clients, provide ethical dilemmas to discuss, or ask them to articulate the rationale behind their treatment plans (Haynes et al., 2003). In the final stages of development. Levels 3 and 3i, a review of goals and evaluation of trainee's progress, the trainee will discuss and determine future goals and a course of action beyond the supervisory experience, and the techniques of listening and encouragement are the primary procedures used by supervisors. Formal termination of clients and the supervisor-trainee relationship is also a procedure that will occur during these developmental stages. In assessing trainees within each of the three structures, supervisors can use a variety of methods to help trainees develop greater professional development, skill, and competency. Loganbill et al. (1982) identified five types of interventions that are most useful for helping move trainees to a higher level of development: (a) facultative, (b) confrontive, (c) conceptual, (d) prescriptive, and (e) catalytic interventions. Facilitative interventions are helpful across all levels of development and help trainees reduce their anxiety and develop greater reflection on their skills and professional identity through continued support and encouragement by the supervisor (Stoltenberg, 2008). Confrontive interventions are mainly used in Levels 2 and 3 to help challenge trainees to look at other reasons and conceptualizations of clients and develop increased intervention strategies that they may not have used before (Stoltenberg, 1993, 2008). Conceptual interventions include helping trainees understand theory and practice and gain greater understanding of events while tying them together to facilitate meaning (Stoltenberg, 1993). These interventions are effective across all levels of development (Stoltenberg, 2008). Prescriptive interventions assist trainees in understanding how to create movement in session with clients, to use different types of intervention, and at the same time to protect client welfare (Stoltenberg, 2008). Lastly, catalytic interventions help trainees understand their role and impact on clients, promote change within the counseling relationship, and facilitate greater meaning of clients' stories (Stoltenberg, 2008). Stoltenberg (1993) stated that a focus on countertransference, reactions to the client, conceptualization issues, and an understanding of resistance are all important catalytic interventions. Evaluating trainees. Supervision is an evaluative and collaborative process that occurs on a continuous basis (Stoltenberg & Delworth, 1987). Monitoring and evaluating the functioning of supervisees through each of the three developmental levels during clinical supervision is an effective format (Stoltenberg & McNeill, 1997). Within each of the developmental levels, eight domains important to professional development were identified by Stoltenberg and Delworth (1987). Furthermore, these competencies are evaluated not only across each developmental level but also in relationship

5 332 Bornsheuer-Boswell, Polonyi, and Watts to the supervisee's awareness, motivation, and autonomy. In their study, Stoltenberg and Delworth (1987) found that "the product of this process is a professional who is able to organize various skills and concepts into a unified whole that forms the boundaries of professional behavior in the field of counseling and psychotherapy" (p. 135). Adierian Supervision Adierian therapy is a holistic, systemic, goal-oriented, and phenomenological approach to helping people (Carlson et al., 2006). The theory stresses that individuals are best understood within their social context, human behavior is goal-directed and purposeful, and an individual's perception of reality plays a crucial role in the development of his or her lifestyle (Carlson et al., 2006), that is, the strategies he or she uses to address the tasks of life. When explored within a therapeutic setting, these principles and concepts are useful not only to counselors and clients but also to supervisors and trainees in the context of supervision. Goals of supervision. Carns and Carns (1994), Lemberger and Dollarhide (2006), and Tobin and McCurdy (2006) indicated that Adierian ideas and goals used within the counseling process can also be applicable to the supervisory process. Therefore, goals of supervision can include (a) exploring trainee private logic, (b) evaluating mistaken convictions, and (c) exploring early recollections (Dollarhide & Nelson, 2000; Tobin & McCurdy, 2006). Each of these goals relate directly to counselor competency and skill development as well as the therapeutic relationships that develop with clients (Dollarhide & Nelson, 2000; Tobin & McCurdy, 2006). In addition, although these supervision goals are not all inclusive, they do provide an Adlerianfocused foundation from which supervisors can work. The Adierian model of supervision parallels the four phases in the Adierian model of counseling. In counseling, the four phases include facilitating a therapeutic relationship, exploring the client's lifestyle, facilitating insight into the client's lifestyle, and reorienting and reeducating the client's lifestyle by helping clients consider perceptual and behavioral alternatives and development of more healthy, adaptable functioning (Dinkmeyer, Dinkmeyer, & Sperry, 1987). In the first phase, supervisors help supervisees understand and choose a "counseling style" and theoretical orientation that is similar to helping a client understand their lifestyle (Dollarhide & Nelson, 2000; Kopp & Robles, 1989; Lemberger & Dollarhide, 2006). In phase two, supervisors help trainees understand their reasons for entering into and remaining in the counseling profession along with identifying their beliefs and goals for themselves as counselors and for their clients. In the

6 Integrated Development Model 333 third phase of supervision, supervisors work with trainees to understand how ineffective helping behaviors are a part of trainees' mistaken goals. Once trainees can identify how those behaviors can deter client growth or hinder the therapeutic relationship, supervisors assist trainees in developing new, healthy, productive counseling behaviors. This third-phase goal can be achieved through increased self-reflection and evaluation of skills by trainees, which can then lead to greater trainee autonomy. In the last phase of supervision, trainees demonstrate, practice, and integrate more effective helping responses and behaviors into their counseling repertoire. Trainees begin to recognize which behaviors are ineffective and to correct them independently (Dollarhide & Nelson, 2000). Supervisory relationship. One of the main goals in Adierian supervision is to build a strong, collaborative relationship that is built on mutual trust, respect, and goals for helping trainees become more effective as counselors (Cams & Carns, 1994; Milliren, Clemmer, & Wingett, 2006; Tobin & McCurdy, 2006). An egalitarian approach is used as supervisors and trainees work cooperatively toward goals. This egalitarian exchange encourages trainees to take responsibility for their professional development and growth as a counselor and lessens the likelihood of resistance on the part of the trainee (Carns & Carns, 1994; Milliren et al., 2006; Tobin & McCurdy, 2006). Mosak and Dreikurs (1973) described resistance as the misalignment or nonalignment of goals between the counselor and client or between the supervisor and trainee. Thus, supervisors need to work continually on building an egalitarian relationship and gaining the cooperation of the trainee in the process of aligning goals in supervision. Finally, encouragement is also a central tenet of Adierian therapy and within the supervision process. Encouragement involves listening actively, demonstrating respect and acceptance, focusing on assets and abilities, recognizing effort and movement toward goals, engendering hope, and helping others see humor in life (Carlson etal., 2006; Dinkmeyer & Losoncy, 1980). These attributes should extend to the supervisory relationship and often help to reduce anxiety between trainees and supervisors, thus allowing trainees to express their feelings and thoughts and to take risks within the supervision process (Lemberger & Dollarhide, 2006). Case Study Scenarios Using Adierian and IDM Concepts The Integrated Developmental Model is a supervision model that can be useful to Adierian counselors when supervising a student or clinician. The IDM helps supervisors understand where trainees are developmentally. By recognizing where trainees are within the different levels, Adierian

7 334 Bornsheuer-Boswell, Polonyi, and Watts supervisors can use specific Individual Psychology techniques to help trainees progress to a higher level of development, awareness, and understanding of clients and of themselves within the counseling process. To demonstrate the application of the two models, we present the following supervision scenarios. After each scenario, we discuss the current IDM level of the trainee. Subsequently, various Individual Psychology techniques and interventions that can be used in supervision are discussed. Case Scenario 1 : Leslie Mary, the identified client, was referred to a university counseling clinic by her primary care physician because of reoccurring panic attacks. Leslie, a graduate student in the community counseling program, was Mary's assigned practicum counselor. As with most novice counselors, Leslie initially experienced a high level of anxiety within the early stages of counseling. By the fifth week of counseling, Leslie expressed to her clinical supervisor that she was feeling less vulnerable and anxious and that she had a strong emotional identification with her client's difficulties and lifestyle, which mirrored her own. During one particular counseling session in which the supervisor was monitoring Mary and Leslie through a one-way mirror, the supervisor observed the student counselor casually seated with her leg underneath her, chewing gum and referring to the client as "girl," while proceeding to relay her own personal experiences with anxiety to her client. IDM levels for supervisee. In this example, Leslie's overall developmental level reflected that of a Level 1 counselor with some characteristics of the Level 2 counselor. Although Leslie was able to identify and had knowledge of Mary's presenting problem, she had limited self-awareness and was unable to differentiate between Mary's life story and her own. This state of disequilibrium caused Leslie to focus on herself rather than on understanding her client. As time progressed, Leslie began demonstrating increased confidence through practice and skill integration, demonstrating efficacy within Level 2 domains. Nevertheless, her preoccupation with herself and strong positive feelings toward her client hindered the function of the counseling process and Leslie's professional development. Case Scenario 2: Samantba Samantha, a 38-year-old practicum counseling student, was in her fourth week of supervision. She was highly dependent on the supervisor for

8 Integrated Development Model 335 guidance and direction in her counseling session. Rather than trusting her own skills, she continually asked the supervisor what she should do and if she was doing the "right thing" with her clients. This theme continued throughout the beginning supervisory sessions. By the ninth week of supervision, Samantha was less dependent and had developed a stronger sense of counselor self-efficacy. She was more confident in her counseling skills but still experienced some trepidation when she had a new client or some "obstacle" with a current client. During these moments, she would become increasingly dependent on the supervisor. When discussing the use of her theoretical orientation to guide her techniques and conceptualization of the client's problems, she was unfamiliar with her chosen theoretical orientation's understanding of client change and the strategies used to facilitate that change. Samantha and the supervisor discussed the importance of having a guiding theory and the possible ethical ramifications of not following a sound theoretical perspective. During supervision, several theoretical questionnaires were used to help her identify a chosen theory. She continued struggling to identify what was a "good fit" for her and her view of clients. During the period of her supervision, Samantha moved from Level 1 to Level 2 of the Integrated Developmental Model. With this type of trainee in the early developmental stages of the IDM, the Adierian supervisor's role is to encourage and support the trainee's clinical decision-making while helping the trainee develop conceptualizing skills using his or her theoretical orientation to guide decisions. It is common for new trainees working from Level 1 to be dependent on the supervisor to help them with clinical decision-making and skills, but then they begin to move toward more autonomy in Level 2, where the trainee is less dependent and develops a sense of self-efficacy. As Samantha progressed, her level of autonomy fluctuated depending on the experiences and problems she discussed with her supervisor. For trainees in Level 2 ofthe IDM, continued support, guidance and teaching in some areas, and encouragement can help trainees gain their confidence. Adierian Techniques and Interventions Used vwith the Supervisees There are many techniques and interventions available to the Adierian supervisor who is working with trainees similar to Samantha and Leslie. Some Adierian techniques are appropriate for trainees at all levels of development (e.g., encouragement, acting "as if"), while others are more useful at specific developmental levels of the IDM (e.g., the use of informal or formal assessments, hypothesis interpretation).

9 336 Bornsheuer-Boswell, Polonyi, and Watts Encouragement. Adierian counselors believe that encouragement is an essential ingredient of the counseling relationship and therefore should also be an important piece of the supervisory relationship, regardless of the trainee's developmental level. The initial focus for Adierian supervisors is building a respectful, supportive relationship with trainees so they feel safe to discuss their thoughts and concerns related to both the counseling and supervision processes. Newlon and Arciniega (1983) suggested that Adierian supervisors should make this a top priority in the initial sessions of supervision. The focus on encouragement resonates with the IDM of supervision because of the recognition that, in terms of counselor development, trainees need more encouragement and support at the beginning stages of supervision to feel comfortable with the supervisor and the supervision process. As Samantha is in Level 1 of the IDM framework, the focus is on greater self-confidence in her skills and abilities as a counselor to maintain and facilitate her motivation to become a professional counselor. The supervisor can use encouragement to support this growth. For Adierian counselors and supervisors, encouragement is both a way of being with the supervisee and a set of skills that can be used to assist in development (Carlson et al., 2006; Dinkmeyer & Losoncy, 1980; McCurdy, 2006; Sweeney, 1998). The supervisor uses encouragement in the supervisory relationship to facilitate Samantha's belief in her ability to be successful and put into practice the skills that she is learning. For Leslie, the task of encouragement may assist in minimizing feelings of individual and professional inferiority and provides a safe atmosphere where she feels empowered to grow and learn both personally and professionally. Because the trainees in these case examples are in between the IDM Levels 1 and 2, the use of encouragement is essential to the development of their counseling skill set, comprehension of self, and the development of trust and respect within supervision (McCurdy, 2006). As trainees move forward into Level 2 of the IDM, the building blocks of trust and encouragement will help undergird the supervisory relationship as trainees begin to desire and negotiate greater autonomy in their counseling work. Catching oneself. Another helpful intervention that can be used by Adierian supervisors is "catching oneself." This is a helpful technique to use early in trainee development but can also be used throughout the different developmental levels depending on the issues that arise with trainees. This intervention was designed to be used with clients to help them gain greater awareness of when they were engaging in a problem behavior. The client begins to recognize when he or she begins to perform the behavior or have unhelpful thought processes and thus become aware of the triggers

10 Integrated Development Model 337 or initial behavioral indicators that result in behavioral problems. As clients develop greater awareness, they are able to catch themselves in the act (or just prior to it) and thereby decrease the occurrence of the negative or unhealthy behavior by making the decision to do something different (Dinkmeyer etal., 1987). In supervision, this same technique can be used with trainees. In the early stages of development (Levels 1 and 2), the supervisor and trainee discuss what negative counseling behaviors or thinking patterns are getting in the way of the trainee's being effective with the client. In the case with Leslie, ineffective nonverbal behaviors such as gum chewing and being casually seated in the chair were explored during the supervision. Leslie concluded that these behaviors occurred when she would begin to lose sight of Mary as the client and would start to view Mary as a friend because of their similar life experiences. Thus, Leslie's body language reflected her mistaken beliefs, that is, the faulty interpretations that influence her behavior (Carlson et al., 2006). In a situation like this, supervisors can encourage trainees to catch themselves in the act of performing ineffective counseling behaviors and to recognize mistaken beliefs that hinder effective counseling. As trainees become more cognizant of their mistaken beliefs and ineffective behaviors in counseling, they can discuss with supervisors more effective behaviors or self-dialogue that can be used in counseling sessions. Eventually, trainees are able to self-monitor, catch themselves, and, consequently, make conscious decisions to engage in different, more productive thoughts and behaviors with the client without the guidance of supervisors. Additionally, supervisors can help trainees recognize that there is no such thing as a "perfect counselor" and trainees can develop the courage to be imperfect; that is, trainees can respond with courage when making mistakes in counseling rather than becoming discouraged (Dinkmeyer et al., 1987; McCurdy, 2006). Acting "as if." Another technique helpful to Adierian supervisors working with Level 1 supervisees is the acting "as if" technique. This technique was designed to help clients "act as if their fears were not going to happen" (Carlson et al., 2006, p. 144). Typically, it is used with clients who wish they could behave or think differently (as if they were a confident person) but doubt they have the ability to do so. These clients get caught up in stating "If only I could be or do...." When discussing or enacting the process, clients sometimes state that they are just pretending or are being artificial. Adierian counselors remind clients that the technique can help clients try on different roles in order to become more like the person they want to be. The acting "as if" technique can be a helpful method of teaching and encouraging a supervisee to be a confident counselor with different types

11 338 Bornsheuer-Boswell, Polonyi, and Watts of clients. Samantha feared that she was not good enough, as many novice counselors do. An Adierian supervisor would address this by processing Samantha's greatest fear about working with her clients and then role-play how she might handle this fear. Then, the supervisor would encourage Samantha to act as if this fear of not being good enough was no longer an issue for her. The supervisor and Samantha explore what steps she can take to be a good enough counselor, and start with small steps as she moves toward her goal (Watts, Lewis, & Peluso, 2009). As Samantha conducts her sessions, she is reminded to act as if she is a good enough, competent, confident counselor. The supervisor might also incorporate more direct encouragement of Samantha's willingness and ability to work through these thoughts and fears. As Samantha attempts the "as if" behaviors of a confident counselor, the supervisor can encourage by affirming her efforts and pointing out the progress she has made. As supervisors help trainees progress through the developmental levels, the same techniques used in Level 1 may still be appropriate for trainees in Level 2. Other techniques may also be included, such as hypothesis interpretations and formal and informal assessments of trainees' growth and progress. Hypothesis interpretations. Hypothesis interpretations or tentative hypotheses are used to help clients recognize the purpose and motivation behind their behaviors and explore a counselor's hunch with clients (Dinkmeyer et al., 1987; Watts et al., 2009). They are commonly used in the assessment and analysis phases of counseling. A counselor might say, "I am curious if...?" or "Could it be that this is...?" or "Is it possible that...?" prior to offering the educated guess or hunch. This allows the client to process the hypothesis and come to his or her own conclusion about its accuracy. By phrasing it in a tentative way, the counselor encourages the client to explain his or her own thoughts and bring them into the discussion. In supervision, supervisors can use this skill both in Level 1 and Level 2 of the IDM. It is effectively used in Level 2 to help trainees gain insight and awareness into their behavior, feelings, thoughts, or convictions. Dinkmeyer et al. (1987) also stated that hypothesis interpretation can be used to help consider a new point of view on an issue and begin to develop alternative behaviors, feelings, thoughts, or beliefs. By using this skill in Level 2 in the IDM, supervisors help trainees become more autonomous and independent in critical thinking about clients and their own counseling skills, therefore increasing trainee confidence. According to Newlon and Arciniega (1983), developing the skill of making appropriate tentative hypotheses with clients helps trainees learn to understand better the motivation behind

12 Integrated Development Model 339 clients' behaviors and explore their hunches and ideas with clients during counseling sessions. In the first scenario, Leslie appeared to have a strong association related to the theme of anxiety, and the supervisor used this hypothesis interpretation as a means to explore Leslie's own individual dynamics. Also, throughout the session, the supervisor was careful to take a not-knowing stance. This approach assumes that the individual is the expert of his or her own life and has the capacity to create new life experiences, beliefs, and goals (Anderson & Goolishian, 1992). By taking the not-knowing position in the supervisory session and thereby avoiding being presumptuous and assuming to know Leslie's private logic, the supervisor helped Leslie get in touch with her feelings and reflect on experiences within her own life. Early recollections often allow the client or trainee to uncover attitudes, beliefs, and feelings that limit healthy, productive behavior (Carlson et al., 2006; Sweeney, 2009). During the process of recollecting, Leslie was able to explore motives and relational patterns within the therapeutic relationship that hindered growth for both herself and her client. Ultimately, by identifying and working through her vulnerabilities, Leslie emerged as a more competent counselor. With Samantha, the supervisor used hypothesis interpretation later in the supervision process to help her develop client conceptualization skills and evaluate her ideas in relation to her guiding theory. As Samantha became better able to make sense of her own hunches with the client and explore alternative reasons for a client's behavior or even her own behaviors and thoughts as a counselor, she was able to increase her confidence as a professional counselor and begin to develop the ability to work as an autonomous counselor. Adlerian assessments. Although the IDM can be used to assess and identify where trainees are developmentally, some instruments have been developed to understand development from an Adlerian perspective. In regards to evaluation of a trainee's growth as a professional counselor, Newton and Arciniega (1983) noted two formal evaluations to measure a supervisee's development. The Behavior Concepts Inventory: Education Model and the Inventory of Selected Student Behaviors by Newlon (1973) were created to measure conceptual and theoretical understanding by the trainee. The Self- Evaluation Guide (Lowe, Morse, & Lowe, 1977) measures the development and understanding of general counseling skills from an Adlerian framework. This questionnaire helps supervisors determine trainees' level of knowledge about the different counseling skills that trainees are implementing and the reasons trainees choose to use each skill. In addition to formal assessments, Newlon and Arciniega (1983) also stated there are many informal measures

13 340 Bornsheuer-Boswell, Polonyi, and Watts of evaluation. These can include role-play demonstrations of particular skills or techniques, such as a suicide assessment. Reviewing trainees' audio or video recorded sessions for appropriate counseling interventions and responses can also be a means to assess trainees' understanding of their counseling skill development. These types of instruments, both formal and informal, can assist supervisors in facilitating a discussion with trainees about the importance of their theoretical understanding and conceptualization skills. Exploration of theoretical understanding and conceptualization skills occurs in Level 2 of the IDM. At this point in trainees' development, they are improving in their basic counseling skills and are beginning to engage in higher-order thinking about clients and progress in counseling because they are less focused on their own abilities as a counselor. For a supervisor who is working with Samantha, an informal assessment of her understanding of theory would be important in the middle phase of supervision. Samantha stated that she is unsure of which theory she would want to use. Using different formal or informal assessments, such as conceptualizing her client using her theoretical language, reviewing videotapes of her work with her clients for demonstration of skills and use of theory, and using the Behavior Concepts Inventory: Education Model created by Newlon (1973) helped evaluate Samantha's level of awareness and understanding regarding the different theoretical orientations available to her. It can assist the supervisor in initiating a discussion about ways in which a guiding theory can help Samantha purposefully and ethically address the client's presenting problems. As Samantha is feeling more comfortable using her basic skills in the counseling, it is important to guide supervision toward other skills, such as conceptualization and the use of a theory. When supervisees demonstrate a solid foundation in using basic counseling skills, supervisors can help them begin to explore how to use the different skills in a theoretically appropriate and meaningful way. Likewise, supervisors can also incorporate the Adierian lifestyle interview to explore the trainee's basic attitudes, beliefs, and convictions about life (McCurdy, 2006). The lifestyle assessment explores information related to the individual's parents or caretakers; birth order and siblings; relationships to home, work, and community; earliest memories; and themes related to success and failure (Carlson et al., 2006). For Leslie, the Adierian lifestyle assessment was used to explore her internal processes and dynamics, which were significantly affecting her counseling relationship with Mary. Left unexplored by the supervisor and trainee, these barriers could have led to poor client outcomes and ineffective helping behaviors. Encouraging self-reflection and awareness via lifestyle exploration assisted Leslie with understanding her motivation, goals, and intentions behind her thoughts and behaviors, and it helped her develop the courage to be imperfect and therefore construct an improved therapeutic relationship with her client.

14 Integrated Development Model 341 Conclusion Supervisors must have a good understanding of their own counseling theory of choice, and they must be able to demonstrate how to use it along with their preferred model of supervision when working with a counseling trainee. This is similar to counselors' having a guiding theoretical orientation to help them best meet the needs of the client. Per the ethical guidelines stated by the Association for Counselor Education and Supervision (ACES, 1990), a supervisor should follow and explain his or her model of supervision and how it will be used to monitor supervisee growth and performance throughout the supervision process. In their Best Practices in Clinical Supervision document (2011), the ACES Ethical Task Force stated that a supervisor must be able to "articulate a personal philosophy of supervision" and must be a "competent and experienced practitioner who has knowledge of a range of theoretical orientations and techniques and experience with diverse client populations, as relevant to their counseling setting" (pp. 13, 16). An Adierian counselor conducting supervision for another counselor might find the Integrated Developmental Model of supervision a helpful counterpart. Both the IDM and Adierian models of supervision are effective for working with supervisees and can be integrated together as both a personal and supervisory model to assist new trainees. The IDM provides a developmental framework for supervision so that the supervisor is able to identify where the trainee is developmentally and use the Adierian theoretical concepts and techniques to help facilitate movement and growth for the supervisee along the developmental levels. References Anderson, C. E. (2000). Supervision of substance abuse counselors using the integrated developmental model. The Clinical Supervisor, 19, Anderson, H., & Goolishian, H. (1992). The client is the expert: A notknowing approach to therapy. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp ). London, United Kingdom: Sage. Association for Counselor Education and Supervision. (1990). Standards for counseling supervisors, journal of Counseling and Development, 69, Association for Counselor Education and Supervision. (2011). Best practices in clinical supervision. Retrieved from /wp-content/uploads/20n/10/aces-best-practices-in-clinical-supervision -document-final.pdf Bernard, J. M., & Goodyear, R. K. (2009). Fundamentals of clinical supervision. Upper Saddle River, NJ: Pearson.

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16 Integrated Development Model 343 Stoltenberg, C. D. (1993). Supervising consultants in training: An application of a model of supervision. Journal of Counseling and Development, 72, Stoltenberg, C. D. (2008). Developmental approaches to supervision. In C. A. Falender & E. P. Shafranske (Eds.), Casebook for clinical supervision: A competency-based approach. Washington, DC: American Psychological Association. Stoltenberg, C. D., & Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco, CA: Jossey-Bass. Stoltenberg, C. D., & McNeill, B. W. (1997). Clinical supervision from a developmental perspective: Research and practice. In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp ). New York, NY: Wiley. Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (1998). IDM: An integrated developmental model for supervising counselors and therapists. San Francisco, CA: Jossey-Bass. Sweeney, T. J. (1998). Adierian counseling: A practical approach for a new decade (4th ed.). Philadelphia, PA: Accelerated Development. Sweeney, T. J. (2009). Adierian counseling and psychotherapy: A practitioner's approach (5th ed.). New York, NY: Routledge. Tobin, D. J., & McCurdy, K. G. (2006). Adierian-focused supervision for countertransference work with counselors-in-training. The Journal of Individual Psychology 62(2), Watts, R. E., Lewis, T. F., & Peluso, P. (2009). Individual Psychology counseling techniques. In American Counseling Association (Ed.), The ACA encyclopedia of counseling (pp ). Alexandria, VA: American Counseling Association. Jennifer N. Bornsheuer-Boswell is an assistant professor at the University of Houston-Victoria in Victoria, Texas. Her research focuses on counseling with children and parents, clinical supervision, and religious and spiritual issues. Monica M. Polonyi is a contributing faculty professor at Waiden University and a licensed professional counselor and supervisor in the state oftexas. Her research and scholarship focus on religious and spiritual issues, clinical supervision, and women's health and Wellness issues. Richard E. Watts is a university distinguished professor and director of the Center for Research and Doctoral Studies at Sam Houston State University in Huntsville, Texas. Watts is a fellow of the American Counseling Association, a diplomate in Adierian psychology, and President of the North American Society for Adierian Psychology.

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