ABSTRACT
This chapter provides a definition and a brief history of supervision in counseling and situates consultation supervision as a tool kit for counseling. Clinical supervision and counseling are two distinct skills; however, they have much in common. Parallel process and isomorphism are two important concepts in supervision that require interventions and can occur throughout a counselor’s professional career. Assessment of a supervisee’s developmental level through the Integrative Developmental Model (IDM) can provide foundational information to guide appropriate supervisory interventions. These developmental structures provide markers in assessing professional growth in supervisees. Motivation, autonomy, and self-other awareness are the developmental structures within which developmental stages occur. The highest developmental stage is an integration of multiple domains and the ability to easily move across them. The IDM describes this level as something very few counselors attain. A key component is ongoing professional growth and development through continuing supervision beyond the traditional epoch of the attainment of a degree and licensure. The Discrimination Model describes three areas of focus in supervision (intervention, conceptualization, and personalization), and three roles in supervision (teacher, counselor, and consultant). Consultation supervision facilitates improving the requisite skills needed for the collegial supervisee to develop and maintain an expansive and competent counseling tool kit for working with clients throughout their career.
