As an important component of counselor education and development, supervision is a likely teaching and learning opportunity to address spirituality in counseling. The author examines ways in which spiritual and religious issues might be presented in supervision, using the focus areas of the Discrimination Model (J. M. Bernard, 1997), namely intervention, conceptualization, and personalization skills.

According to M. T. Burke et al. (1999), 1 key counselor competency regarding spirituality is the ability to explore one 's own religious and spiritual beliefs as a means to enhance sensitivity, understanding, and acceptance of such beliefs (as cited in G. Miller, 1999). In addition, an important part of professional development is said to involve ideological consistency between one's values and theoretical stance (T. M. Skovholt & M. H. Ronnestad, 1992). This article describes 1 counselor's exploration of her spiritual beliefs in relation to Adler's (H. L. Ansbacher & R. R. Ansbacher, 1956) theory of counseling and human development in an effort to move toward ideological consistency and to enhance competence in addressing spiritual dimensions of clients' development.

Although not a formal psychometric instrument, the mental status examination (MSE) has been used predominantly in psychiatry, clinical psychology, and social work for several decades, but is being increasingly used by counselors in work settings requiring assessment, diagnosis, and treatment of mental disorders. The MSE is used to obtain information about the client's level of functioning and self-presentation. Generally conducted (formally or informally) during the initial or intake interview, the MSE can also provide counselors with a helpful format for organizing objective (observations of clients) and subjective (data provided by clients) information to use in diagnosis and treatment planning.Electronic Journal: To print this article select pages 109-116. TOC

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