A Model of School Counseling Supervision: The Goals, Functions, Roles, and Systems Model

Abstract

The authors outline the Goals, Functions, Roles, and Systems Model (GFRS), a school counseling-specific model for supervising school counselors-in-training (SCITs). The GFRS was created as a guide for assisting in supervising and preparing SCITs for the multifaceted tasks they will undertake in their internships and careers. The components of this model are described within the context of the systems influencing supervision of SCITs. The GFRS is detailed to illustrate how it meets the specific needs of school counseling supervision. Examples are included of the GFRS when applied in supervision.

Supervision for Preparation and Practice of School Counselors: Pathways to Excellence

“…First, Luke and Bernard (2006) propose a three-bythree-by-four matrix in which Bernard's (1979) Discrimination Model is adapted for application to a comprehensive school counseling program, providing implications for training and practice. In their article, Wood and Rayle (2006) provide an alternative model for school counselor supervision, using the Goals, Functions, Roles, and Systems (GFRS) Model for helping supervisors identify interventions for trainees that demonstrate sensitivity to the unique school milieu. Further exploration of the school environment and issues is found in Peterson and Deuschle's (2006) article, in which the authors describe the unique challenges faced by persons without teaching experience entering the school counseling profession and the supervision implications that emerge from dealing with school counselors who have a nonteaching background.…”

Identifying challenges in supervising school psychologists

“…The Discrimination Model (Bernard & Goodyear, 2004) and the School Counseling Supervision Model (Luke & Bernard, 2006) differentiate appropriate roles taken by supervisors (e.g., teacher, counselor, consultant) as supervisees provide counseling, consultation, assessment, and interventions. The Systems Approach to Supervision (Holloway, 1995) and the Goals, Functions, Roles, and Systems Model (Wood & Rayle, 2006) emphasize discussing context (i.e., culture and organizational structure) within supervisory sessions. The current study indicates not only that systemic issues should be discussed during supervision sessions, but that supervisors must actively address and work to change these variables to foster a context in which it is possible for their supervisees to succeed.…”

“…Open‐ended interview questions, along with potential follow‐up questions to ensure consistency, were developed to encourage a rich source of data (Leech & Onwuegbuzie, 2007; Miles & Huberman, 1994). The foundations of the questions were the descriptions of supervision found in clinical and counseling psychology supervision literature (Bernard & Goodyear, 2004; Falender & Shafranske, 2004; Holloway, 1995; Wood & Rayle, 2006) as well as potential supervisory challenges engendered by current issues in the field of school psychology (Ysseldyke et al, 2006). The stem and follow‐up questions, found in the Appendix, asked participants about employment demographics; organizational structure, orientation, and roles; provision of supervision and professional development; supervisor training; influence of supervision by current issues; and challenges to providing effective supervision.…”

Journal of Counselor Preparation and Supervision Volume 5, Number 2

“…The CAFE school counselor is drawn to problems of social justice and seeks out inequities and imbalances on small and large scales, and moves to change them. Therefore, congruent university supervision practices, which have also evolved from educational and professional reform movements and mirror what school counselors must do themselves in the field, are necessary (Wood & Rayle, 2006).…”