An Integrative Social-Cognitive Developmental Model of Supervision for Substance Abuse Counselors-in-Training

Sias, Shari M.; Lambie, Glenn W.

doi:10.1080/15332700802072282

Cited by 8 publications

(16 citation statements)

References 30 publications

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“…Scaffolding educational content (a) provides clear and concrete directions, reducing students' confusion; (b) clarifies purpose; (c) keeps students on task; (d) clarifies expectations and incorporates assessment and feedback; (e) directs students to worthy sources; and (f) reduces students' level of uncertainty (Zydney, 2009). For additional elements of a counselor education program designed to promoting students' social-cognitive development, the reader can consult Lambie and Sias (2009) and Sias and Lambie (2008).…”

Section: Implications For Counselor Education and Developmentmentioning

confidence: 99%

Social‐Cognitive Development, Ethical and Legal Knowledge, and Ethical Decision Making of Counselor Education Students

Lambie

Hagedorn

Ieva

2010

Couns Edu & Supervision

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Counselors are required to have high levels of social-cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision-making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's-level counselor education students' levels of social-cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social-cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed.Many dynamic processes are inherent to the field of counseling. To effectively negotiate the fluid interactional processes that occur in counseling, professionals are required to navigate a complex knowledge base of ethical and legal tenets that underlie their practice, as well as engage in informed ethical decision making. Theoretically, counselors' ethical and legal knowledge and ethical decision making should be influenced by their level of social-cognitive development. A primary component of counselors' preparation, therefore, is the purposeful promotion of counseling students' social-cognitive development, which is associated with greater empathy, flexibility, perspective-taking, self-care, and wellness

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Section: Implications For Counselor Education and Developmentmentioning

confidence: 99%

Social‐Cognitive Development, Ethical and Legal Knowledge, and Ethical Decision Making of Counselor Education Students

Lambie

Hagedorn

Ieva

2010

Couns Edu & Supervision

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“…The consultant role can be applied when supervising more experienced direct care workers, perhaps reducing their sense that autonomy is achieved only by leaving the direct care role. This model can be applied to meet beginning clinicians' expectations for guidance and structure, which helps to alleviate the anxiety that beginning-level staff tend to feel (Bernard and Goodyear 2009;Borders and Brown 2005;Sias and Lambie 2008).…”

Section: Strengths Of This Modelmentioning

confidence: 98%

“…The main difference between the two is that house parents live in the facility, and function as surrogate parents, while child care workers provide care in rotating shifts. Education level (Axford et al 2006;Payne et al 2004;Scott 2000), personal history in substance abuse recovery (Sias and Lambie, 2008), age, (Berrick, 1993), and professional history (Jones et al) all affect direct care service delivery. Differences in these background variables make direct care workers a diverse group with regard to their skill sets, attitudes, and experiences.…”

Section: Flexibilitymentioning

confidence: 98%

Conceptual Application of the Discrimination Model of Clinical Supervision for Direct Care Workers in Adolescent Residential Treatment Settings

Byrne

Sias

2010

Child Youth Care Forum

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This article applies the tenets of Bernard's in Counselor Edu Supervision 19:60-68, (1979) discrimination model of clinical supervision to the supervision needs of those who provide direct care to adolescents in residential treatment due to abuse, neglect, behavioral, or emotional problems. The article focuses on three areas (intentionality, flexibility, and professionalism) in which the model may be particularly effective in meeting the needs of youth care workers serving adolescents in residential treatment in the United States.Keywords Adolescent Á Residential treatment Á Supervision Turnover rates for staff working in adolescent residential treatment facilities are estimated at 20 and 40%, with some agencies reporting over 50% (Curry et al. 2005). Decker et al. (2002 attribute employee burnout in therapeutic childcare settings to a lack of supervision. Many direct care workers are new to the field and they have varying levels of education (Decker et al. 2002); often they feel a general sense of anxiety and a need for structure and direction (Bernard and Goodyear 2009, Borders andBrown 2005). However, there are few evidence-based clinical supervision models for direct care staff working in adolescent treatment programs (Foster and McAdams 1998). Clinical supervision differs from administrative supervision, though Bernard and Goodyear note that many therapeutic settings make no distinction between these two types of supervision, and both are provided by one supervisor (Tromski-Klingshirn and Davis 2007). The focus here is on clinical supervision, defined as the interaction between a supervisee and supervisor, in order to develop the supervisee's clinical skills and assure that these skills are applied appropriately for the good of the client (Tromski-Klingshirn and Davis 2007).

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“…This article presents an integrative model of supervision for PSCs-in-training, which has since been adapted for substance abuse counselors-in-training (Sias & Lambie, 2008). The integrative psychological developmental supervision model (IPDSM) is designed to support the psychological development of PSCs-in-training and thus to promote the delivery of advanced counseling services to counselees.…”

Section: An Integrative Psychological Developmental Clinical Supervismentioning

confidence: 99%

An Integrative Psychological Developmental Model of Supervision for Professional School Counselors‐in‐Training

Lambie

Sias

2009

Jour of Counseling & Develop

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Professional school counselors (PSCs) at higher levels of psychological development negotiate complex situations and perform counselor‐related tasks with empathy, flexibility, tolerance for ambiguity, boundary setting, personal and interpersonal awareness, and self‐care more effectively than do individuals at lower levels of development. This article introduces an integrative clinical supervision model designed to promote the psychological growth (ego maturity) of PSCs‐in‐training; presents practical components of the model; and discusses implications for PSC educators, supervisors, and researchers.

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An Integrative Social-Cognitive Developmental Model of Supervision for Substance Abuse Counselors-in-Training

Cited by 8 publications

References 30 publications

Social‐Cognitive Development, Ethical and Legal Knowledge, and Ethical Decision Making of Counselor Education Students

Social‐Cognitive Development, Ethical and Legal Knowledge, and Ethical Decision Making of Counselor Education Students

Conceptual Application of the Discrimination Model of Clinical Supervision for Direct Care Workers in Adolescent Residential Treatment Settings

An Integrative Psychological Developmental Model of Supervision for Professional School Counselors‐in‐Training

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