Application of the Discrimination Model of Supervision for Residency Education

Creating a Preferred Counselor Identity in Supervision: A New Application of Bernard's Discrimination Model

“…For example, advising a trainee on how to help a client struggling with depression (teacher role) can quickly transition into processing the trainee's own experiences with depression and how this may impact the client (counselor role). The current literature indicates that the discrimination model has been applied successfully in a variety of contexts, from supervision of those working with suicidal clients (McGlothlin, Rainey, & Kindsvatter, 2005) to medical residents (Arthur & Bernard, 2012) and adolescents in residential care settings (Byrne & Sias, 2010). It has also been applied within a diversity of theoretical frames, from spiritual supervision (Polanski, 2003) to supervision using creativity as a main focus (Koltz, 2008).…”

The Effect of Discrimination Model-based Group Supervision on Counseling Self-Efficacy and Insights of Novice Supervisees

“…According to the DM, it is possible to apply for these roles and focuses in 12 distinct ways in a 3x4 matrix, based on the supervision needs (Borders & Brown, 2009). The DM is remarkable as the most known and commonly used model among supervision models (Arthur & Bernard, 2012;Bernard & Goodyear, 2014). The fact that it provides flexibility to switch between roles, focuses based on the need for supervision, and is based on empirical data (Timm, 2015), and its suitability for both individual and group supervision processes (Bernard & Goodyear, 2014) make the DM preferable.…”

“…Nevertheless, this study focused on the DM as a supervision model. Although the DM is the most well-known and empirically supported supervision model (Arthur & Bernard, 2012;Bernard & Goodyear, 2014;Timm, 2015), many studies highlighted the uncertainty of the role of consultant emphasized by this model (e.g., Bernard & Goodyear, 2014;Crunk & Barden, 2017;Ülker Tümlü, 2019). I can consider this situation a limitation of the DM.…”

Structuring Individual Counseling Practicum Supervision: An Action Research

“…ASM, süpervizörün süpervizör rolleri ile süpervizyon odakları arasında geçişler yapmasını (Borders ve Brown, 2009), bunu yaparken de esnek ve süpervizyon ihtiyacına duyarlı olmasını gerektirmektedir (Bernard ve Goodyear, 2014;Borders ve Brown, 2009). Tek bir kurama dayanmak yerine eklektizme dayanması (Bernard ve Goodyear, 2014), çeşitli gelişimsel ve kuramsal yaklaşımlar ile birlikte kolayca uygulanabilmesi (Arthur ve Bernard, 2012;Timm, 2015), psikolojik danışmanların psikolojik danışma yeterliğini arttırıp kaygıları azaltmaya odaklanması (Bernard, 1979) ve özellikle başlangıç düzeyindeki süpervizörler için sistematik bir yol haritası sunması (Bernard, 1979) itibariyle ASM kullanışlı bir model kabul edilmektedir (Borders ve Brown, 2009). Diğer bir yandan bu sürecin bireysel süpervizyonun yanı sıra grup süpervizyonu yöntemine dayalı yürütülmesinin süpervizyon sürecini zenginleştirebileceği söylenebilir.…”