Deeper Analysis and Continued Refinement of the Regenerative Model

Abstract

supervision models have been designed to assist supervisors in framing their supervision environment to best meet the needs of their supervisees. Developmental models, social role models, integrative models, and therapeutic models provide supervisors with a diverse array of frameworks with which to structure their supervision. For example, supervisors who work from a developmental model assume that supervisees move through specific stages of development throughout the supervision process. These supervisors structure their supervision to match the supervisees' skill and confidence levels. Beginning supervisees generally receive more structured supervision and support, whereas advanced supervisees experience a more consultative environment and collaborative supervisor and supervisee relationship (Watkins, 1995a(Watkins, , 1995b Some supervisors choose role models of supervision, such as Bernard and Goodyear's (1992) role discrimination model. Supervisors who apply the role discrimination model focus on the acquisition of supervisee skills within three areas: intervention skills, conceptualization skills, and personalization skills. The supervisor assumes a supervision role that best meets the supervisee's skill area of focus. For example, the supervisor may work within a teaching role when providing the supervisee with didactic information, a counseling role when focusing on the supervisee's reactions to session content, or a consulting role when engaging in case conceptualization (Pearson, 2001). The role discrimination model represents a fluid process of supervi-