Developmental Approach to Supervision
Intern
More limited training mainly on
theories. new to service
domain
Motivation
Highly motivated and anxious.
Highly curious - wanted
exposure in many areas and
like to try as many things as
possible
Autonomy
More hand-holding and fully
dependent on supervisor
More effort needed in planning,
execution and debrief, Need to
provide detail structure and
instructions
“Tourist” Less ownership as an
intern
Awareness
Links personal mood to
successes with clients
Level 1 Supervisee (0-2years)
Limited training, limited experience
in supervised domain
Motivation
Display high level of anxiety and
motivation
Want to have “correct” or “best”
approach with clients
Mastery, to do well
Autonomy
Is highly dependent on supervisor
Needs structure, positive feedback,
little confrontation
More prepared to be independent
Awareness
Focuses predominantly on self,
performance of technique, follow
guidelines
Level 2 Supervisee (3-5years)
Making transition from a highly
structured, supportive and largely
instructional supervisory
environment to more fluid
environment.
Motivation
Fluctuating between very confident
to unconfident and confused
Experiencing trail and tribulation
period
Autonomy
Experience conflicts between
autonomy and dependency like an
adolescent
Can be resistance to supervisor
comments and suggestions
Awareness
Greater ability to focus on and
empathize with client
Balance is still an issue
Level 3 Supervisee (more than 5 years)
Focus on a personalized approach to
practice and on using self in therapy
Motivation
Consistent, occasional doubts about
one effectiveness but without being
immobilized
Accepts own strengths and weaknesses
Autonomy
Solid belief in one professional
judgement that was developed
Has acquired a professional identity at
the core of her treatment
Supervision tends to be collegial as
differences between supervisor and
supervisees expertise diminished.
Awareness
More self-aware but at a different
quality than level 1
Remain focus on client while stepping
 Has lesser understanding of
one’s limitation
Learn more from experiencing
than didactic instruction
Lower reflexivity and self-
awareness
Limited self-awareness
Is fearful of evaluation
Links personal mood to success with
clients
Has lesser understanding of one’s
limitation
Individual client
Links personal mood to success with
clients
Oscillates between confusion and
enmeshment with client
Has increased understanding of
one’s limitation
Use therapeutic self in interventions
Demonstrate even theoretical and
conceptual integration
Is sensitive and anxious about
evaluation
back to attend to their own personal
reactions to the client and use this in
decision making about the client
Focuses on client, processes,
relationship with client and self
Exhibits high level of empathy and
understanding

More systemic and family, couple

Level 3i The supervisee has reached level 3 across multiple domains. A personal style of counselling has emerged and
the supervisee demonstrates high levels of awareness of personal competency.

Transition from Level 1 to Level 2

- Encourage increase autonomy
- Starting to have some reduction in structure
- Encourage new technique rather than familiar ones only
- Foster focus on the client and his or her reactions and processes
Transition from Level 2 to Level 3
- Encourage movement towards different domains
- Foster flexibility to autonomously move conceptually and behaviorally across domains
- Encourage creation of a solid professional identity
- Encourage development of a personalized understanding across domains
- Encourage assessment of the impact of personal events on professional life.

SUSS – less
NUS – more knowledgeable about social work theory