Training and Supervision of Students and New Essay

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training and supervision of students and new practitioners is a process that involves mental health counselors who play an integral role ranging from teaching clinical skills in educational settings to offering on-site supervision. Therefore, supervision is an important aspect of mental health practice that involves various techniques like psychotherapy-driven supervision. Psychotherapy-driven supervision is a process that is demonstrated in three theoretical approaches i.e. cognitive-behavioral, humanistic-relationship, and solution-focused models. This process promotes the combination of best-practices in psychotherapy-based approaches and social role-based techniques of supervision. Therefore, this approach integrates two components i.e. counseling theory and practice with role-oriented supervision models. According to Pearson (2006), the combination of these two elements enables supervisors to model and provide training on psychotherapeutic practices in a manner that meets the unique learning requirements of new counselors (p.250).

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Generally, the use of clinical supervision in the mental health field is a concept that emerged more like apprenticeships in other professions.

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As a result, a novice, student, or new counselor would begin the process with minimal knowledge and acquire more skills through observation, providing assistance, and obtaining feedback from a competent member within the same profession. This learning process was based on the assumption that the competent professional would be similarly good in training and/or supervising the apprentice (Smith, 2009).

Similar to other clinical supervision models, psychotherapy-based supervision approaches seem to be an ordinary extension of the therapy itself. Psychotherapy-driven supervision is an example of integrative models of supervision since its dependent on more than a single theory or model. The integrative nature of this model is demonstrated in the author's illustration of its combination of counseling theory and practice with role-based supervision technique (Pearson, 2006, p.242). Pearson describes this approach as an inclusive model of….....

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