My approach to supervision is integrative, building off a foundation of the Common Factor Discrimination Model (CFDM) (Crunk & Barden, 2017) and integrating tenets from my counseling theoretical orientation, Synergetic Play Therapy (Dion, 2018). Both of these models center on the relationship as the primary method for growth and support supervisees in acquiring knowledge and skills, increasing self-awareness and self-reflection, and incorporating ongoing assessment of need.

The CFDM is an approach to supervision that combines the common factors of counseling and supervision with Bernard's discrimination model (Crunk & Barden, 2017). Synergetic Play Therapy (SPT), developed by Lisa Dion in 2008, is a research and neurobiologically informed model that integrates play therapy principles with interpersonal neurobiology, mindfulness, and attachment theory. When SPT and CFDM are integrated together, the supervisor is able to tailor the supervisory approach based on the supervisee’s needs, developmental stage, and capacity for self-regulation.

SPT teaches counselors to always consider the developmental stage and cultural contexts of a client when treatment planning or selecting interventions. Likewise, I believe that a supervisor must be mindful of the developmental stage and cultural contexts of their supervisee. As a supervisor, one way to ensure the developmental needs of my supervisees are being met is through integrated and ongoing assessment of strengths and areas for growth. The role of evaluation will be addressed openly from the start of the supervision relationship, creating a space for clear expectations for both supervisee and supervisor. Part of the ongoing assessment of skills and development will include a professional goal plan created by the supervisee, which will be addressed collaboratively throughout supervision. Depending where the supervisee is within their development allows me to shift in my role between teacher, counselor, or consultant throughout supervision in order to best facilitate growth (Crunk & Barden, 2017).

A large aspect of training in SPT is helping the counselor learn to attach to self, which in turns allows the counselor to help the client attach to self. As Dion states, attachment to self is the cornerstone of all healing (Dion & Gray, 2014). Throughout supervision, there will be exploration of personal biases, beliefs, and reactions as they relate to client care, which is the first developmental domain in the Multicultural and Social Justice Counseling Competencies [MSJCC] (Ratts et al., 2015). Self-awareness and self-reflection is one focus for supervisee need and development within the CFDM model (Crunk & Barden, 2017), as well as being a culturally responsive counselor (Ratts et al., 2015).

While supervision is not personal counseling for a supervisee, some exploration of personal experience within supervision is a necessary aspect of counselor development. I include a variety of methods to enhance self-awareness and self-reflection, many of which are expressive, play-based, and somatic in nature (Lawrence et al., 2015; Carnes-Holt et al., 2014). I also ask supervisees to regularly record sessions throughout the supervision process as not only a method of evaluation of growth and skill, but as an opportunity to self-reflect, problem solve, and conceptualize clients.

With a strong, collaborative supervisory relationship in place, supervisees will be able to openly and honestly discuss vulnerabilities, mistakes, and challenges. Built on a foundation of a safe and trusting relationship, my goal for supervision is to empower and support supervisees, allowing them to discover and explore what it means to be an ethical, compassionate, intentional, and authentic professional counselor.