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[Audio] Administrative Supervision. It is crucial in maintaining the operation of the institution ensuring that the work is performed. This concerns about paper works compliance, billings, administrative procedures, and related activities. Clinical supervision (also known as educational supervision). This concerns with teaching the knowledge, skills, and attitudes important to clinical tasks. The supervisor meets in a regular basis with the subordinates to discuss client issues like assessment, diagnosis, treatment options, barriers to care, medications, family, and social support among others. Supervision looks different based on setting; clinician needs ad supervisor orientation. Supportive Supervision. This type of supervision is typically not separate from administrative and clinical supervision but has the function to of increasing job performance while decreasing burnout. Advances in technology makes more and more people use smartphones to give supervision on a regular basis, discuss trough chatrooms about subordinates' difficulty which makes supervision accessible and easier. The models of instructional supervision are Traditional clinical supervision model, Cogan in the 1970's viewed supervision as a vehicle for developing professional, responsible educators who were capable of analyzing performance, who were open for change and assistance from others, who were above all, self-directing. The process of clinical supervision are planning, observation, analysis, feedback, then reflection. Psychotherapy-based models, Supervision started as the practice of observing, assisting, and receiving feedback. In this way, supervision follows the framework and techniques of the specific psychotherapy theory/model being practiced by the supervisor and supervisee. Psychotherapy-based models of supervision often feel like a natural extension of the therapy itself. "Theoretical orientation informs the observation and selection of clinical data for discussion in supervision as well as the meanings and relevance of those data. The classification of Psychotherapy-based models is supervisee-centered, a Supervisee-centered psychodynamic supervision came into popularity in the 1950s, focusing on the content and process of the supervisee's experience as a counselor. Process focuses on the supervisee's resistances, anxieties, and learning problems. The supervisor's role in this approach is still that of the authoritative, uninvolved expert, but because the attention is shifted to the psychology of the supervisee, supervision utilizing this approach is more experiential than didactic. Another classification of psychotherapy-based models is person-centered or The supervisory-matrix-centered approach opens more material in supervision as it not only attends to material of the client and the supervisee, but also introduces examination of the relationship between supervisor and supervisee. The supervisor's role is no longer one of uninvolved expert. Supervision within this approach is relational and the supervisor's role is to "participate in, reflect upon, and process enactments, and to interpret relational themes that arise within either the therapeutic or supervisory dyads". This includes an examination of parallel process, which is defined as "the supervisee's interaction with the supervisor that parallels the client's behavior with the supervisee as the therapist" A Patient-centered Focuses the supervision session on the patient's presentation and behaviors. The supervisor's role is didactic, with the goal of helping the supervisee understand and treat the patient's material. The supervisor is seen as the uninvolved expert who has the knowledge and skills to assist the supervisee, thus giving the supervisor considerable authority. Developmental Model of Supervision. This model consists of different progressive stages of supervisee development from novice to expert, consisting of discrete characteristics and skills. In novice stage, it has a limited skills and lack of self-confidence In middle stage is little dependence or assistance from supervisor. And in expert stage shows mastery with problem-solving skills. The Integrated Development Model. Ronnestad and Skovholt ( 2003) note that counselor o therapist development is a complex process requiring continuous reflection. They also state that much like the client-counselor relationship's strong influence on treatment outcomes, research findings support "a close and reciprocal relationship between how counselors or therapists handle challenges and difficulties in the client relationship and experiences of professional growth or stagnation." The developed four stages are, first, supervisee is dependent on the supervisor, lack self-confidence, second, supervisee striving for independence, third, becoming more insightful and motivated, lastly, supervisee confident with their interpersonal, professional and communication skills. Other Feminist Model of Supervision are Cognitive-Behavioral Supervision Bernard's Discrimination Model. Systems Approach Model and Supervisory Models Feminist therapy is also described as "gender-fair, flexible, interactional and life-span oriented". Feminist theory affirms that the personal is political; that is, an individual's experiences are reflective of society's institutionalized attitudes and values. Feminist therapists, then, contextualize the client's –and their own— experiences within the world in which they live, often redefining mental illness because of oppressive beliefs and behaviors. Cognitive-behavioral supervision makes use of observable cognitions and behaviors—particularly of the supervisee's professional identity and his or her reaction to the client. Bernard's Discrimination Model. This model is comprised of three separate foci for supervision example intervention, conceptualization, and personalization. and three possible supervisor roles examples teacher, counselor, and consultant. The supervisor first evaluates the supervisee's ability within the focus area, and then selects the appropriate role from which to respond. Bernard and Goodyear ( 2009) caution supervisors not to respond from the same focus or role out of personal preference, comfort, or habit, but instead to ensure the focus and role meet the most salient needs of the supervisee in that moment. Systems Approach Model. The heart of supervision is the relationship between supervisor and supervisee, which is mutually involving and aimed at bestowing power to both members. The task of the supervision are at the foreground of the interactions of the various dimensions – the trainee, the supervisor and he institution. Thank you very much for your time and for listening to my presentation, This is Professor Clowee D Jondonero, God bless us all....