When it came time to assess my supervisee, I focused on her diagnostic and treatment planning skills, her theoretical basis, the stage of her professional development and skill level, and her interpersonal style:
The supervisee had many of the characteristics expected at the novice level: confusion between textbook knowledge and practical application, insecurity about the "doingness" of therapy, and lack of therapeutic techniques and case management skills for a variety of issues. She needed to become comfortable with client sessions, learn how to conduct an intake, take session notes, and how to present a case. She didn’t know how to identify when a client might have an Axis II diagnosis, and as novices often do, tended to under-diagnose. She needed to learn to research issues online or elsewhere.
My goals were: to help her develop counseling skills, to learn the rudiments of case conceptualization, to increase her professional role development and her ability to self evaluate. I also wanted for her to learn the benefits of an eclectic approach, to be able to enjoy this beginning stage and "not knowing," that she honor the particular strengths that she brings to therapy, i.e. her background as a teacher, instead of trying to eradicate it. I wanted to help her be easy on herself for her learning curve, and to understand that she may someday be as good a clinician as Michael White, in not less than fifteen years time.
2010 Catherine Auman