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MAJA DRAZIÓ
Different aims and tasks of supervision processes as well as combination of
different supervision, counselling and coaching approaches and technigues
lead to the necessity to use integrative supervision model in the monitoring
process.
1he integrative supervision model" implies the integration of different
approaches in supervision that are based upon combination of different theories
and technigues thus enabling supervisors to explore the opportunities of
diverse technigues and theories in order to improve their supervision practice.
Carroll" has developed his Integrative and generic supervision model, which
connects goals and purposes of supervision to the functions and tasks/roles of
supervision and is based on two integrative supervision models:*°
+ Systems approach to supervision developed by Halloway in 1995,
which enables the understanding of supervision tasks and roles within
supervision process;
+ Systematic model of supervision elaborated by Page and Wosket in 2004,
which leads the supervisor through five different stages of supervision
process stopping at each to look in depth and understand how to best
implement each of the stages.
The main characteristics of Carroll’s integrative and generic model of
supervision are the following:
+ It is a-theoretical — it applies across counselling orientations.
+ Itisa process model - it allows the practitioner to follow supervision as
underlying dynamic movement between supervisor and supervisee.
+ Itis a competency based model - supervisors are provided with a skill
base against which they can measure their array of skill.
+ It is compatible with developmental models of supervision — allowing
opportunities for changing interventions and strategies according to the
developmental needs of supervisee.
¢ It is grounded on the literature of the developmental and social role
models of supervision.
The characteristics of this integrative supervision model are appropriate to
the needs of internal monitoring, especially if we take into consideration that
different functions and purposes of supervision are combined at the same time
18 L.J. Bradley — N. Ladany, Counselor supervision, Principles, process and practice. Philadelphia,
Brunner — Routledge, 2001.
M. Carroll, Counselling supervision, Theory, skills and practice, London, Sage Publications,
2004.
20 Ibid.
2 Ibid.
19