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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
