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Person Centered Viewpoint Reflection

When I commenced this program almost 3 years ago, I struggled with identifying a theoretical framework that matched up my understanding and idea of a therapy construction that I presumed would be the most beneficial for my patients/clients. Furthermore, what approach matched my philosophy in my lifestyle and what I presumed would work for me personally and professionally. After exploration of the numerous theoretical therapy foundations, I came across Person-Centered theory to fit my life viewpoint. I choose this construction due to the emphasis and importance so it puts on associations, trust, empathy, friendliness and being in the present and in tune with one's own feelings and explorations of these feelings. Additionally, providing a safe place to feel comfortable with peace to be able to allow one's home to reflect on the many feelings and emotions that we experience and this changes from minute to minute, day to day and 12 months to time. Therefore, this is the theory that we base my remedy and supervision upon.

This semester Person-Centered supervision guided my conferences/sessions with my graduate students. Originally, the most important factor to me was establishing trusting and comfortable interactions with my supervisee's. This is important because if my supervisee's did not find me as a trusting and reliable supervisor they would not have brought the countless difficult problems/issues they were experiencing with their clients/patients and the many struggles and questions these were experiencing in their own personal lives. I knew I set up these bonds whenever i had many of my supervisee's in my office that disclosed many personal and personal details in their personal lives that they believed was affecting them in their lessons with the clients. For instance, I had formed a supervisee disclose that her mom was raped while in college and contracted an incurable sexually transmitted disease where this particular supervisee had a difficult time working with it within a group where girl disclosed sexual stress at their practicum site. I also acquired a supervisee record that she experienced that she was a member of the group pitched against a co-facilitator because she had been a victim of domestic assault and sexual trauma and she was amidst women like herself. Having founded this trusting romantic relationship and a protected climate allowed my supervisee's to feel safe and be genuine to talk about these activities that evoked numerous and uncomfortable feelings. This allowed me as a Supervisor to provide empathy, understanding and friendliness and use this time for them to explore and dwelling address these thoughts and connect it to how it pertains to their work with a particular people which is all congruent with the person-centered approach. In addition, this allowed me to use a teaching tool on professionalism and reliability and the way to handle it, when in a situation and how to handle it properly and in a professional manner. I also could recommend my supervisee's to search out personal counselling and the value of self-care. I was able to utilize self-disclosure on my own personal experience with self-care and its importance not only for us but also to the profession.

I could establish great associations with each one of my supervisee's but I have to be honest that we struggled with uncertainties on how receptive the graduate students would be of me being, an African-American woman and using a cane. I had not been insecure about my competence but way more my appearance predicated on the majority of the students inside our graduate program being Caucasian students and use to being advised or instructed by other Caucasians. I really believe this allowed for a great experience and exposure to a different culture and perspective for most of my supervisee's. Once more as a result of established romance and safe space these were able to feel safe responding to many challenging issues about contest, making love, culture, lifestyle and variations in general. The variations of contest and culture in the supervisory marriage allowed for a learning experience to occur organically and could have changed a few of my supervisee's stereotypical values of African-Americans, more specifically African-American women.

I often found myself asking myself after a meeting with my supervisee's was that a therapy procedure and/or supervision and if there is a difference between the two. Although I understand that guidance goals can and could vary than therapy goals. The function of guidance is to "assess the learning needs; change, shape, and support the habits of the supervisee; and measure the performance" (Bernard & Goodyear, 2009, p. 219). For me, the function of guidance is pretty like the goal of remedy. Bernard & Goodyear (2009) suggest that the facilitative dynamics of person-centered, "the process within the framework of the relationship, trust, and the exploration of one's own ability and desire to grow" (p. 83) resembles the same components which one would conduct in a therapy program. Through my guidance with graduate students, course readings and through my person-centered zoom lens I am able to answer this question. My goal in each situation is to assist an individual, rather it is a patient or supervisee, to attain their potential by giving a safe and conducive environment which allows for exploration and handling of thoughts and expansion through some instruction and path.

This semester as a supervisor of 9 graduate students I believe my supervision style method is influenced by person-centered theoretical framework, my previous personal activities with supervision which assisted me in identifying what I thought performed and didn't work, my worldview and my beliefs in life that have all lead me to be who I am today.

My experience utilizing person-centered strategy has been very beneficial. It has additionally allowed me to meet my supervisee's where they are simply developmentally (in the present) which assorted from scholar to pupil. Some students needed more directions and information in where they are simply in their therapy skills which required more concrete thinking and objectives. For example, some students brought in their progress notes and wanted clarifications on what should be covered and/or included in notes. Whereas, I the Supervisor had to clarify that may change from site to site but there's always basic tenets that needs to be included which we were able to review.

Then there were students that were more complex and utilized guidance for appointment, they earned specific issues or patients to cover with specific questions and used the time very sensibly. These students had taken notes and showed professionalism, the questions and explorations amongst these supervisee's were at some other level compared to a few of their peers. I really believe I could properly meet each pupil at their specific developmental level. I found some students to be more challenging than others, in a good way. Some students challenged my ability to be creative and demonstrate how proficient I am as of this degree of education, which I truly liked.

My supervision lessons were conducted in a semi-structured manner. My supervisee's were aware and generally well prepared for each session. I generally performed a regimen check-in to observe how they may be doing at their sites, any problems and/or concerns or pressing conditions that needed to be addressed, immediately. My supervision intervention style generally consisted of my supervisee's self-reporting on the self-selected patients/clients that they wished to discuss and/or upgrade me on. Through my supervisee's self-report I was able to gauge their capacity to travelling bag conceptualize, provide their perspective on the client-therapy romantic relationship, explore their possible treatment plan/goal for their current and succeeding sessions, examine their problem-solving skills and professionalism and reliability through their self-report. This semester I needed to work with the audio tracks recordings and transcribing interventions but there have been logistical and confidentiality problems which averted us from partaking in this form of guidance. My goal with the transcribing was to aid the supervisee's in being cognizant of the questions these are asking and discovering if the questions are congruent and grounded in their mentioned theoretical platform. Although, I was not able to accomplish this activity with my supervisee's, we were still in a position to treat and explore theoretical frameworks.

If I was able to utilize any guidance intervention and experienced access to the necessary accommodations and technology, I'd have adored to see my supervisee's in action. I'd want to observe them utilizing audio/video tutorial recordings to see their body gestures, non-verbal's, and see the genuine questions they ask, their personality/therapy style, and be able to attest to their theoretical framework. I would select out to be able to use techniques such as bug-in-the-ear, in vivo, walk-in and phone-ins. I believe the simplest way of learning is through making faults and handling them if indeed they do not cause any harm to their patient/clients. The interventions mentioned previously will be distracting and disruptive to the therapeutic process in my opinion. I really believe presession planning and postsession debriefing interventions would be good for discuss their clients beforehand and process their time after their remedy session although it is fresh on their mind and I have already been able to monitor as the procedure was happening.

I also could have prefer to complete a supervision agreement/contract. I really believe there are many benefits to doing this kind of documentation. The most important is accountability and responsibility of the supervisor and the supervisee. In addition, the acknowledgement of the significance of the weekly meetings, the process, prospects of the conferences, supervisory romantic relationship, address ethics and issues of the supervisory romance and evaluation. This might ensure that the process and expectations are clearly discussed and understood and allow for questions about the procedure. This agreement would provide more advice and framework for the supervisor, relatively of a standard protocol. The supervisor toolbox offers a wealth of information and rules that are beneficial for folks in supervisory guidelines that i wished I utilised more.

Through this program and the possibility to experience supervision, I have been able to identify my weaknesses and strengths as a supervisor. I really believe the things that I can condition are talents can and may also be observed as weaknesses.

My advantages are my self confidence in my competence, my ability to create a trusting rapport with my supervisee's rapidly, my intuition and capability to listen more than I speak and offer with silence, my capability to be honest, positive and provide constructive criticism/reviews and my capacity to softly guide, direct, explore and obstacle. I feel we all as humans, no matter the amount of education, can question ourselves and our capability to lead and dread making problems and doing or saying something wrong. Originally, I doubted my skills and feared that we might not have all the answers but I could remain self-confident that I've received the required education, experience and obtained the data and techniques which in my own view allowed me to provide adequate and appropriate supervision. My upbringing and work with diverse and multicultural populations have afforded me the skills to be open minded and in a position to be friends with and build rapport rapidly with people. My caring characteristics and my idea to treat all people with esteem, dignity and like family allows me to offer an environment that is safe and trusting which in turn leads to expanding trusting relationships. I believe people know themselves better than anyone and could possibly be the best advocate for themselves, therefore having the ability to listen, and offer with awkward silence allows the supervisee the perfect time to process and explore their feelings independently. This enables the supervisor to aid with the exploration of thoughts through guidance, direction and obstacles of thoughts and feelings.

My weaknesses can be my inclination to care and want more for my supervisee's maybe more than they need or believe in themselves, being too accommodating, versatile and open to my supervisee's better working understanding of all theoretical frameworks to aid my supervisee's in grounding their remedy session within a specific theory. In addition, time management and termination. Some conferences with supervisee's I came across myself spending the whole session wanting to persuade and/or assist the supervisee in feeling good about their skills and focusing on building that assurance within themselves and realize they belong out there. Although, this was needed maybe I provided too much without forcing the students to internalize and find it for themselves. I believe my supervisee's may have in my opinion taken advantage (a bit) of my determination to support their timetable to the best of my capability and making myself available via email and mobile. Although, this could be seen as positive this may also be observed as permitting the supervisee never to take full responsibility and uphold their talk about of the commitments of the mandatory in person every week meetings.

My knowledge of person-centered theoretical construction is pretty good but dealing with my supervisee's who endorsed other ideas forced me to recognize that I have to further my working understanding of the other ideas. Because of the limited allotted period to meet with each student, Personally i think we did not always have time to address all issues and I battled with cutting some students off credited to my emotions to be rude but not doing this damaged everyone's scheduled getting together with times. Finally, termination is hard for everybody and I am able to address and explain this but I still struggle with termination though it occurs on a normal regular basis but I continue to get better with it each passing year.

This semester I really believe I could find my topic in providing guidance. I enjoyed every single one of my supervisee's and liked learning them, their patients through their self-reports, the honor to obtain many of my supervisee's disclose many personal and close details, activities and feel safe crying in guidance, providing responses, brainstorming and supporting them with professional and patient problems. I was able to discover how important individual supervision is as the foundation for my supervisee's professional development and the magnitude my options, skills and competence play in their development. I am hoping I was able to leave a good and everlasting impression on my supervisee's experience and future opportunities. My supervisee's have given me such good reviews and expressed how much they will miss this element of practicum because they are able to really hone in on things not dealt with in their onsite supervision which they articulated is necessary. This feedback gave me a greater appreciation of the work and importance of my guidance and the partnership to the supervisee's and finally, their caseload.

I am astonished at the amount of options that exist in conducting guidance and the worthiness of quality supervision. My selected supervision method was dependant on my experience, interest and capacity in being able to access and utilizing different methods predicated on perceived and real needs of my supervisee. The field of mindset is permanently growing, expanding and changing and the importance for psychologist and supervisors to constantly examine and know numerous methodologies is vital to provide our supervisee's, their clients and the vocation.

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