Exploring the Process of Creative Supervision: Initial Findings Regarding the Regenerative Model

This study explored "creative supervision" using qualitative methods of data collection and analysis. Findings include a new model of counselor supervision. Rather than resting on a developmental notion of supervision goals, the Regenerative model empowers students to identify their own learning needs by integrating expressive arts activities within the supervision process. ********** Creating supervisory environments in which counseling students are encouraged to engage in self-discovery and enhanced conceptualization of clients and client issues is not a new task in counselor education (Watkins, 1995). Counseling supervisors are also aware that as the profession continues to evolve, they must explore new supervisory practices that assist educators in preparing competent professionals, capable of addressing a wide array of client issues, contexts, and backgrounds (Holloway, 1995). The goal of counseling supervision is to create a trusting environment in which developing students are able to enhance their skills and competence (Carifio & Hess, 1987; Hess, 1987; Ronnestad & Skovholt, 1993). This goal is normally met by providing a linear or stage model of supervision (Holloway, 1987; Watkins, 1995; Worthington, 1987). According to stage models, effective supervision should be tailored to the student's level of confidence and increasing proficiency. For example, beginning students are normally provided with high levels of structure and support, whereas more advanced students receive a more consultative supervision. At first glance, stage models offer counseling supervisors a straightforward approach to working with counseling students. In effect, stage models map out for counseling supervisors how to begin working with supervisees and what incremental steps to take (Watkins, 1995; Worthington, 1987). However, it is difficult to conceptualize all students within these linear types of models. Some students might arrive at a practicum setting with decades of experience but might have engaged in little or no personal exploration. Other supervisees might never have worked in the therapeutic setting but could possess a strong foundation of personal growth and self-examination. Moreover, supervisees from varying cultural backgrounds may have different ways to communicate, and they require methods of supervision that both fit their view of the world and prepare them to handle the client populations they intend to work with. A linear model of counselor development may not make sense to supervisees who view the world from a holistic context. Despite these problems, stage models of supervision continue to dominate counselor education (Edwards & Chen, 1999), even though the models have been formally criticized for having been based on loose assumptions and poor research methods (Holloway, 1987). INTEGRATING DIVERSE WAYS OF LEARNING WITHIN STAGE MODELS OF DEVELOPMENT Some counseling supervisors (Holloway, 1995; Wilkins, 1995) have challenged stage models of counselor supervision. They have argued that alternate supervision models can be developed and applied effectively. Other supervisors integrate diverse media such as the expressive arts within their counseling practica as a means of enhancing student learning and self-knowledge (Costa, 1991; Cummings, 1992; Dyer, 1989; Lett, 1995; Williams, 1995). A brief review of current professional literature supports the notion that the integration of creative modalities is acceptable in counselor education (McCalip, 2000). However, this integration seems to be dependent on the supervisor's predetermined agenda. For example, Costa discussed using experiential exercises such as family sculpting and role play to meet required family-of-origin experiences in marriage and family programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Other professionals (Williams, 1995) have integrated diverse learning experiences from a stage model perspective--an approach that also relies on counselor educators' preconceived notions of what students need or want. …