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| Series Preface | |
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| Theoretical Foundations | |
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| Cognitive Models | |
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| Cognitive Processing | |
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| Schema Development and Refinement | |
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| Skill Development | |
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| Expert Versus Novice | |
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| Interpersonal Influence and Social Intelligence | |
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| Motivation | |
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| Models of Human Development | |
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| An Overview of the IDM | |
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| Overarching Structures and Specific Domains | |
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| Overriding Structures | |
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| Specific Domains | |
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| Structures Across Levels of Therapist Development | |
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| Level 1 | |
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| Level 2 | |
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| Level 3 | |
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| Level 3i (Integrative) | |
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| Interaction of Structures and Domains | |
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| The Level 1 Therapist | |
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| The Level 2 Therapist | |
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| The Level 3 Therapist | |
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| The Level 3i Therapist | |
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| The Level 1 Therapist | |
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| The Entry-Level Trainee | |
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| Learning and Cognition | |
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| Motivations for Entering the Field | |
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| Advanced Supervisees | |
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| Level 1 Structures | |
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| Self- and Other-Awareness | |
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| Motivation | |
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| Autonomy | |
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| Structures Across Domains | |
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| Intervention Skills Competence | |
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| Assessment Techniques | |
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| Interpersonal Assessment | |
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| Client Conceptualization | |
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| Individual Differences | |
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| Theoretical Orientation | |
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| Treatment Plans and Goals | |
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| Professional Ethics | |
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| Supervising the Level 1 Therapist | |
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| General Considerations | |
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| Client Assignment | |
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| Interventions | |
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| Supervisory Mechanisms | |
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| Final Considerations | |
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| Sublevel 1 Trainees | |
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| Other Considerations | |
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| Transition Issues | |
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| The Level 2 Therapist | |
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| Learning and Cognition | |
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| Level 2 Structures | |
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| Self- and Other-Awareness | |
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| Autonomy | |
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| Motivation | |
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| Interaction of Domains and Structures | |
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| Intervention Skills Competence | |
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| Assessment Techniques | |
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| Interpersonal Assessment | |
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| Client Conceptualization | |
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| Individual Differences | |
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| Theoretical Orientation | |
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| Treatment Plans and Goals | |
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| Professional Ethics | |
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| Supervising the Level 2 Therapist | |
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| Therapeutic Adolescence | |
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| Client Assignment | |
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| Supervisor Interventions | |
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| Normalizing the Level 2 Experience | |
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| Supervisory Mechanisms | |
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| Transitional Issues | |
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| The Level 3 Therapist | |
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| Constraints on Supervision | |
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| Learning and Cognition | |
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| Level 3 Structures | |
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| Self- and Other-Awareness | |
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| Motivation | |
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| Autonomy | |
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| Structures Across Domains | |
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| Intervention Skills Competence | |
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| Assessment Techniques | |
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| Interpersonal Assessment | |
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| Client Conceptualization | |
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| Individual Differences | |
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| Theoretical Orientation | |
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| Treatment Plans and Goals | |
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| Professional Ethics | |
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| Supervising the Level 3 Therapist | |
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| General Considerations | |
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| Client Assignment | |
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| Interventions | |
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| Supervisory Mechanisms | |
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| Beyond Levels | |
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| The Supervisory Relationship | |
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| Theory and Research in Supervisory Relationships | |
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| Supervisory Relationships Across Levels | |
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| Level 1 | |
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| Level 2 | |
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| Level 3 | |
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| Supervisory Relationships With Diverse Therapists | |
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| Nuts and Bolts of Supervision | |
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| Supervision Standards | |
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| Who Can Supervise? | |
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| What Constitutes an Acceptable Activity? | |
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| Documentation and Formats | |
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| Supervisor Responsibilities | |
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| Enhancing General Skill Development | |
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| Scientist-Practitioner Methods of Supervision | |
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| Supervisee Qualities | |
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| Supervision Plan | |
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| Evaluation | |
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| Setting the Stage in Initial Sessions | |
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| Supervisee Assessment and Evaluation | |
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| Therapeutic Effectiveness of Supervisees | |
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| Qualitative Assessment across Domains | |
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| Methods of Assessment | |
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| Work Samples | |
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| Supervisee Perceptions | |
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| Supervisor Perceptions | |
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| Providing Therapist Feedback | |
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| Group Supervision | |
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| Supervision Across Settings | |
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| The Supervision-in-Context Model | |
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| Components | |
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| Function | |
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| Utility | |
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| Settings | |
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| Challenges of Managed Care | |
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| Supervisor Development and Training | |
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| Levels of Supervisor Development | |
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| Level 1 | |
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| Level 2 | |
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| Level 3 | |
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| Level 3i | |
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| Recommendations for Supervisor Training | |
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| Conceptual and Didactic Training | |
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| Experiential Training | |
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| Supervisor Assessment | |
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| Supervision in Field Settings | |
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| Ethical and Legal Issues | |
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| Ethical Codes and Guidelines | |
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| Ethical Knowledge and Behavior | |
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| Competence | |
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| Professional Competencies | |
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| Competence to Supervise | |
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| Additional Ethical and Legal Concerns | |
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| Personal Functioning | |
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| Implications for Specific Levels | |
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| A Qualitative Examination of the IDM | |
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| Empirical Evidence of Counselor Development | |
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| The Intent of the Study | |
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| Our Method | |
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| What We Found | |
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| Support for the Model | |
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| Intervention Skills Competence | |
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| Interpersonal Assessment | |
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| Theoretical Orientation | |
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| Limited Support for the Model | |
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| Treatment Plans and Goals | |
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| Individual Differences | |
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| Discussion | |
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| Epilogue | |
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| Case Conceptualization Format | |
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| Practicum Competencies Outline: Overview | |
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| Supervisee Information Form | |
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| References | |
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| Index | |