This article applies the tenets of Bernard's in Counselor Edu Supervision 19:60-68, (1979) discrimination model of clinical supervision to the supervision needs of those who provide direct care to adolescents in residential treatment due to abuse, neglect, behavioral, or emotional problems. The article focuses on three areas (intentionality, flexibility, and professionalism) in which the model may be particularly effective in meeting the needs of youth care workers serving adolescents in residential treatment in the United States.Keywords Adolescent Á Residential treatment Á Supervision Turnover rates for staff working in adolescent residential treatment facilities are estimated at 20 and 40%, with some agencies reporting over 50% (Curry et al. 2005). Decker et al. (2002 attribute employee burnout in therapeutic childcare settings to a lack of supervision. Many direct care workers are new to the field and they have varying levels of education (Decker et al. 2002); often they feel a general sense of anxiety and a need for structure and direction (Bernard and Goodyear 2009, Borders andBrown 2005). However, there are few evidence-based clinical supervision models for direct care staff working in adolescent treatment programs (Foster and McAdams 1998). Clinical supervision differs from administrative supervision, though Bernard and Goodyear note that many therapeutic settings make no distinction between these two types of supervision, and both are provided by one supervisor (Tromski-Klingshirn and Davis 2007). The focus here is on clinical supervision, defined as the interaction between a supervisee and supervisor, in order to develop the supervisee's clinical skills and assure that these skills are applied appropriately for the good of the client (Tromski-Klingshirn and Davis 2007).