Supervisory Working Alliance: A Model Providing Direction for College Counseling Supervision

Abstract

This article presents an overview of the Supervisory Working Alliance Model (E. S. Bordin, 1983) and related research. The author proposes an extension of the model by applying it to evaluation and multicultural competency. The following major advantages of the model for supervision in college counseling centers are discussed: (a) model's transtheoretical nature, (b) model's compatibility with alternate models, (c) model's conduciveness toward multiculturally competent supervision, and (d) model's utility in evaluation.

Clinical supervision, burnout and intent to leave: an Australian mixed methods study of community-based allied health professionals

“…Even when supervisors and supervisees had previously known each other as peers, time was required for the negotiation and development of this different type of relationship. Trust has previously been recognised as an important element of the supervision relationship as it facilitates a context for learning (Bradley & Hojer, 2009) and contributes to the relational bond component of the Supervisory Working Alliance (Wood, 2005). This explanation is also consistent with the supervision literature which underscores the importance of allocating adequate time for the development of quality supervision (Siggins Miller Consultants, 2012).…”

A systematic review of supervisory relationships in general practitioner training

“…This review indicates that navigating multiple roles is key to a successful supervisory relationship, influenced by the particular beliefs, preferences and characteristics of the supervisor and trainee. The complexity of competing roles for the supervisor and trainee is not included within Bordin's model . However, roles, and the personal attributes that can influence them, are considered within our model and offer scope for further exploration.…”

“…The complexity of competing roles for the supervisor and trainee is not included within Bordin's model. 22 However, roles, and the personal attributes that can influence them, are considered within our model and offer scope for further exploration.…”

“…7,[19][20][21] Benefits of this model include its transtheoretical nature and ability to be applied in cross-cultural supervisory arrangements because it has negotiation and collaboration as key components. 22 It has been suggested that, in the absence of established educational alliances, learners may not feel safe to disclose their vulnerabilities or to truly accept the feedback given from supervisors. 23 Using Bordin's model as a guide, this review considers the literature on supervisory relationships within postgraduate GP training.…”

“…Bordin's ‘working alliance‐based model of supervision’, developed from the ‘therapeutic alliance’ model in psychology and counselling, has three components: (i) mutual agreement between supervisor and trainee on the goals of supervision, (ii) agreement on the tasks required to reach those goals, and (iii) a strong emotional bond between them . Benefits of this model include its transtheoretical nature and ability to be applied in cross‐cultural supervisory arrangements because it has negotiation and collaboration as key components . It has been suggested that, in the absence of established educational alliances, learners may not feel safe to disclose their vulnerabilities or to truly accept the feedback given from supervisors …”