Emily's Discrimination Model

Introduction and Analysis Emily is a new school counselor at a high school. This is not only her first year as a counselor, but also in the high school setting. She just completed her gradate level training.
Within two months on the job, Emily has encountered a major crisis with a student. The student appears to be engaging in self-injurious behaviors: cutting. Emily has come to me for assistance, as she is unfamiliar with the steps to take to in this situation.
Theory of Supervision For this situation, I will use the Discrimination Model. I selected this model as it allows me to tailor the supervision based on the individual training needs of the Emily. This includes intervention, conceptualization, and personalization skills. I will

In this capacity, I will be able to assist Emily in finding her “blind spot” and help her develop the much-needed skills to approach the situation. She is new to the professional and new to this type of situation. One benefit for using this model is to help Emily hone her skills and abilities to face future situations as such. Also, it gives Emily the independence to work through the situation with a fellow counselor and not necessarily as supervisor. The only drawback I predict is that she is new to the profession and setting, and may need to be guided throughout the entire process. This is where I would be required to take on the role as a teacher in this

PCS provides independence while working closely with another professional. Emily has already undergone intense training as a counselor. She now has to be able to apply the skills and trainings. As a fellow counselor in this case, Emily can fully apply and develop her taught skills while working alongside her supervisor. This can also strengthen our working relationship while effectively serving our client.
Summary
It is my plan that Emily will be able to develop the necessary skills and confidence when face in difficult situations while working with me as a co-counselor. Emily is new to the profession and still requires on-site supervision and support. She did the right thing by reaching out to me for assistance. I didn’t take the teacher approach, as I want Emily to independently and collaboratively develop. It also helps to know that recent college graduates are still in need of professional assistance and development in challenging situations. There are many times that supervisor are not directly working with the clients. This situation gives me the opportunity to interact directly with the client and supervisee. It allows me to keep my skills currently and