Growing Through Supervision: An Overview of Developmental Models in Clinical Training

Clinical supervision is a cornerstone of counselor development—shaping not just skills, but professional identity and ethical practice. While every supervisor brings a unique style to the supervisory relationship, many rely on developmental models to guide the process. These models recognize that supervisees grow through identifiable stages, each with distinct needs and challenges. Below is a brief overview of several foundational developmental models of clinical supervision.

The Integrated Developmental Model (IDM)Developed by Stoltenberg and Delworth, the IDM is one of the most widely used frameworks. It outlines three core stages of supervisee development—beginner, intermediate, and advanced—each defined by varying levels of autonomy, motivation, and self- and other-awareness. Supervisors adjust their approach based on the supervisee’s stage, gradually shifting from directive support to more collegial consultation as the supervisee matures professionally. A fourth level, representing integrated professional identity, was added in later revisions.

Rønnestad and Skovholt Model of Therapist DevelopmentThis model is based on extensive qualitative research and emphasizes the personal and professional growth of therapists over time. It describes six developmental phases, starting with the lay helper and progressing to the experienced professional. Rather than viewing development as linear, this model sees it as a complex, evolving process that is deeply influenced by emotional experiences, reflection, and the ongoing integration of self into the therapist role.

Loganbill, Hardy, and Delworth ModelThis early developmental model identifies three stages: dependency, struggle, and autonomy. Supervisees begin by relying heavily on the supervisor, then progress through a phase marked by self-doubt and tension, eventually arriving at a place of professional independence. A unique feature of this model is the concept of “recycling,” which acknowledges that supervisees may return to earlier stages when faced with new or challenging clinical situations.

Bordin’s Working Alliance ModelThough not exclusively developmental, Bordin’s model focuses on the importance of a strong supervisory alliance to support growth. It emphasizes three core elements in the relationship: bond, goals, and tasks. As supervisees develop, their ability to collaborate in the supervisory process improves, allowing for deeper learning and self-reflection.

Watkins’ Developmental Supervision ModelC. Edward Watkins built on prior models to further explore how supervisors can tailor their roles and feedback to the supervisee’s developmental stage. He emphasized the importance of flexibility, noting that effective supervision must shift between educator, consultant, and counselor roles depending on the supervisee’s evolving needs.

Skovholt and Rønnestad’s Counselor Maturation ModelSimilar to their therapist model, this version targets the unique path of counselor development. It underscores that professional growth is continuous and intertwined with personal development. The model highlights how new learning, supervision, and emotional responses all shape the counselor’s evolving identity.

Each of these models brings valuable insight into the complex process of becoming a counselor. By understanding developmental models of supervision, supervisors are better equipped to meet supervisees where they are, offering the right balance of challenge and support to foster growth, confidence, and ethical practice.