Seeing Supervision Through a New Lens: An Overview of Process Models in Clinical Supervision

While developmental models of supervision focus on a supervisee’s growth over time, process models of clinical supervision emphasize what happens within the supervisory relationship itself—how we talk, think, feel, reflect, and structure our sessions. These models help supervisors and supervisees stay grounded in the moment-to-moment experiences of supervision, providing a framework to explore clinical work more deeply, flexibly, and relationally. Below are some of the most influential process models in use today.

The Discrimination Model, created by Janine Bernard, is one of the most widely used approaches. It offers a flexible structure that helps supervisors shift between roles—teacher, counselor, and consultant—depending on what a supervisee needs in a given moment. Supervision is also focused on three skill areas: intervention, conceptualization, and personalization. This model is particularly useful for tailoring feedback and supporting supervisee growth without being tied to a fixed developmental path.

The Cyclical Model of Supervision, developed by Inskipp and Proctor, views supervision as a repeating process of contracting, focusing, exploring, evaluating, and reviewing. This model offers a clear structure that balances reflection, goal-setting, and evaluation. It emphasizes the collaborative nature of supervision and encourages supervisees to take an active role in shaping their learning.

The Seven-Eyed Model of Supervision, introduced by Peter Hawkins and Robin Shohet, provides a rich, systemic perspective. It invites supervisors to explore supervision through seven interconnected “lenses”: client, supervisee interventions, the client-supervisee relationship, the supervisee, the supervisory relationship, the supervisor’s internal process, and the wider system. This model is especially useful for supervisors who want to deepen reflective practice and address relational dynamics at multiple levels.

Kadushin’s Model, although rooted in social work, remains highly relevant across mental health professions. It identifies three core functions of supervision: administrative (ensuring accountability and compliance), educational (developing skills and knowledge), and supportive (promoting emotional well-being). This model offers a practical framework for supervisors managing both clinical and organizational responsibilities.

Proctor’s Functional Model, often used in health and social care settings, builds on Kadushin’s work. It emphasizes the same three functions—formative (educational), restorative (supportive), and normative (administrative or ethical oversight)—but with a stronger focus on the relational and reflective processes in supervision. It's especially popular in the UK and Europe.

Holloway’s Systems Approach to Supervision (SAS) introduces a process-focused model that also considers the larger systems in which supervision takes place. This approach acknowledges the influence of the client, supervisee, supervisor, institution, and culture, and views supervision as a dynamic, relational process that adapts across these contexts.

Finally, Reflective Supervision is widely used in infant mental health, early childhood, and trauma-informed fields. This approach centers on emotional attunement, relational safety, and the meaning-making process. Rather than focusing on skills alone, reflective supervision explores the “how” and “why” behind clinical decisions and emotional responses. It’s especially helpful for work that relies on deep empathy and self-awareness.

Each of these process models contributes valuable perspectives on how to structure supervision, deepen insight, and strengthen the supervisory relationship. Whether focusing on roles, relationships, or reflective cycles, process models remind us that how we engage in supervision is just as important as what we talk about.