Loganbill, Hardy, and Delworth model

The Loganbill, Hardy, and Delworth supervision model describes eight developmental tasks for counselors in training to complete as part of their transformation into competent counselors (Bernard, & Goodyear, 2018). The eight tasks, which were derived from Chickering’s (1969) developmental tasks of youth, include “competence, emotional awareness, autonomy, professional identity, respect for individual differences, purpose and direction, personal motivation, and professional ethics” (p. 31, Bernard, & Goodyear, 2018). Loganbill, Hardy, and Delworth described three stages that counselors in training progress through for each task, including the stagnation stage, the confusion stage, and the integration stage (Bernard, & Goodyear, 2018 ). Counselors in training may not always progress through the stages linearly and may be in different stages for different tasks at the same time (Bernard, & Goodyear, 2018). The supervisor’s role in individual supervision is to support and challenge as needed, facilitating progression toward the integration of each task (Bernard, & Goodyear, 2018 ).

The supervisor, in the Loganbill, Hardy, and Delworth model, is tasked with providing developmentally appropriate support to meet the needs of counselors in training and confronting or challenging when appropriate (Bernard, & Goodyear, 2018). The balance between support and challenge was cited as one of the most important considerations that a supervisor can contribute (Bernard, & Goodyear, 2018). An excess of support may lead the counselor in training to stagnation, while an excess of confrontation can lead to discouragement (Bernard, & Goodyear, 2018). Like the discrimination model, Loganbill, Hardy, and Delworth’s model was expanded to include the supervisory roles of teacher, counselor, and consultant to facilitate the integration of knowledge (Bernard, & Goodyear, 2018).

Six Thinking Hats model

According to Borders and Brown (2022), the most pressing objective of the group supervisor is to facilitate group member learning. The Six Thinking Hats Model is ideal for group and peer supervision because it provides a structure for developing case conceptualization skills and examining cases from varying perspectives (Chamberlin et al., n.d.). The Six Thinking Hats model was initially created by Edward De Bono for developing critical thinking skills in business (Chamberlin et al., n.d.). It has since been adapted for use in many other fields, including as a supervision model in counseling (Chamberlin et al., n.d.).

The model includes a visual representation of colored hats to symbolize the varying perspectives and critical components of a case conceptualization (Chamberlin et al., n.d.). The six hats include the white hat, which is tasked with neutral data collection; the red hat, which looks at the emotional components of the case; the yellow hat, which takes the perspective of positivity and strengths; the green hat, which represents growth, improvement, and creativity; the black hat, which analyses danger, ethical and legal issues, and protective factors, and the blue hat, which is focused on the big picture (Chamberlin et al., n.d.). Chamberlin et al. (n.d.) proposed a few changes to De Bono’s original six hats for application in counselor supervision, including presenting two additional hats (Chamberlin et al., n.d.). The grey hat represents the multicultural perspective, and the orange hat is interested in counseling theory (Chamberlin et al., n.d.).

This model lends itself to creativity and could be implemented in a variety of ways. For example: each group member symbolically (or literally) dons a specific hat and observes the case through the lens of that hat only (Chamberlin et al., n.d.). In a group supervision setting, it would be appropriate for the supervisor to don the blue hat, which is the hat in charge of facilitation, keeping the other hats on task (or within their own perspective rather than bleeding into the other hat’s jobs), and is responsible for synthesizing the information of all the hats together (Chamberlin et al., n.d.). The blue hat is responsible for ensuring that the group does not focus on one hat too much and allows for equal sharing time between group members by calling on each hat to respond to specific questions. In a peer supervision setting, there is no primary supervisor, and therefore, the blue hat could be rotated to various group members depending on the case, but the general goals of improving case conceptualization skills and looking at cases from varying perspectives would remain the same.

Conclusion

     Counseling supervision requires a significant amount of personal, professional, and ethical awareness. It also requires a significant amount of responsibility that varies depending on the setting but is ultimately for the good of clients, supervisees, supervisors, and the profession as a whole. The Loganbill, Hardy, and Delworth model and the Six Thinking Hats model are well suited for individual, group, and peer supervision settings and provide a framework for supervisors to assist supervisees and each other to continuously improve case conceptualization skills and overall counselor competency.

References

• • • ACA. (2014). 2014 ACA code of ethics. American Counseling Association. https://www.counseling.org/docs/default-source/ethics/2014-code-of-ethics.pdf?sfvrsn=2d58522c_4

    • Bernard, J. M., & Goodyear, R. K. (2018). Fundamentals of clinical supervision (6th ed.). Pearson Education (US). https://capella.vitalsource.com/books/9780134790275Links to an external site.

    • Borders, L. D. & Brown, L. L. (2022). The new handbook of counseling supervision (Classic). Routledge.

    • Brown-Rice, K. & Furr, S. (2019) "Am I my peers’ keeper? Problems of professional competency in doctoral students." Teaching and Supervision in Counseling. 1(1) 33-46. https://doi.org/10.7290/tsc010104

    • Chamberlin, B., Camden, E., Waggoner, B., & Simmons, R. (n.d.). Intentional supervision: Cultivating critical thinking in case conceptualization. Liberty University

    • Chickering, A. W. (1969). Education and identity. San Francisco, CA: Jossey-Bass.

    • Herlihy, B., & Corey, G. (2015). Boundary issues in counseling: Multiple roles and responsibilities (3rd ed.). American Counseling Association.