Abstract
A cognitive developmental model of counselor supervision was used to create a curriculum specific to the challenges facing supervisors in residential treatment settings for aggressive/assaultive youth. A significant body of research indicates that higher levels of cognitive development predict successful functioning in areas related to counseling and supervision, including greater empathic communication, more autonomy and interdependence, and more flexible counseling and teaching methods. Evaluations of the model were positive; supervisors reported feeling rejuvenated and more confident about providing supervision. The 14-week program model and curriculum are described, and implications for further application in the child care field are explored.
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Foster, V.A., McAdams, C.R. Supervising the child care counselor: A cognitive developmental model. Child Youth Care Forum 27, 5–19 (1998). https://doi.org/10.1007/BF02589525
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DOI: https://doi.org/10.1007/BF02589525