An Integrative Social-Cognitive Developmental Model of Supervision for Substance Abuse Counselors-in-Training

摘要

Substance abuse counselors (SACs) at higher levels of social-cognitive maturity manage complex situations and perform counselor-related tasks more effectively than individuals at lower levels of development. This article presents an integrative clinical supervision model designed to promote the social-cognitive maturity (ego development; Loevinger, 1976) of SACs-in-training; reviews practical aspects of the model; and discusses implications for SAC educators, supervisors, and researchers.