BERNARDàDISCRIMINATION MODEL

Supervision is a vital component of counselor training. Guidance and feedback from a counselor educator and supervisor can help build and strengthen skills and confidence in relation to understanding and preventing vicarious trauma. Supervisees may feel less intimidated and more inclined to discuss their feelings and thoughts related to vicarious trauma if a supervisor promotes a safe atmosphere to do so. There are many models of supervision, and as a future counselor, counselor educator, and supervisor, you may subscribe to one or more of those models. For this application you focus on BernardàDiscrimination Model and apply it to vicarious trauma education in supervision.

Consider each of the three roles within BernardàDiscrimination Model and how you might incorporate the topic of vicarious trauma into each role as a counselor supervisor. In order to help you contextualize your response, consider example interactions related to vicarious trauma that could occur between a supervisor and supervisee within each role.

• Briefly describe each of the three roles in BernardàDiscrimination Model (teacher/educator, consultant, and counselor).
• Explain how and at what point in the supervisory process you would introduce the topic of vicarious trauma with a new supervisee in Bernardàthree roles.
• Given the following trauma cases, (violence against women, child sexual abuse, and survivors of a deadly house fire), use BernardàDiscrimination Model to explain how you would educate a supervisee about the potential risks for developing vicarious trauma when working with the survivors of these three cases. Be specific.

• Stamm, B. (Ed.). (1999). Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators (2nd Ed.). Baltimore, MD: Sidran Press. 
• Chapter 8, !inful Pedagogy: Teaching About Trauma in Academic and Training Sessions/li>
• Bernard, J. M. (1997). The discrimination model. Download The discrimination model.In C. E. Watkins, Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310ò7). Hoboken, NJ: Wiley & Sons. 
• Used by permission of John Wiley and Sons Inc. via the Copyright Clearance Center.
• Roach, L. F., & Young, M. E. (2007). Do counselor education programs promote wellness in their students?Counselor Education & Supervision, 47(1), 295.
• Sommer, C., & Cox, J. (2005).Elements of supervision in sexual violence counselors’ narratives: A qualitative analysis Links to an external site.. Counselor Education & Supervision, 45(2), 119s4.