Introducing the Discrimination Model for Acceptance and Commitment Therapy Supervision
Saved in:
| Title: | Introducing the Discrimination Model for Acceptance and Commitment Therapy Supervision |
|---|---|
| Language: | English |
| Authors: | Leah Finch, Daniel Gutierrez (ORCID |
| Source: | Counselor Education and Supervision. 2025 64(1):96-113. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Counselors, Supervision, Counselor Training, Practicum Supervision, Psychotherapy, Behavior Modification, Counseling Psychology, Negative Attitudes, Attitude Change, Vignettes, Supervisory Methods |
| DOI: | 10.1002/ceas.12328 |
| ISSN: | 0011-0035 1556-6978 |
| Abstract: | The Discrimination Model for Acceptance and Commitment Therapy Supervision represents a combined model that integrates six core processes of acceptance commitment therapy (ACT) with the multi-dimensional structure of the Discrimination Model (DM). Based on empirical evidence of ACT and DM, respectively, we present guidelines and case vignettes to demonstrate the implementation of DMACTS in counselor supervision. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461591 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFMe_lnFJCyLnDeUHr28i1xAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJ7ypis-xWjxqfc9EwIBEICBmwsG35XVPHAQdxP95TyiENica50zVu0LdGMBcUuvAQ6NXKwHcy9mDGXCHNVvqcnEka5OxXJLNxDxJiWFnkzatWB44wfOZoCM2epYl3xwQ2mMx1kU9Vf0kDMcpiv3ArzXrLHHbPPvAokU_c2CVakXXZjw4b--x3pbXxCUd1rszwpsj2ugJeFxtlcL0c9PvIbHfetde_blplSF1_Sp Text: Availability: 1 Value: <anid>AN0183820921;cev01mar.25;2025Mar20.07:17;v2.2.500</anid> <title id="AN0183820921-1">Introducing the discrimination model for acceptance and commitment therapy supervision </title> <p>The Discrimination Model for Acceptance and Commitment Therapy Supervision represents a combined model that integrates six core processes of acceptance commitment therapy (ACT) with the multi‐dimensional structure of the Discrimination Model (DM). Based on empirical evidence of ACT and DM, respectively, we present guidelines and case vignettes to demonstrate the implementation of DMACTS in counselor supervision.</p> <p>Keywords: ACT; clinical supervision; counselor education; DM; integrative approach</p> <p>Clinical supervision is a fundamental element in the training of counselors (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref1">6</reflink>]). It fulfills crucial roles by offering both support and guidance to supervisees while safeguarding the well being of clients and upholding the ethical standards of the counseling profession (Watkins, [<reflink idref="bib54" id="ref2">54</reflink>]). Numerous models of clinical supervision have been developed, ranging from psychotherapy‐based, developmental, and process models (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref3">6</reflink>]). Since no single model is universally recognized as the most effective approach for addressing all key aspects of supervision (Morgan &amp; Sprenkle, [<reflink idref="bib34" id="ref4">34</reflink>]), supervisors often choose a supervision model that aligns with their counseling theoretical approach (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref5">6</reflink>]). In the last 15 years, it has become an increased practice to develop and apply <emph>combined models</emph>, which blend a supervision model with a psychotherapy theory‐based model (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref6">6</reflink>]; Watkins, [<reflink idref="bib53" id="ref7">53</reflink>]).</p> <p>One of the most prominent supervision frameworks in the counseling field is the Discrimination Model (DM), developed by Janine Bernard ([<reflink idref="bib4" id="ref8">4</reflink>]), known for its atheoretical and structured approach, enabling supervisors to adapt their roles to supervisees' needs and areas of skill‐building. Adding to its versatility, each role can be utilized for various functions, including intervention, conceptualization, and personalization. In particular, Bernard developed an atheoretical framework intentionally so counselors could integrate a supervision model with the counseling theory of their choice (Bernard, [<reflink idref="bib5" id="ref9">5</reflink>]), arguing that one's supervision model must be able to be compatible with their counseling theory (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref10">6</reflink>]). Its compatibility with different roles in different theoretical approaches has led it later to be described as transtheoretical (Aten et al., [<reflink idref="bib1" id="ref11">1</reflink>]). As a result, multiple researchers have integrated the DM with a range of counseling theories, such as motivational interviewing (Mills &amp; Krizner, [<reflink idref="bib33" id="ref12">33</reflink>]), sand tray therapy (Carnes‐Holt et al., [<reflink idref="bib9" id="ref13">9</reflink>]), common factors approach (Crunk &amp; Barden, [<reflink idref="bib12" id="ref14">12</reflink>]), psychodrama (Dantzler &amp; Volkmann, [<reflink idref="bib13" id="ref15">13</reflink>]), and cognitive‐behavioral therapy (Pearson, [<reflink idref="bib40" id="ref16">40</reflink>]), contributing a granular and tailored series of supervision models to the counseling field. However, each of these integrated models underscores a gap in integrations with third‐wave behavioral, mindfulness‐based therapies such as acceptance commitment therapy (ACT) or dialectical behavior therapy (DBT; Öst, [<reflink idref="bib38" id="ref17">38</reflink>]). While the DBT framework includes a distinct supervision approach (Waltz et al., [<reflink idref="bib51" id="ref18">51</reflink>]), there is no established supervisory approach established for ACT (Hess et al., [<reflink idref="bib28" id="ref19">28</reflink>]). This discrepancy conflicts with current trends in the counseling field, which increasingly incorporates holistic, third‐wave behavioral therapies.</p> <p>The purpose of this article is to introduce a novel combined model supervision approach called the Discrimination Model for Acceptance and Commitment Therapy Supervision (DMACTS) that integrates ACT and DM. ACT is a therapeutic approach that emphasizes psychological flexibility, mindfulness, and values‐based action (Hayes &amp; Strosahl, [<reflink idref="bib26" id="ref20">26</reflink>]), encouraging individuals to explore the relationships that they have with their private experiences (i.e., thoughts, feelings, memories, and body sensations) rather than attempting to change the structure or content of those private experiences (i.e., cognitive restructuring). Ultimately, the aim of ACT is to foster a more mindful and values‐driven life characterized by psychological flexibility and an openness to experiences. The focus on these mechanisms of change can potentially bolster the supervision process as it does the therapeutic outcomes. Thus, integrating ACT and the DM can potentially close a gap in supervision models by integrating mindfulness and values‐based principles of ACT with an established framework for conducting supervision. To our knowledge, no published authors have integrated the DM model to ACT for a supervisory approach. This article introduces DMACTS as a foundational integration for DM and ACT, highlighting how it uniquely positions supervisees to benefit from the outcomes of each model when cultivating competent practice.</p> <hd id="AN0183820921-2">ACCEPTANCE AND COMMITMENT THERAPY</hd> <p></p> <hd id="AN0183820921-3">Therapeutic modality</hd> <p>ACT is an empirically based psychological intervention rooted in Relational Frame Theory, a psychological framework developed by Hayes ([<reflink idref="bib24" id="ref21">24</reflink>]) that presents human behavior, particularly cognition and language, as a form of dynamic relational responding. From this lens, individuals fundamentally respond to stimuli based on the relationships they hold with them. From this foundation, Hayes et al. ([<reflink idref="bib25" id="ref22">25</reflink>]) developed ACT as a third‐wave behavior therapy to address cognitive and verbal responses that contribute to suffering. Within this therapeutic approach, individuals are empowered to lead more mindful, meaningful, and values‐driven lives in response to stimuli, ultimately leading to <emph>psychological flexibility</emph> (Hayes et al., [<reflink idref="bib27" id="ref23">27</reflink>]). ACT has demonstrated effectiveness in addressing a diverse range of presenting problems, enabling the development of valuable resilience skills and aiding in the prevention and amelioration of a wide range of problems and difficulties (Twohig, [<reflink idref="bib47" id="ref24">47</reflink>]). ACT utilizes six core processes to increase psychological flexibility: (a) acceptance, (b) cognitive defusion, (c) contact with the present moment, (d) self as context, (e) values‐based living, and (f) committed action (Hayes &amp; Strosahl, [<reflink idref="bib26" id="ref25">26</reflink>]). Cognitive Defusion involves observing thoughts rather than being dominated by them, reducing the impact of cognitive entanglement (Hayes et al., [<reflink idref="bib27" id="ref26">27</reflink>]). Acceptance is a process in which individuals accept internal experiences, such as emotions and thoughts, without judgment or avoidance. Present Moment Awareness is staying attuned to the present moment, fostering mindfulness in daily experiences. Self‐as‐Context involves seeing oneself as a stable and continuous context, promoting a sense of self that is not solely defined by thoughts and emotions. Values Clarification aims to identify and connect with personal values, providing guidance for meaningful actions. Lastly, committed action involves setting and working towards goals aligned with identified values and promoting behavioral changes (Hayes &amp; Strosahl, [<reflink idref="bib26" id="ref27">26</reflink>]). These core processes collectively shape the therapeutic framework of ACT, facilitating the enhancement of psychological flexibility and reducing experiential avoidance.</p> <hd id="AN0183820921-4">Potential contribution of ACT to supervision</hd> <p>ACT has witnessed a surge in popularity within the counseling community, supported by evidence showcasing its effectiveness in diverse clinical contexts (Gloster et al., [<reflink idref="bib22" id="ref28">22</reflink>]). A recent meta‐analysis compared ACT's efficacy on a wide range of treatment outcomes (e.g., depression and quality of life) against other existing counseling methods (Gloster et al., [<reflink idref="bib22" id="ref29">22</reflink>]). The results revealed that it is an effective method with statistical significance and effect sizes ranging from small to large. Despite the increasing popularity of ACT as a therapeutic approach and the use of combined supervision models, little literature exists on integrating ACT into existing supervision models (Hess et al., [<reflink idref="bib28" id="ref30">28</reflink>]). As a result, the absence of a supervision framework dedicated to ACT could potentially hinder its impact on clinical training (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref31">6</reflink>]).</p> <p>As a third‐wave cognitive behavioral approach, ACT as a supervision approach would encourage a non‐judgmental approach to self‐awareness, similar to humanistic supervision models. Based on the literature, the core principles of mindfulness potentially offer a dynamic and positive foundation for supervision, emphasizing growth and adaptability (Banker &amp; Goldensen, [<reflink idref="bib2" id="ref32">2</reflink>]; Sturm et al., [<reflink idref="bib43" id="ref33">43</reflink>]). Further, by embracing distinct components of ACT such as acceptance and values‐based living, supervisors can potentially foster a more holistic and experiential approach to training clinicians who are not only skilled but also resilient in navigating the complexities of therapeutic practice (Brinkborg et al., [<reflink idref="bib8" id="ref34">8</reflink>]).</p> <p>By incorporating components of ACT in supervision, supervisors could have a framework for involving experiential interactions, where a supervisee engages in mindfulness and acceptance practices to reduce experiential avoidance or control strategies (Hayes et al., [<reflink idref="bib27" id="ref35">27</reflink>]). ACT is known for enhancing individuals' attunement to internal experiences (Follette &amp; Batten, [<reflink idref="bib17" id="ref36">17</reflink>]). Simultaneously, it can promote self‐compassion by normalizing the human experience and encouraging self‐kindness over self‐criticism, which is a critical aspect of early counselor training (Coaston, [<reflink idref="bib10" id="ref37">10</reflink>]). Although the premise of DMACTS is promising and can be easily integrated with other supervision models as a psychotherapy‐based approach (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref38">6</reflink>]), very little has been written on ACT as a supervision approach (Hess et al., [<reflink idref="bib28" id="ref39">28</reflink>]).</p> <p>Further, based on empirical evidence of ACT as a therapeutic modality (Glaston, [<reflink idref="bib20" id="ref40">20</reflink>]), incorporating ACT principles into supervision could potentially help supervisees develop resilience skills, cope with the challenges of the therapeutic process, and address issues related to emotional reactions, avoidance behaviors, and therapist burnout (Pakenham, [<reflink idref="bib39" id="ref41">39</reflink>]). Supervisors can work with supervisees to cultivate a compassionate attitude toward their own struggles and challenges, fostering self‐compassion (Twohig, [<reflink idref="bib47" id="ref42">47</reflink>]). The focus on values‐based living can guide supervisees in setting meaningful professional goals and committing to action steps to achieve them, ultimately improving their effectiveness as therapists.</p> <hd id="AN0183820921-5">DISCRIMINATION MODEL</hd> <p>Introduced by Bernard in [<reflink idref="bib4" id="ref43">4</reflink>], DM provides a multifaceted framework for clinical supervision, emphasizing a dual‐process approach that intertwines education and relationship‐building (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref44">6</reflink>]). Central to this model are three pivotal foci in supervision: intervention, conceptualization, and personalization. The intervention dimension evaluates how supervisees implement therapeutic strategies in real‐world settings, taking into account client dynamics and outcomes. Conceptualization focuses on supervisees' clinical acumen, assessing their ability to discern patterns and themes in client cases (Bernard, 1979; Crunk &amp; Barden, [<reflink idref="bib12" id="ref45">12</reflink>]). Lastly, the personalization aspect underscores the importance of supervisees developing self‐awareness, shaping their therapeutic philosophy, and relational dynamics within supervision (Bernard, 1979). These foci align with the model's adaptability for supervisors to adopt three roles: counselor, teacher, and consultant. The counselor role aids supervisees in managing emotional responses and personal values, which is especially crucial for novice counselors (Bernard, 1979; Schwing et al., [<reflink idref="bib42" id="ref46">42</reflink>]). The teacher role focuses on enhancing supervisee learning by providing targeted strategies and interventions (Timm, [<reflink idref="bib46" id="ref47">46</reflink>]). Lastly, the consultant role fosters collaboration and conceptualization of innovative therapeutic approaches (Bernard, 1979; Timm, [<reflink idref="bib46" id="ref48">46</reflink>]).</p> <p>Importantly, DM's adaptability stands out as a hallmark feature. Supervisors can fluidly transition between roles and focus based on the specific needs and readiness levels of supervisees, preventing role rigidity and promoting flexibility (Borders &amp; Brown, [<reflink idref="bib7" id="ref49">7</reflink>]; Timm, [<reflink idref="bib46" id="ref50">46</reflink>]). Empirical validation supports DM's efficacy, particularly endorsing the counselor and teacher roles, although further research on the consultant role remains needed (Ellis &amp; Dell, [<reflink idref="bib16" id="ref51">16</reflink>]; Glidden &amp; Tracey, [<reflink idref="bib21" id="ref52">21</reflink>]; Goodyear et al., [<reflink idref="bib23" id="ref53">23</reflink>]). With its comprehensive structure, adaptability, and empirical backing, the DM stands as a foundational pillar in clinical supervision warranting continued exploration and refinement.</p> <hd id="AN0183820921-6">DISCRIMINATION MODEL FOR ACT SUPERVISION (DMACTS)</hd> <p>The purpose of this conceptual piece is to introduce the combined model of DM and ACT Supervision, known as DMACTS, and to discuss its potential challenges and strengths. While ACT contributes many components that can potentially be helpful in the supervisory process, it lacks any formal foundation as a supervision model. Filling this gap, DM emerges as a foundational framework due to its empirically supported and usable format. By integrating the strengths of DM and the experiential focus of ACT, this combined model provides supervisors with a nuanced and effective tool for clinical supervision. We aim to explore the synergies between these models, offering a cohesive and comprehensive approach to enhance the supervisory process, ultimately benefiting both supervisees and their clients. Subsequently, we present the combined model, outlining its primary processes, accompanied by a case study illustrating its application, and discuss the implications of this approach. Table 1 presents a comprehensive summary of the integration of DM with ACT.</p> <p>1 TABLE Discrimination model for Discrimination Model for Acceptance and Commitment Therapy Supervision (DMACTS).</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;th /&gt;&lt;th&gt;Teacher role&lt;/th&gt;&lt;th&gt;Consultant role&lt;/th&gt;&lt;th&gt;Counselor role&lt;/th&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Acceptance&lt;/td&gt;&lt;td&gt;Conceptualization:Introduce mindfulness and acceptance strategies to help supervisee consider a holistic picture of the client's presenting problem.Intervention:Guide counselors to accept limitations of interventions utilized, encouraging flexibility in adapting interventions based on client needs.Personalization:Teach self&amp;#8208;compassion to supervisees, acknowledging that personalization challenges may arise but do not define their effectiveness.&lt;/td&gt;&lt;td&gt;Conceptualization:Encourage the supervisee to accept they cannot "fix" or "solve" the client's problems, cultivating a more empowering approach.Intervention:Suggest the supervisee accept the dynamic nature of selecting interventions, ensuring openness to diverse perspectives and needs.Personalization:Assist supervisees in accepting emotional responses in themselves and their clients while exploring strategies to manage countertransference.&lt;/td&gt;&lt;td&gt;Conceptualization:Encourage supervisees to accept the evolving nature of their conceptualizations without judgment, fostering an open&amp;#8208;minded approach to understanding clients.Intervention:Assist supervisees in practicing compassion and acceptance toward their clients.Personalization:Encourage self&amp;#8208;reflection and self&amp;#8208;compassionate letter writing to support the growth and development of the supervisee.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Cognitive defusion&lt;/td&gt;&lt;td&gt;Conceptualization:Introduce concepts of functionality to help supervisee examine their client's thoughts.Intervention:Teach cognitive defusion strategies to supervisee to encourage openness to considering different interventions that might be helpful for the client.Personalization:Teach cognitive defusion or mindfulness strategies to help supervisees separate their own experiences from those of their clients.&lt;/td&gt;&lt;td&gt;Conceptualization:Support supervisees in practicing cognitive defusion in conceptualization, enabling them to observe their thoughts objectively and enhance case formulation.Intervention:Apply techniques for cognitive defusion to help supervisees observe their thoughts about interventions more objectively, reducing impact of cognitive entanglement.Personalization:Explore any assumptions the supervisee may make about their client based on their own experiences, and encourage defusion from those assumptions.&lt;/td&gt;&lt;td&gt;Conceptualization:Promote cognitive defusion in the conceptualization process, helping supervisees observe their thoughts about a client objectively.Intervention:Apply techniques for cognitive defusion to encourage supervisees to utilize evidence&amp;#8208;based interventions they may feel fearful of trying.Personalization:Utilize cognitive defusion to help supervisees observe personalization triggers without complete fusion, fostering a more balanced view of their reactions.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Self as context&lt;/td&gt;&lt;td&gt;Conceptualization:Teach supervisees to separate their identities from their experiences while conceptualizing clients to ensure objective and holistic conceptualization.Intervention:Foster the perspective of "self as context" to aid supervisees in maintaining stability amid the challenges of employing interventions.Personalization:Show the supervisee how their concept of self may be influenced by their clients and teach grounding techniques to restore stability in self.&lt;/td&gt;&lt;td&gt;Conceptualization:Encourage supervisees to view themselves as context for ongoing experiences in conceptualization, fostering a stable sense of self amid challenging cases.Intervention:Explore how the supervisee can stay congruent with themselves while utilizing interventions tailored to the client's needs.Personalization:Assist supervisee in understanding the client's context more clearly when personalization interferes with conceptualization.&lt;/td&gt;&lt;td&gt;Conceptualization:Model self&amp;#8208;compassion and normalize experiences for supervisees to reduce fusion to "imposter syndrome" processes that inhibit thorough or objective conceptualizations.Intervention:Process emotional experiences the supervisees have that may cloud their ability to select and implement techniques.Personalization:Assist supervisees in separating their experiences and identities from those of clients to prevent undue personalization.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Contact with present moment&amp;#160;&lt;/td&gt;&lt;td&gt;Conceptualization:Introduce mindfulness practices to help supervisees stay present during the conceptualization process.Intervention:Utilize mindfulness practices to assist supervisees in staying present when implementing interventions. Supervisor Process Question: I'm wondering what you were thinking or feeling in that moment?Personalization:Guide supervisees to stay present with their emotional responses and the client's experience.&lt;/td&gt;&lt;td&gt;Conceptualization:Identify when the supervisee is distracted by problem&amp;#8208;solving for the client and those tendencies may be preventing them from being present.Intervention:Explore grounding techniques supervisee can utilize while implementing interventions with clients to enhance attunement to client's needs and foster responsiveness.Personalization:Focus conceptualization on current impacts on functioning.&lt;/td&gt;&lt;td&gt;Conceptualization:Bring the supervisee's awareness to the here and now by utilizing immediacy when conceptualizing clients.Intervention:Supervisor Process Question: What are you noticing in your counseling skills when you are working with the client who reminds you of our mother?Personalization:Offer compassion and encourage mindfulness to help supervisees stay present during personalization challenges, promoting a non&amp;#8208;judgmental awareness of their reactions.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Values&amp;#8208;based living&lt;/td&gt;&lt;td&gt;Conceptualization:Introduce theories and frameworks that align with supervisee's core professional values.Intervention:Guide supervisee through values&amp;#8208;sort exercise and connect defined values to their theoretical approach.Personalization:Connect personalization challenges to supervisee's values, helping them commit to actions aligned with their principles.&lt;/td&gt;&lt;td&gt;Conceptualization:Explore how theoretical orientations and conceptual frameworks align with supervisee's core professional values.Intervention:Suggest methods of applying interventions that are congruent with supervisee's values.Personalization:Collaborate with supervisee to consider any ethical or therapeutic principles that may be in conflict with their values.&lt;/td&gt;&lt;td&gt;Conceptualization:Process how the supervisee's theoretical orientation fosters purpose and meaning in their professional work.Intervention:Assist supervisee in connecting their values to the interventions they use to foster a sense of purpose and meaning.Personalization:Help raise awareness of personalization and prevent countertransference by connecting supervisee's values with their client's values.&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;Committed action&lt;/td&gt;&lt;td&gt;Conceptualization:Encourage supervisees to commit to refining conceptualizations based on ongoing feedback and their evolving understanding of clients.Intervention:Guide supervisees to translate theoretical knowledge into practical, effective interventions.Personalization:Suggest restorative practices or workshops that may assist in managing personalization.&lt;/td&gt;&lt;td&gt;Conceptualization:Discuss concrete ways supervisees can apply theoretical conceptualizations of their clients in sessions.Intervention:Set specific goals with supervisee for professional development and opportunities to learn new interventions.Personalization:In reviewing recordings, collaborate to identify alternative statements or reflections that reflect a more objective response to the client.&lt;/td&gt;&lt;td&gt;Conceptualization:Process any barriers that are preventing supervisees from applying conceptualizations in practice.Intervention:Explore any fears or experiential avoidance supervisee may experience in implementing interventions.Personalization:Assist supervisees in committing to actions that align with professional values, promoting ethical and meaningful practice amid personalization challenges.&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>It is imperative to distinguish the DMACTS from existing clinical supervision models. In addition to the process‐oriented nature of DM and ACT, DMACTS leverages the psychotherapeutic nature of ACT, emphasizing not only mindfulness, which we have seen in the supervision literature (Banker &amp; Goldenson, [<reflink idref="bib2" id="ref54">2</reflink>]; Sturm et al., [<reflink idref="bib43" id="ref55">43</reflink>]) but also the distinct components of values‐based living and committed action. DMACTS provides supervisors and supervisees with a comprehensive framework that enhances therapeutic skills while promoting psychological flexibility. The integration of ACT's core processes with DM's established roles offers a novel approach that contributes a theory‐driven path to cultivating psychological flexibility within supervisees. While existing models predominantly focus on second‐wave cognitive and behavioral strategies (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref56">6</reflink>]), DMACTS stands out by incorporating experiential, values‐driven, and mindfulness‐based elements. Thus, DMACTS fills existing gaps by addressing the limitations of first‐wave cognitive‐behavioral supervision models and introducing third‐wave cognitive behavioral components. Randomized controlled trials have revealed distinct mechanistic differences between CBT and ACT in therapy, despite both conferring improved clinical outcomes (Forman et al., [<reflink idref="bib18" id="ref57">18</reflink>]). The differences in mechanisms demonstrated that ACT effects change through increased self‐awareness and decreased experiential avoidance. Thus, our aim with this model is to carry over potentially similar effects in supervision.</p> <hd id="AN0183820921-7">DMACTS: Counselor role</hd> <p>In the counselor role of DMACTS, supervisors play a pivotal role in guiding supervisees through various core processes. First, in the realm of acceptance, ACT encourages supervisors to assist their supervisees in embracing their emotions, thoughts, and reactions without judgment. This focus on acceptance aims to cultivate self‐awareness, enabling supervisees to engage fully with both their personal experiences and those of their clients. Regarding the cognitive defusion aspect, ACT techniques come into play as a valuable tool for supervisors. By applying cognitive defusion, supervisors can help their supervisees observe their thoughts more objectively, thereby reducing the impact of cognitive entanglement. This skill could be potentially beneficial in enhancing the counselor's ability to empathize and connect with clients, minimizing the influence of their own internal dialogue (Hayes et al., [<reflink idref="bib27" id="ref58">27</reflink>]).</p> <p>Furthermore, within the counselor role, mindfulness practices embedded in ACT become essential. These practices assist counselors in staying attuned to the present during client interactions, fostering a deeper understanding of clients' needs and dynamics. Lastly, in encouraging supervisees to view themselves as a stable backdrop for ongoing experiences, supervisors contribute significantly to the self‐as‐context aspect. This perspective is pivotal for counselors, aiding in maintaining a resilient sense of self, which proves crucial for navigating the intricacies of counseling without being unduly swayed by personal reactions.</p> <hd id="AN0183820921-8">Teacher role in DMACTS</hd> <p>In the teacher role within ACT, supervisors play a crucial part in guiding their supervisees through the core processes of values‐based living and committed action. As supervisors take on the role of guiding teachers, ACT emphasizes the significance of clarifying both personal and professional values. In this capacity, supervisors become mentors, assisting supervisees in aligning their teaching strategies with these values. This alignment ensures purposeful and meaningful educational efforts, contributing to a more comprehensive and values‐driven approach to teaching.</p> <p>Moreover, within the teacher role, the core process of committed action becomes central. Supervisors, in this capacity, guide their supervisees to translate theoretical knowledge into actionable strategies. This involves a structured approach to setting specific, measurable, and achievable goals for professional development. Through this guidance, supervisors foster a commitment to continuous learning and growth among their supervisees. The teacher role, thus, becomes not only about imparting knowledge but also about encouraging a proactive and committed approach to professional development, aligning with the principles of ACT.</p> <hd id="AN0183820921-9">Consultant role in DMACTS</hd> <p>In the consultant role of DMACTS, the focus is on the core processes of values‐based living and committed action, shaping the dynamics between both supervisors and supervisees. Values‐based living is a key aspect of the consultant role in DMACTS. Both supervisors and supervisees are encouraged to align their consultation efforts with shared values. This encouragement fosters an integration of values into the consultation process, ensuring that the advice and guidance provided are not only effective but also ethically grounded. This alignment contributes to the development of a harmonious professional relationship where shared values serve as a foundation for collaborative and meaningful interactions.</p> <p>The core process of committed action is central to the consultant role. Supervisors, in this capacity, play a pivotal role in guiding supervisees to take committed action based on shared goals and objectives. This may involve implementing specific strategies, refining interventions, or collaboratively addressing challenging cases. The consultant role, therefore, becomes a dynamic and action‐oriented space where shared commitments drive the decision‐making process, emphasizing the practical application of ACT principles within the supervisory relationship. Overall, by integrating ACT principles into each area of focus within the DM, supervisors have a framework that promotes psychological flexibility, mindfulness, and values‐driven actions. This, in turn, enhances the overall effectiveness of supervision across the counselor, teacher, and consultant roles. Now let's explore how ACT can be applied to the three main foci in the DM of clinical supervision: interventions, conceptualization, and personalization.</p> <hd id="AN0183820921-10">DMACTS: Focus on interventions</hd> <p>In the context of interventions, a core process in ACT that can be applied is acceptance. Here, supervisors play a crucial role in encouraging supervisees to acknowledge and embrace the limitations of certain therapeutic techniques. The emphasis shifts toward accepting the dynamic and individual nature of each client's needs. This approach involves recognizing that interventions including ACT yield varying levels of effectiveness for every client, fostering a mindset that values adaptability and responsiveness.</p> <p>Regarding the core process of committed action, supervisors can guide supervisees in committing to refine and adapt their intervention strategies. This guidance is rooted in ongoing feedback and client responses, aligning with the committed action component of ACT. The focus here is on fostering flexibility and maintaining an ongoing commitment to effective therapeutic practices. By encouraging supervisees to actively engage in refining their approaches based on real‐time information, the application of committed action in the context of interventions becomes a dynamic and responsive process, ultimately enhancing the efficacy of therapeutic interventions within the supervisory relationship.</p> <hd id="AN0183820921-11">DMACTS: Focus on conceptualization</hd> <p>In the realm of conceptualization within DMACTS, two core processes play a pivotal role in enhancing the effectiveness of the supervisory relationship. One essential process is cognitive defusion. In this context, supervisors actively encourage supervisees to engage in the practice of cognitive defusion during their conceptualization process. This practice involves assisting supervisees in observing their thoughts about a client without becoming overly fused or unduly influenced by them. By cultivating a more objective and open perspective, supervisees can significantly enhance their ability to formulate client cases effectively. This process of cognitive defusion serves as a valuable tool in minimizing the impact of personal cognitive entanglements, fostering a more objective and insightful approach to case conceptualization.</p> <p>Additionally, ACT's emphasis on value‐based living can be integrated into the conceptualization phase of supervision. Supervisors play a supportive role in assisting supervisees to identify and align their conceptualizations with their core professional values. This involves a collaborative exploration of how their theoretical orientations and conceptual frameworks resonate with their deeper values as therapists. By aligning conceptualizations with personal and professional values, supervisees gain a more meaningful and purpose‐driven approach to formulating client cases. This emphasis on values‐based living in the conceptualization process adds depth and meaning to the supervisory journey, fostering a more intentional and values‐driven approach to therapeutic practice.</p> <hd id="AN0183820921-12">DMACTS: Focus on personalization</hd> <p>Within the realm of personalization in DMACTS, the three core processes self‐as‐context, acceptance, and values‐based living contribute significantly to the development of supervisees' skills and self‐awareness. An integral component is the utilization of self‐as‐context. In this area of focus, supervisors actively employ the self‐as‐context component of ACT to assist supervisees in cultivating a broader and more flexible sense of self within the therapeutic context. This approach proves instrumental in preventing the personalization of client issues, empowering supervisees to distinguish their own experiences and reactions from those of their clients. By adopting the perspective of self‐as‐context, supervisees can develop a more expansive and adaptable self‐awareness, enhancing their capacity to engage with clients in a more objective and client‐centered manner. Acceptance is an additional critical process. Supervisors, when confronted with personalization challenges, play a vital role in guiding supervisees to accept their own emotional responses without judgment. This process involves recognizing that personalization may inevitably occur but should not be equated with a lack of competence as therapists. Through the practice of acceptance, supervisees can effectively navigate the challenges associated with personalization, fostering a more resilient and grounded approach to their therapeutic work.</p> <p>The integration of values‐based living further enhances the personalization focus of DM supervision. Supervisors collaboratively explore and connect issues related to personalization with supervisees' professional values. By investigating how personalization may impact their ability to uphold their values as therapists, supervisors empower supervisees to commit to actions aligned with their professional principles. This values‐based approach not only mitigates the negative effects of personalization but also reinforces supervisees' dedication to ethical and principled therapeutic practice. The focus on self‐as‐context, acceptance, and values‐based living collectively contributes to a more robust and effective approach to addressing personalization challenges within the supervisory relationship. Applying ACT to these foci encourages a more flexible, values‐driven, and mindful approach to clinical supervision, fostering the development of effective, compassionate, and resilient therapists.</p> <p>In the application of DMACTS three primary foci—conceptualization, intervention, and personalization—alongside its three pivotal roles—counselor, teacher, and consultant—creates a nuanced application of each of ACT's six core processes to supervision. This comprehensive framework serves to enhance the efficacy of clinical supervision across various domains, fostering psychological flexibility, mindfulness, and values‐driven actions. See Table 1 for a delineation of the specific application of each ACT core process to the DM's foci and roles, elucidating how these principles can fortify supervision strategies within the realms of conceptualization, intervention, and personalization for the roles of supervisors as counselors, teachers, and consultants.</p> <hd id="AN0183820921-13">IMPLEMENTATION PROCEDURES FOR DMACTS</hd> <p>DM is considered a situation‐specific model, in which the role and approach taken by the supervisor is contingent on the relationship with the supervisee and the context of the situation (Crunk &amp; Barden, [<reflink idref="bib12" id="ref59">12</reflink>]). Likewise, ACT, unlike traditional approaches that emphasize deficits (Hoffman &amp; Hayes, [<reflink idref="bib29" id="ref60">29</reflink>]; Moskow et al., [<reflink idref="bib35" id="ref61">35</reflink>]; Ong et al., [<reflink idref="bib37" id="ref62">37</reflink>]), is a process‐based approach that places the clinical focus on mechanisms of change (Dindo et al., [<reflink idref="bib15" id="ref63">15</reflink>]). ACT and DM adopt a bottom‐up approach, prioritizing the individual and their specific circumstances over a top‐down approach driven primarily by diagnosis (Crunk &amp; Barden, [<reflink idref="bib12" id="ref64">12</reflink>]; Dindo et al., [<reflink idref="bib15" id="ref65">15</reflink>]). Because of its context‐dependent approach, implementing step‐by‐step guidelines can be challenging. Thus, to aid in implementing this framework, we suggest the three steps below to help structure supervisory sessions, while remaining adaptable to the needs of the supervisee and circumstances.</p> <hd id="AN0183820921-14">Working alliance</hd> <p>First, it is important to underscore the significance of securing a strong <bold><emph>working alliance</emph></bold> with a supervisee. The research literature includes studies documenting the importance of the working alliance in the supervisory relationship (DePue et al., [<reflink idref="bib14" id="ref66">14</reflink>]; Ladany &amp; Inman, [<reflink idref="bib31" id="ref67">31</reflink>]; Watkins, [<reflink idref="bib52" id="ref68">52</reflink>]; Watkins, [<reflink idref="bib56" id="ref69">56</reflink>]; Watkins, [<reflink idref="bib55" id="ref70">55</reflink>]). Specifically, van Aubel et al. ([<reflink idref="bib49" id="ref71">49</reflink>]) conducted a randomized controlled trial on the effectiveness of ACT and demonstrated that the working alliance significantly moderates the effects of ACT in daily life. Thus, in alignment with the research on the supervisory working alliance (Watkins, [<reflink idref="bib55" id="ref72">55</reflink>]) stemming from Norcross and Lamber ([<reflink idref="bib36" id="ref73">36</reflink>]), the supervisor's first task in DMACTS is to maintain a strong supervisory alliance and to assist the supervisee in engaging in action that aligns with their values. This allows the supervisee to develop a personal commitment to the supervision process as it aligns with their own values, stemming from the ACT processes of valued action and commitment. A systematic review of the literature on values‐based tools in ACT provides a wide variety of validated instruments for assessing and cultivating values, ranging from values wheels to values questionnaires (Barrett et al., [<reflink idref="bib3" id="ref74">3</reflink>]). Although values assessment can be conducted in many ways but should probably take place in the first session or by asking supervisees to complete a statement of valued learning goals prior to the first session that you can then process during the first session. Consider the following scenario wherein the supervisee (Layla), a college counselor in the early stages of her career, engages with a DMACTS supervisor for the first time.</p> <p></p> <ulist> <item> <bold> Supervisor </bold> : I'm excited for the opportunity to work together. I want to get an idea of what is important to you and what you hope to achieve in supervision, so that I can bring my best to each of our sessions. Can you tell me a little about your background?</item> <p></p> <item> <bold> Layla </bold> : Oh, I'm excited too. Well... I graduated last May and just started this job at the university. I enjoyed my counselor training program but I am really looking forward to going on my own.</item> <p></p> <item> <bold> Supervisor </bold> : This is an exciting time for you. Can we go a little further back? What made you want to be a counselor in the first place?</item> <p></p> <item> <bold> Layla </bold> : Oh, that's a funny story. I was actually an English major during my undergrad and quickly realized I was less interested in the mechanics of writing as and really only cared about story and the psychology of characters. Counseling seemed like a great place to explore that, and so I took a few psychology courses and quickly found a passion for it and feel like I can be really good at it.</item> <p></p> <item> <bold> Supervisor </bold> : It sounds like two important values for you are being someone who really gets to know their client first, and making sure what you are doing is helpful? Is there anything else you would consider a core value?</item> <p></p> <item> <bold> Layla </bold> : Oh, I never thought of it that way. I don't know.</item> <p></p> <item> <bold> Supervisor </bold> : How about this—This is an exercise I sometimes do with clients based on Acceptance and Commitment therapy. Imagine you are at your retirement party. You've been a counselor for numerous decades and very successful. For some reason, all of your clients are there, and they are each taking turns going to a microphone and describing what they thought of you. What kind of things would you want them to say?</item> <p></p> <item> <bold> Layla </bold> : Whoa! That's a good question. Well... I would want them to say I was genuine with them, that I always was supportive, oh and that I challenged them when I needed to.</item> <p></p> <item> <bold> Supervisor </bold> : So, it sounds like, being genuine, caring, and providing firm kindness in session is important to you. These are definitely things we can work on to keep you in alignment with your values.</item> </ulist> <p>During this first step, the supervisor establishes an alliance by getting to know the supervisee, aligning with their needs, and helping clarify their values. As supervision progresses, the supervisor can call back to these values to help Layla when she is stuck in a clinical dilemma, feeling burned out, and to help her establish goals for her professional development. The supervisor should feel free to revisit the supervisees values and goals throughout the supervision process.</p> <hd id="AN0183820921-15">Assessment</hd> <p>In alignment with DM (Bernard, [<reflink idref="bib5" id="ref75">5</reflink>]), the assessment phase is the second step of DMACTS, during which the supervisor identifies the supervisee's needs and determines the most suitable supervisory role (DM) and therapeutic processes (ACT) to address those needs. Consider the following scenario: Layla has now been seeing clients regularly for about a year. She has several re‐occurring cases of acute mental health concerns, especially related to suicide and severe depression.</p> <p></p> <ulist> <item> <bold> Supervisor </bold> : Hi Layla, where would you like to start today?</item> <p></p> <item> <bold> Layla </bold> : I'm not sure where to begin.</item> <p></p> <item> <bold> Supervisor </bold> : Well, you seem somewhat down, are you feeling ok?</item> <p></p> <item> <bold> Layla </bold> : I'm just feeling overwhelmed, tired, and just feel like I suck at this job. I just can't seem to help anyone get better.</item> <p></p> <item> <bold> Supervisor </bold> : I know that feeling effective at your work matters to you a lot, and at the same time, you also value being congruent and caring, so you are really feeling your clients' pain right now. I can imagine that this is a significant struggle for you, and I also hearing your mind might be stuck on the idea that you aren't a very good counselor. Am I close?</item> <p></p> <item> <bold> Layla </bold> : Yes, it all feels hopeless! I don't know what I'm doing!</item> </ulist> <p>At this point, the DMACTS supervisor assesses that Layla might be experiencing some burnout and using the ACT approach can hear that she is fused to the idea that her worth as a professional (and person) is related to her client's outcomes and that there is something inherently wrong with her. From the ACT perspective, he can see that there would be value in defusing these beliefs and in returning to a place of self‐compassion and an understanding of self‐as‐context. Given the situation, he assesses that what might be most useful is to take on a counselor role with Layla.</p> <hd id="AN0183820921-16">Application</hd> <p>Step 3 consists of <bold>application</bold> of the role and the ACT processes. ACT processes are composed of two categories: (a) acceptance/mindfulness interventions, which include present moment contact, self‐as‐context, acceptance, and defusion; and (b) commitment interventions, which include values and committed action. In this case, based on their assessment, the DMACTS supervisor recognizes the need for increased acceptance/mindfulness.</p> <p></p> <ulist> <item> <bold> Supervisor </bold> : I am sorry this all feels so overwhelming. How about we try something to help bring us back to this present moment and our core sense of self?</item> <p></p> <item> <bold> Layla </bold> : Sure, what are you thinking?</item> <p></p> <item> <bold> Supervisor </bold> : Well just like you would help a client remember that they are not their job and that they don't need to stay stuck in their thinking, I am thinking we can do the same now.</item> <p></p> <item> <bold> Layla </bold> : Oh, of course.</item> <p></p> <item> <bold> Supervisor </bold> : How about a mindfulness exercise?</item> </ulist> <p>At this point, the DMACTS supervisor guides Layla through the "notice five things" exercise found in many of the ACT training guides (see Hayes &amp; Strosahl, [<reflink idref="bib26" id="ref76">26</reflink>]) and follows that up with a mindfulness of breath exercise. At the end of the meditation, the supervisor checks in with Layla and she acknowledges it was helpful. They agree that for the next few sessions (at least) they would begin each session with a short mindfulness exercise. Layla also commits to practicing mindfulness at home before coming into the office.</p> <p>By employing mindfulness, Layla is given a strategy for keeping contact with the present moment, which helps her detach from her fused thinking and increase her acceptance of herself and her situation. We present these strategies as just a few considerations for applying the model. However, it's important to note that given the three roles of the DM and the six processes in ACT, there are over 18 combinations of potential approaches to intervene (see Table 1 for a more comprehensive accounting). It is critical that the DMACTS supervisor continue to maintain a strong alliance with the supervisee, the goals of supervision, the values of the supervisee, and ensure they spend time slowly assessing the situation before moving to application. Once they have identified the role they will employ and the processes that are best addressed, they can move on to whatever strategy they think will best fit the client's needs.</p> <hd id="AN0183820921-17">Enhancing experiential awareness</hd> <p>Role‐playing exercises serve as a dynamic tool in DMACTS, allowing supervisees to practically engage with the core concepts and experiential exercises. Discussions centered on personal values further contribute to this process, fostering a deeper understanding of how values influence both the supervisee and client experiences. Open dialogues about challenges and uncertainties create an atmosphere of openness and willingness, which is essential for the successful application of ACT principles (Walser &amp; Westrup, [<reflink idref="bib50" id="ref77">50</reflink>]).</p> <hd id="AN0183820921-18">Fostering self‐acceptance and compassion</hd> <p>Cultivating self‐acceptance in supervisees is paramount for reducing self‐doubt and ego reactivity while increasing tolerance for ambiguity. Drawing on self‐compassion interventions, such as modeling common humanity, parallel process modeling, and experiential learning, supervisors can instill a sense of compassion within the supervisory relationship. Supervisor self‐disclosure, when appropriate, contributes to the collaborative and relational aspects of the supervisory dynamic, further supporting the growth and development of supervisees (Coaston, [<reflink idref="bib10" id="ref78">10</reflink>]).</p> <hd id="AN0183820921-19">Evaluating psychological flexibility</hd> <p>Supervisors assessing the growth of supervisees should also focus on their psychological flexibility. This involves examining how supervisees relate to themselves to avoid personalization, adapt to their clients' needs, and select effective interventions. It is crucial to observe and analyze the impacts and manifestations of experiential avoidance, such as a supervisee's reluctance to address pertinent topics due to personalization. ACT's six core processes serve as valuable tools in addressing and mitigating experiential avoidance tendencies, ultimately enhancing the effectiveness of supervision.</p> <hd id="AN0183820921-20">CHALLENGES AND IMPLICATIONS</hd> <p>It is important to acknowledge that a counselor's theoretical orientation may shape their supervisory approach (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref79">6</reflink>]). Further, counseling proficiency does not guarantee proficiency as a supervisor (Substance Abuse and Mental Health Services Administration [SAMHSA], [<reflink idref="bib44" id="ref80">44</reflink>]). Whether a supervisor opts for an approach rooted in ACT or another counseling methodology, a distinct and structured approach to supervision remains essential. While DMACTS provides a robust framework for clinical supervision, its effective application hinges on understanding its inherent limitations. A significant challenge emerges from the requisite for supervisors to possess an in‐depth understanding of ACT. If supervisors lack familiarity with ACT principles, it can impede the model's seamless incorporation into their supervisory practices. This underscores the importance of thorough training and continuous professional development for those adopting the DMACTS model.</p> <p>Moreover, it is crucial to acknowledge that both the DM and ACT have garnered support through individual studies (Glidden &amp; Tracey, [<reflink idref="bib21" id="ref81">21</reflink>]; Gloster et al., [<reflink idref="bib22" id="ref82">22</reflink>]; Goodyear et al., [<reflink idref="bib23" id="ref83">23</reflink>]; Hayes &amp; Strosahl, [<reflink idref="bib26" id="ref84">26</reflink>]). However, combining these models introduces a novel conceptualization in the form of DMACTS, and it has yet to be subjected to outcome research. Recognizing this, rigorous research endeavors are warranted to establish the validity and reliability of the DMACTS model, considering that it represents a unique integration with the potential to enhance supervisory outcomes. We recommend future research to test the effectiveness and provide recommendations for more effective use.</p> <hd id="AN0183820921-21">Multicultural considerations</hd> <p>Given that ACT is grounded in Relational Frame Theory and functional contextualism, it inherently embraces a phenomenological approach that allows for cultural flexibility and contextual understanding (Hayes et al., 1991). The DMACTS model, drawing on ACT principles, offers a framework that can be enriched by multicultural considerations, contributing to the effectiveness of the supervisory relationship (Hayes et al., [<reflink idref="bib25" id="ref85">25</reflink>]). Specifically, ACT has been used in training to improve multicultural counseling skills (Lubin, [<reflink idref="bib32" id="ref86">32</reflink>]). Additionally, a meta‐analysis found that ACT produced positive clinical outcomes, including some with significant effects, among populations from marginalized backgrounds (Fuchs et al., [<reflink idref="bib19" id="ref87">19</reflink>]). Supervisors employing DMACTS are urged to be attuned to the cultural diversity of supervisees and clients, fostering an environment that acknowledges and respects varying cultural perspectives. This cultural sensitivity within the DMACTS model can enhance the supervisee's competence in delivering culturally responsive interventions, ultimately benefiting the therapeutic outcomes for clients from diverse backgrounds.</p> <p>Multicultural competency is a crucial aspect of counselor development, impacting counselor self‐efficacy and, by extension, the supervisory working alliance (Crockett &amp; Hays, [<reflink idref="bib11" id="ref88">11</reflink>]). Considering the diverse nature of counseling interactions, DMACTS acknowledges the importance of integrating multicultural components into its framework. Within the DMACTS model, the incorporation of multicultural considerations is enriched through the seamless integration of ACT processes. ACT, grounded in Relational Frame Theory and functional contextualism, provides a phenomenological approach that allows for flexibility and cultural context, aligning with DMACTS' overarching goal of fostering a culturally attuned supervisory framework.</p> <p>ACT processes, such as cognitive defusion, self‐as‐context, and values‐based living, offer supervisors valuable tools for addressing cultural nuances within the supervisory relationship. Cognitive defusion assists supervisees in observing their thoughts about cultural differences without being overly influenced by them. Self‐as‐context encourages a broader, more flexible sense of self, aiding in navigating cultural complexities without over‐identification. Values‐based living, when applied to multicultural considerations, involves aligning supervisory practices with cultural competence, ensuring that interventions and conceptualizations resonate with diverse perspectives. Supervisors utilizing DMACTS can guide supervisees in applying these ACT processes to broaching, helping them navigate potentially challenging conversations about cultural differences with openness and flexibility. This intentional integration of ACT processes into broaching enhances the supervisory working alliance and contributes to the multicultural competency of counselors.</p> <hd id="AN0183820921-22">Limitations &amp; suggestions for future research</hd> <p>The DMACTS model, while showing promise in enhancing clinical supervision, is not without its limitations. This section provides a critical examination of potential challenges, urging a nuanced understanding of the model's scope and applicability. One noteworthy limitation pertains to the current lack of empirical support for the DMACTS model. The theoretical integration presented in this manuscript is based on DM and ACT principles, both of which have extensive research backing (Forman et al., [<reflink idref="bib18" id="ref89">18</reflink>]; Pleger et al., [<reflink idref="bib41" id="ref90">41</reflink>]; Tashtoush, [<reflink idref="bib45" id="ref91">45</reflink>]; Ülker Tümlü, [<reflink idref="bib48" id="ref92">48</reflink>]). However, the combined model is in need of empirical validation. This gap underscores the necessity for future research endeavors aimed at rigorously investigating the effectiveness and utility of the DMACTS model in diverse clinical supervision contexts. Researchers are encouraged to conduct formal studies, and subsequent publications should prioritize disseminating findings from these empirical investigations. One approach would entail examining the DMACTS in clinical settings. Given that supervision and counseling involve nested data, we suggest the use of multi‐level modeling and dyadic data analysis to experimentally assess the efficacy and effectiveness of DMACTS on client clinical and process outcomes as well as supervisory outcomes. This approach aligns with practices typically observed in systematic reviews of supervision and psychotherapy outcomes (Keum &amp; Wang, [<reflink idref="bib30" id="ref93">30</reflink>]). Using intensive longitudinal methods could also provide supervision researchers with insight into the influence of DMACTS on time‐variant constructs, such as the therapeutic relationship and state levels of perceived stress. In the long term, constructing longitudinal randomized controlled trials using the DMACTS could provide a major contribution to the literature. However, in the short term, we believe it would be prudent to examine the processes in DMACTS at a component level to ascertain how specific mechanisms of the DMACTS (e.g., mindfulness, acceptance, and psychological flexibility) could contribute to supervision outcomes and counselor development.</p> <p>Another consideration is DMACTS' cultural responsiveness. Cultural sensitivity in supervision is paramount, and the DMACTS model's utility may differ based on cultural nuances, communication styles, and worldview variations. Therefore, an essential facet for the future exploration of the DMACTS lies in its cultural competence and adaptability. It is necessary for a more in‐depth analysis of how the DMACTS model may require adaptation or face challenges in diverse cultural contexts. To enhance the model's practical applicability and relevance across different cultural landscapes, it is imperative to conduct thorough research into its effectiveness within varied socio‐cultural settings. Future studies should systematically investigate potential limitations and challenges that may arise when implementing the DMACTS model in different cultural contexts. This examination will contribute not only to a more robust understanding of the model's adaptability but also to the development of guidelines for culturally competent application.</p> <hd id="AN0183820921-23">Implications for counselor educators and supervisors</hd> <p>The introduction of DMACTS presents a novel and comprehensive approach to clinical supervision, merging the foundational structure of the DM with the nuanced relational aspects of ACT. In an era where supervisees, often early‐career professionals seeking growth on both personal and professional fronts, navigate a dynamic counseling landscape, it becomes imperative for supervisors to possess a well‐defined philosophy and supervision theory (Bernard &amp; Goodyear, [<reflink idref="bib6" id="ref94">6</reflink>]). DMACTS provides a conceptual framework that deliberately employs roles and skills tailored to the evolving needs of supervisees.</p> <hd id="AN0183820921-24">CONCLUSION</hd> <p>In this exploration of DMACTS, we introduce a unique approach that integrates the strengths of two distinct yet complementary models, synthesizing DM's versatile roles—counselor, teacher, and consultant—with the core processes of ACT. Each element of ACT, from acceptance and cognitive defusion to committed action and values‐based living, is incorporated within the DMACTS model, promoting psychological flexibility, mindfulness, and values‐driven actions within the supervisory experience. Despite the proven effectiveness of ACT as a therapeutic approach, its recognition within the realm of clinical supervision has been limited (Hess et al., [<reflink idref="bib28" id="ref95">28</reflink>]). The traditional emphasis on psychotherapy‐based models and the historical separation between therapy and supervision may have contributed to this oversight. We propose that integrating ACT principles with DM can bridge this gap and provide third‐wave cognitive behavioral counselors with a valuable supervision tool.</p> <hd id="AN0183820921-25">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors declare no conflicts of interest.</p> <ref id="AN0183820921-26"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref11" type="bt">1</bibl> <bibtext> Aten, J. D., Strain, J. D., &amp; Gillespie, R. E. (2008). A transtheoretical model of clinical supervision. Training and Education in Professional Psychology, 2 (1), 1 – 9. https://doi.org/10.1037/1931‐3918.2.1.1</bibtext> </blist> <blist> <bibl id="bib2" idref="ref32" type="bt">2</bibl> <bibtext> Banker, J. E., &amp; Goldenson, D. (2021). Mindfulness practices in supervision: Training counselors' experiences. The Family Journal, 29 (1), 17 – 23. https://doi.org/10.1177/1066480720954204</bibtext> </blist> <blist> <bibl id="bib3" idref="ref74" type="bt">3</bibl> <bibtext> Barrett, K., O'Connor, M., &amp; McHugh, L. (2019). A systematic review of values‐based psychometric tools within acceptance and commitment therapy (ACT). The Psychological Record, 69, 457 – 485. https://doi.org/10.1007/s40732‐019‐00352‐7</bibtext> </blist> <blist> <bibl id="bib4" idref="ref8" type="bt">4</bibl> <bibtext> Bernard, J. M. (1979). Supervisor training: A Discrimination Model. Counselor Education and Supervision, 19, 60 – 68.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref9" type="bt">5</bibl> <bibtext> Bernard, J. M. (1997). The discrimination model. In C. E. Watkins Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310 – 327). John Wiley &amp; Sons.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref1" type="bt">6</bibl> <bibtext> Bernard, J., &amp; Goodyear, R. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref49" type="bt">7</bibl> <bibtext> Borders, L., &amp; Brown, L. (2005). The new handbook of counseling supervision. Lawrence Erlbaum Associates.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref34" type="bt">8</bibl> <bibtext> Brinkborg, H., Michanek, J., Hesser, H., &amp; Berglund, G. (2011). Acceptance and commitment therapy for the treatment of stress among social workers: A randomized controlled trial. Behaviour Research and Therapy, 49 (6–7), 389 – 398. https://doi.org/10.1016/j.brat.2011.03.009</bibtext> </blist> <blist> <bibl id="bib9" idref="ref13" type="bt">9</bibl> <bibtext> Carnes‐Holt, K., Meany‐Walen, K., &amp; Felton, A. (2014). Utilizing sandtray within the discrimination model of counselor supervision. Journal of Creativity in Mental Health, 9 (4), 497 – 510. https://doi.org/10.1080/15401383.2014.909298</bibtext> </blist> <blist> <bibtext> Coaston, S. C. (2019). Cultivating self‐compassion within the supervision relationship. The Clinical Supervisor, 38 (1), 79 – 96. https://doi.org/10.1080/07325223.2018.1525596</bibtext> </blist> <blist> <bibtext> Crockett, S., &amp; Hays, D. G. (2015). The influence of supervisor multicultural competence on the supervisory working alliance, supervisee counseling self‐efficacy, and supervisee satisfaction with supervision: A mediation model. Counselor Education and Supervision, 54 (4), 258 – 273.</bibtext> </blist> <blist> <bibtext> Crunk, A. E., &amp; Barden, S. M. (2017). The common factors discrimination model: An integrated approach to counselor supervision. The Professional Counselor, 7 (1), 62 – 75. https://doi.org/10.15241/aec.7.1.62</bibtext> </blist> <blist> <bibtext> Dantzler, J. Z., &amp; Volkmann, S. (2018). The science and art of integrating psychodrama and Bernard's discrimination model. Journal of Creativity in Mental Health, 13 (1), 43 – 57. https://doi.org/10.1080/15401383.2017.1281183</bibtext> </blist> <blist> <bibtext> DePue, M. K., Liu, R., Lambie, G. W., &amp; Gonzalez, J. (2022). Examining the effects of the supervisory relationship and therapeutic alliance on client outcomes in novice therapists. Training and Education in Professional Psychology, 16 (3), 253.</bibtext> </blist> <blist> <bibtext> Dindo, L., Van Liew, J. R., &amp; Arch, J. J. (2017). Acceptance and commitment therapy: A transdiagnostic behavioral intervention for mental health and medical conditions. Neurotherapeutics, 14 (3), 546 – 553. https://doi.org/10.1007/s13311‐017‐0521‐3</bibtext> </blist> <blist> <bibtext> Ellis, M. V., &amp; Dell, D. M. (1986). Dimensionality of supervisor roles. Journal of Counseling Psychology, 33 (3), 282 – 291. https://doi.org/10.1037/0022‐0167.33.3.282</bibtext> </blist> <blist> <bibtext> Follette, V. M., &amp; Batten, S. V. (2000). The role of emotion in psychotherapy supervision: A contextual behavioral analysis. Cognitive and Behavioral Practice, 7 (3), 306 – 312. https://doi.org/10.1016/s1077‐7229(00)80088‐7</bibtext> </blist> <blist> <bibtext> Forman, E. M., Herbert, J. D., Moitra, E., Yeomans, P. D., &amp; Geller, P. A. (2007). A randomized controlled effectiveness trial of acceptance and commitment therapy and cognitive therapy for anxiety and depression. Behavior Modification, 31 (6), 772 – 799. https://doi.org/10.1177/014544550730220</bibtext> </blist> <blist> <bibtext> Fuchs, C., Lee, J. K., Roemer, L., &amp; Orsillo, S. M. (2013). Using mindfulness‐and acceptance‐based treatments with clients from nondominant cultural and/or marginalized backgrounds: Clinical considerations, meta‐analysis findings, and introduction to the special series: Clinical considerations in using acceptance‐and mindfulness‐based treatments with diverse populations. Cognitive and behavioral practice, 20 (1), 1 – 12.</bibtext> </blist> <blist> <bibtext> Glaston, R. (2020). A comprehensive guide to Acceptance and Commitment Therapy: Theory, practice, and research. New York, NY : Routledge.</bibtext> </blist> <blist> <bibtext> Glidden, C. E., &amp; Tracey, T. J. (1992). A multidimensional scaling analysis of supervisory dimensions and their perceived relevance across trainee experience levels. Professional Psychology, Research and Practice, 23 (2), 151 – 157. https://doi.org/10.1037/0735‐7028.23.2.151</bibtext> </blist> <blist> <bibtext> Gloster, A. T., Walder, N., Levin, M., Twohig, M., &amp; Karekla, M. (2020). The empirical status of acceptance and commitment therapy: A review of meta‐analyses. Journal of Contextual Behavioral Science, 18, 181 – 192. https://doi.org/10.1016/j.jcbs.2020.09.009</bibtext> </blist> <blist> <bibtext> Goodyear, R. K., Abadie, R. M., &amp; Efros, L. (1984). The Discrimination Model: An application to counselor supervision. Counselor Education and Supervision, 23 (1), 24 – 34.</bibtext> </blist> <blist> <bibtext> Hayes, S. C. (1991). Acceptance and Commitment Therapy and the new behavior therapies: Mindfulness, acceptance, and relationship. In S. C. Hayes (Ed.), Advances in cognitive‐behavioral therapy (pp. 109 – 129). Sage Publications.</bibtext> </blist> <blist> <bibtext> Hayes, S. C., Bissett, R., Roget, N., Padilla, M., Kohlenberg, B. S., Fisher, G., Masuda, A., Pistorello, J., Rye, A. K., Berry, K., &amp; Niccolls, R. (2004). The impact of acceptance and commitment training and multicultural training on the stigmatizing attitudes and professional burnout of substance abuse counselors. Behavior Therapy, 35 (4), 821 – 835. https://doi.org/10.1016/s0005‐7894(04)80022‐4</bibtext> </blist> <blist> <bibtext> Hayes, S., &amp; Strosahl, K. (2004). A practical guide to acceptance and commitment therapy. Springer.</bibtext> </blist> <blist> <bibtext> Hayes, S. C., Levin, M. E., Plumb‐Vilardaga, J., Villatte, J. L., &amp; Pistorello, J. (2013). Acceptance and commitment therapy and contextual behavioural science: Examining the progress of a distinctive model of behavioral and cognitive therapy. Behavior Therapy, 44, 180 – 198. https://doi.org/10.1016/j.beth.2009.08.002</bibtext> </blist> <blist> <bibtext> Hess, A., Garcia, Y., Gould, E., &amp; Catagnus, R. (2022). Enhancing supervisory relationships with values and committed action training. Journal of Contextual Behavioral Science, 26, 241 – 252.</bibtext> </blist> <blist> <bibtext> Hofmann, S. G., &amp; Hayes, S. C. (2019). The future of intervention science: Process‐based therapy. Clinical Psychological Science, 7 (1), 37 – 50. https://doi.org/10.1177/21677026187722</bibtext> </blist> <blist> <bibtext> Keum, B. T., &amp; Wang, L. (2021). Supervision and psychotherapy process and outcome: A meta‐analytic review. Translational Issues in Psychological Science, 7 (1), 89 – 108. https://doi.org/10.1037/tps0000272</bibtext> </blist> <blist> <bibtext> Ladany, N., &amp; Inman, A. G. (2012). Training and supervision. In E. M. Altmaier &amp; J.‐I. C. Hansen (Eds.), The Oxford handbook of counseling psychology (pp. 179 – 207). Oxford University Press.</bibtext> </blist> <blist> <bibtext> Lubin, H. (2012). Acceptance and commitment therapy: A guide for the use of ACT in clinical practice. Academic Press.</bibtext> </blist> <blist> <bibtext> Mills, J. A., &amp; Krizner, M. (2021). Supervision of Substance Abuse Therapeutics Emphasizing the Discrimination Model of Supervision and Motivational Interview Practices. In W. Meil, &amp; J. Mills (Eds.) Addictions – Diagnosis and Treatment. IntechOpen.</bibtext> </blist> <blist> <bibtext> Morgan, M. M., &amp; Sprenkle, D. H. (2007). Toward a common‐factors approach to supervision. Journal of Marital and Family Therapy, 33 (1), 1 – 17. https://doi.org/10.1111/j.1752‐0606.2007.00001.x</bibtext> </blist> <blist> <bibtext> Moskow, D. M., Ong, C. W., Hayes, S. C., &amp; Hofmann, S. G. (2023). Process‐based therapy: A personalized approach to treatment. Journal of Experimental Psychopathology, 14 (1), 1 – 8. https://doi.org/10.1177/20438087231152848</bibtext> </blist> <blist> <bibtext> Norcross, J. C., &amp; Lambert, M. J. (2018). Psychotherapy relationships that work III. Psychotherapy, 55 (4), 303 – 315. https://doi.org/10.1037/pst0000193</bibtext> </blist> <blist> <bibtext> Ong, C. W., Levin, M. E., &amp; Twohig, M. P. (2020). Beyond acceptance and commitment therapy: Process‐based therapy. The Psychological Record, 70, 637 – 648. https://doi.org/10.1007/s40732‐020‐00397‐z</bibtext> </blist> <blist> <bibtext> Öst, L. G. (2008). Efficacy of the third wave of behavioral therapies: A systematic review and meta‐analysis. Behaviour Research and Therapy, 46 (3), 296 – 321. https://doi.org/10.1016/j.brat.2007.12.005</bibtext> </blist> <blist> <bibtext> Pakenham, K. I. (2015a). Effects of acceptance and commitment therapy (ACT) training on clinical psychology trainee stress, therapist skills and attributes, and ACT processes. Clinical Psychology and Psychotherapy, 22 (6), 647 – 655. https://doi.org/10.1002/cpp.1924</bibtext> </blist> <blist> <bibtext> Pearson, Q. M. (2006). Psychotherapy‐driven supervision: Integrating counseling theories into role‐based supervision. Journal of Mental Health Counseling, 28 (3), 241 – 252.</bibtext> </blist> <blist> <bibtext> Pleger, M., Treppner, K., Diefenbacher, A., Schade, C., Dambacher, C., &amp; Fydrich, T. (2018). Effectiveness of acceptance and commitment therapy compared to CBT+: preliminary results. The European Journal of Psychiatry, 32 (4), 166 – 173. https://doi.org/10.1016/j.ejpsy.2018.03.003</bibtext> </blist> <blist> <bibtext> Schwing, A. E., LaFollette, J. R., Steinfeldt, J. A., &amp; Wong, Y. J. (2011). Novice counselors' conceptualizations and experiences of therapeutic relationships. International Journal for the Advancement of Counselling, 33 (1), 51 – 63. https://doi.org/10.1007/s10447‐010‐9112‐2</bibtext> </blist> <blist> <bibtext> Sturm, D. C., Presbury, J., &amp; Echterling, L. G. (2012). The elements: A model of mindful supervision. Journal of Creativity in Mental Health, 7 (3), 222 – 232. https://doi.org/10.1080/15401383.2012.711718</bibtext> </blist> <blist> <bibtext> Substance Abuse and Mental Health Services Administration (US). (2009). Clinical supervision and professional development of the substance abuse counselor (Treatment improvement protocol (TIP) series, no. 52). https://<ulink href="http://www.ncbi.nlm.nih.gov/books/NBK64848/">www.ncbi.nlm.nih.gov/books/NBK64848/</ulink></bibtext> </blist> <blist> <bibtext> Tashtoush, R. A. (2020). The effectiveness of the discrimination model‐based counseling supervisory program in improving crisis counseling skills among family reform counselors in Jordan. Journal of Educational and Psychological Studies [JEPS], 14 (3), 481 – 502. https://doi.org/10.53543/jeps.vol14iss3pp481‐502</bibtext> </blist> <blist> <bibtext> Timm, M. (2015). Creating a preferred counselor identity in supervision: A new application of Bernard's discrimination model. The Clinical Supervisor, 34 (1), 115 – 125. https://doi.org/10.1080/07325223.2015.1021499</bibtext> </blist> <blist> <bibtext> Twohig, M. (2012). Acceptance and commitment therapy introduction: The basics of acceptance and commitment therapy. Cognitive and Behavioral Practice, 19 (4), 499 – 507. https://doi.org/10.1016/j.cbpra.2012.04.003</bibtext> </blist> <blist> <bibtext> Ülker Tümlü, G. (2022). The effect of discrimination model‐based group supervision on counseling self‐efficacy and insights of novice supervisees. International Journal of Psychology and Educational Studies, 9 (4), 1270 – 1285.</bibtext> </blist> <blist> <bibtext> van Aubel, E., Vaessen, T., van Winkel, R., Lafit, G., Beijer‐Klippel, A., Viechtbauer, W., Batink, T., van der Gaag, M., van Amelsvoort, T., Marcelis, M., Schirmbeck, F., de Haan, L., Reininghaus, U., &amp; Myin‐Germeys, I. (2022). Psychological flexibility and the moderating role of the therapeutic working alliance in Acceptance and Commitment Therapy in Daily Life (ACT‐DL) in an early psychosis sample. medRxiv. https://doi.org/10.1101/2022.01.19.22269524</bibtext> </blist> <blist> <bibtext> Walser, R. D., &amp; Westrup, D. (2006). Supervising trainees in acceptance and commitment therapy for treatment of posttraumatic stress disorder. International Journal of Behavioral and Consultation Therapy, 2 (1), 12 – 16. https://doi.org/10.1037/h0100763</bibtext> </blist> <blist> <bibtext> Waltz, J., Fruzzetti, A., &amp; Linehan, M. M. (1998). The role of supervision in dialectical behavior therapy. The Clinical Supervisor, 17 (1), 101 – 113. https://doi.org/10.1300/J001v17n01_09</bibtext> </blist> <blist> <bibtext> Watkins, C. E., Jr. (2014). The supervisory alliance: A half century of theory, practice, and research in critical perspective. American Journal of Psychotherapy, 68 (1), 19 – 55. https://doi.org/10.1176/appi.psychotherapy.2014.68.1.19</bibtext> </blist> <blist> <bibtext> Watkins, C. E., Jr. (2017). How does psychotherapy supervision work? Contributions of connection, conception, allegiance, alignment, and action. Journal of Psychotherapy Integration, 27 (2), 201 – 217. https://doi.org/10.1037/int0000058</bibtext> </blist> <blist> <bibtext> Watkins, C. E., Jr. (2018). The generic model of psychotherapy supervision: An analogized research‐informing meta‐theory. Journal of Psychotherapy Integration, 28 (4), 521 – 536. https://doi.org/10.1037/int0000114</bibtext> </blist> <blist> <bibtext> Watkins, C. E., Jr. (2021). Rupture and rupture repair in clinical supervision: Some thoughts and steps along the way. The Clinical Supervisor, 40 (2), 321 – 344. https://doi.org/10.1080/07325223.2021.1890657</bibtext> </blist> <blist> <bibtext> Watkins, C. E., Jr. (2020). The psychotherapy supervisor as an agent of transformation: To anchor and educate, facilitate and emancipate. American Journal of Psychotherapy, 73 (2), 57 – 62. https://doi.org/10.1176/appi.psychotherapy.20190016</bibtext> </blist> </ref> <aug> <p>By Leah Finch; Daniel Gutierrez and Stephanie Dorais</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib54" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib34" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib53" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib33" firstref="ref12"></nolink> <nolink nlid="nl5" bibid="bib12" firstref="ref14"></nolink> <nolink nlid="nl6" bibid="bib13" firstref="ref15"></nolink> <nolink nlid="nl7" bibid="bib40" firstref="ref16"></nolink> <nolink nlid="nl8" bibid="bib38" firstref="ref17"></nolink> <nolink nlid="nl9" bibid="bib51" firstref="ref18"></nolink> <nolink nlid="nl10" bibid="bib28" firstref="ref19"></nolink> <nolink nlid="nl11" bibid="bib26" firstref="ref20"></nolink> <nolink nlid="nl12" bibid="bib24" firstref="ref21"></nolink> <nolink nlid="nl13" bibid="bib25" firstref="ref22"></nolink> <nolink nlid="nl14" bibid="bib27" firstref="ref23"></nolink> <nolink nlid="nl15" bibid="bib47" firstref="ref24"></nolink> <nolink nlid="nl16" bibid="bib22" firstref="ref28"></nolink> <nolink nlid="nl17" bibid="bib43" firstref="ref33"></nolink> <nolink nlid="nl18" bibid="bib17" firstref="ref36"></nolink> <nolink nlid="nl19" bibid="bib10" firstref="ref37"></nolink> <nolink nlid="nl20" bibid="bib20" firstref="ref40"></nolink> <nolink nlid="nl21" bibid="bib39" firstref="ref41"></nolink> <nolink nlid="nl22" bibid="bib42" firstref="ref46"></nolink> <nolink nlid="nl23" bibid="bib46" firstref="ref47"></nolink> <nolink nlid="nl24" bibid="bib16" firstref="ref51"></nolink> <nolink nlid="nl25" bibid="bib21" firstref="ref52"></nolink> <nolink nlid="nl26" bibid="bib23" firstref="ref53"></nolink> <nolink nlid="nl27" bibid="bib18" firstref="ref57"></nolink> <nolink nlid="nl28" bibid="bib29" firstref="ref60"></nolink> <nolink nlid="nl29" bibid="bib35" firstref="ref61"></nolink> <nolink nlid="nl30" bibid="bib37" firstref="ref62"></nolink> <nolink nlid="nl31" bibid="bib15" firstref="ref63"></nolink> <nolink nlid="nl32" bibid="bib14" firstref="ref66"></nolink> <nolink nlid="nl33" bibid="bib31" firstref="ref67"></nolink> <nolink nlid="nl34" bibid="bib52" firstref="ref68"></nolink> <nolink nlid="nl35" bibid="bib56" firstref="ref69"></nolink> <nolink nlid="nl36" bibid="bib55" firstref="ref70"></nolink> <nolink nlid="nl37" bibid="bib49" firstref="ref71"></nolink> <nolink nlid="nl38" bibid="bib36" firstref="ref73"></nolink> <nolink nlid="nl39" bibid="bib50" firstref="ref77"></nolink> <nolink nlid="nl40" bibid="bib44" firstref="ref80"></nolink> <nolink nlid="nl41" bibid="bib32" firstref="ref86"></nolink> <nolink nlid="nl42" bibid="bib19" firstref="ref87"></nolink> <nolink nlid="nl43" bibid="bib11" firstref="ref88"></nolink> <nolink nlid="nl44" bibid="bib41" firstref="ref90"></nolink> <nolink nlid="nl45" bibid="bib45" firstref="ref91"></nolink> <nolink nlid="nl46" bibid="bib48" firstref="ref92"></nolink> <nolink nlid="nl47" bibid="bib30" firstref="ref93"></nolink> |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1461591 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Introducing the Discrimination Model for Acceptance and Commitment Therapy Supervision – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Leah+Finch%22">Leah Finch</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+Gutierrez%22">Daniel Gutierrez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6102-8694">0000-0002-6102-8694</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+Dorais%22">Stephanie Dorais</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Counselor+Education+and+Supervision%22"><i>Counselor Education and Supervision</i></searchLink>. 2025 64(1):96-113. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Counselors%22">Counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+Training%22">Counselor Training</searchLink><br /><searchLink fieldCode="DE" term="%22Practicum+Supervision%22">Practicum Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Psychotherapy%22">Psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Counseling+Psychology%22">Counseling Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisory+Methods%22">Supervisory Methods</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/ceas.12328 – Name: ISSN Label: ISSN Group: ISSN Data: 0011-0035<br />1556-6978 – Name: Abstract Label: Abstract Group: Ab Data: The Discrimination Model for Acceptance and Commitment Therapy Supervision represents a combined model that integrates six core processes of acceptance commitment therapy (ACT) with the multi-dimensional structure of the Discrimination Model (DM). Based on empirical evidence of ACT and DM, respectively, we present guidelines and case vignettes to demonstrate the implementation of DMACTS in counselor supervision. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1461591 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1461591 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/ceas.12328 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 96 Subjects: – SubjectFull: Counselors Type: general – SubjectFull: Supervision Type: general – SubjectFull: Counselor Training Type: general – SubjectFull: Practicum Supervision Type: general – SubjectFull: Psychotherapy Type: general – SubjectFull: Behavior Modification Type: general – SubjectFull: Counseling Psychology Type: general – SubjectFull: Negative Attitudes Type: general – SubjectFull: Attitude Change Type: general – SubjectFull: Vignettes Type: general – SubjectFull: Supervisory Methods Type: general Titles: – TitleFull: Introducing the Discrimination Model for Acceptance and Commitment Therapy Supervision Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Leah Finch – PersonEntity: Name: NameFull: Daniel Gutierrez – PersonEntity: Name: NameFull: Stephanie Dorais IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0011-0035 – Type: issn-electronic Value: 1556-6978 Numbering: – Type: volume Value: 64 – Type: issue Value: 1 Titles: – TitleFull: Counselor Education and Supervision Type: main |
| ResultId | 1 |
