The Social and Direct Teaching
Functions of TCS
As discussed in chapter 1, the TCS model entails a series of steps that are carried out by the supervisor and supervisee. This chapter presents the social and direct teaching functions of TCS. These are typically used prior to the task planning and implementation sequence, which is outlined in subsequent chapters. Illustrative vignettes are provided in order to show the model “in action.”
The process of TCS involves a collection of sequenced stages that can be organized within three phases: beginning, middle, and ending. Each phase entails similar stages but emphasizes different facets of relationship and skill development. The beginning phase is primarily concerned with building productive relationships (supervisory and clinical), the middle phase with maintaining them, and the final phase with endings. As supervisee skill increases, the process and content of supervision changes. These variations are discussed throughout the presentation of TCS.
The beginning phase is rather brief in duration and ends when the first contract is completed. This may take place during the first supervisory conference or over the course of a few meetings. In general, this phase consists of orienting supervisees to the agency, clarifying roles and performance expectations, building supervisory relationships, and collaboratively setting broad objectives for supervision. The first sets of TCS target goals and tasks are derived from these activities. For example, for the goal of orienting the supervisee to the agency, the first set of tasks might include reading the agency policy manual and arranging meetings with staff.