There are many examples of models of professional supervision in the field of care, including development, discrimination, supervisory alliance and also guidance-specific models such as behavioral supervision. Many cases include one-to-one sessions between the supervisor and supervisee, this can be seen as helpful in ensuring that work within the staff is discussed thoroughly between working groups. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Developmental models appear to be the belief that a person still has the ability to grow towards their personal goals, hence the name development. People can be known to continue to improve their current ethics and improve towards an area in which they feel more comfortable. They can aim to benefit from their working skills within an environment and thus impose better knowledge towards their understanding of the topic. According to the Stoltenberg and Delworth (1987) model it aimed to have many different levels of development that the supervisee must resort to when trying to continue their knowledge regarding the elements necessary to continue advanced work. Included in the extensive list were examples such as intervention skills and also assessment techniques within the environment. To complete these levels a strong developmental technique is needed where it would be significantly helpful regarding supervision. According to Stoltenberg and Delworth Theory (1987) suggests that there are three main levels that concern the supervisee: the beginner, the intermediate and also the advanced. This can provide evidence that development can be carried out throughout the entire process as the supervisee is able to improve their skills in order to achieve all set objectives. Another main element of the theory is that it includes the processes of awareness, motivation and autonomy, where these are fundamental to the growth of the supervisee's skills within the workforce and more. There are established processes for gaining recognition of the supervisee's strengths and weaknesses when dealing with a number of key notations. As they progress through the areas, they are then able to use the development to their advantage as a goal to use what they have absorbed in their personal work. It has been shown that in many cases, when people are able to negotiate what they have learned and use their weaknesses to advance and progress what they already know into more progressive areas, they are then able to improve to the best of their capacity. . This will be made significantly important as they continue to improve. Combining the ability to strengthen and grow your skills in different areas will be greatly beneficial to your entire experience and the future of your work, it will also allow you to move forward with your self-confidence and self-resilience of every individual level in the area of ​​interest. As Worthington (1987) suggests, when the supervisee aims to improve and achieve proper development, the supervisor's behavior will tend to change as he recognizes the attempts made by the supervisee as his goal is to expand his own understanding. This can also be made evident by Bernard and Goodyear when they state: "This relationship is evaluative, extends over time and simultaneously has the aim of enhancing the professional functioning of the junior member, monitoring the quality of professional performance". (Bernard and Goodyear, 1998) The discrimination model.