One of the most important elements of counselor education is supervision. In the literature, it is stated that supervisors should determine the supervision model in the process. Developmental supervision models are models that prioritize the developmental needs of supervisees. Some specific characteristics of undergraduate supervisees, such as having rigid thinking and behavior patterns, paying too much attention to the rules, believing that there is only one right way and not being flexible in this regard, not being aware of their strengths and weaknesses, experiencing high anxiety, and having low self-confidence in their skills, indicated that developmental supervision models are appropriate for undergraduate supervisees. Nevertheless, these characteristics also pointed out that counseling self-efficacy of undergraduate supervisees should be strengthened in the supervision. Therefore, in this study, developmental supervision models and the supervision needs of undergraduate supervisees were explained, and then based on developmental supervision models some strategies for strengthening counseling self-efficacy of undergraduate supervisees was discussed.

One of the most important elements of counselor education is supervision. Supervision, which is provided by relatively more experienced professionals (supervisors) to counselor candidates in a regular and time-based evaluative manner (Bernard & Goodyear, 2019), is one of the basic elements that determine the quality of counselor education. Studies on supervision (e.g. Bernard & Goodyear, 2019; Borders, 1994, Borders & Brown, 2005; Borders et al., 2014; Campell, 2006; Corey et al., 2010; Watkins, 1997) point out that the quality of the supervisor is important for effectiveness of supervision. In this context, it is stated that supervisors should receive formal supervision training, have knowledge about ethical and legal issues, determine the goals of supervision, establish relationship in accordance with the purpose of supervision, fully fulfill the requirements of the supervisory roles, provide enough feedback and evaluation, have awareness, knowledge, and skills on multiculturalism issues, diversify the supervision methods and techniques, and determine the supervision model.

As one of these requirements, determining the supervision model is one of the less emphasized but very important requirements. In the supervision process, models provide a theoretical structure for what and how supervisors will teach. In this respect, supervisors should advance the supervision process by adhering to a certain supervision model so that the supervision process can achieve its purpose and thus provide more benefit to supervisees (Bernard & Goodyear, 2019; Borders & Brown, 2005; Corey et al., 2010). In this regard, Hart (1982) expressed this importance by saying, "A person can be a very good supervisor, but if s/he does not base his work on a model, that person does not know anything about the supervision process." On the other hand, Watkins (1997) stated that adhering to a supervision model provides the supervisor with a broad perspective on the supervision relationship, the supervisee's behaviors, resistance, transference and development. In addition, some researchers (e.g., Bernard & Goodyear, 2019; Borders & Brown, 2005; Corey et al., 2010) emphasized that it is important for supervisors to consider their own style and the needs of the supervisees at the point of determining the supervision model.

Examining the literature, supervision models were classified in various ways by researchers (e.g., Bernard & Goodyear, 2014; Campbell, 2000; Campbell, 2006; Corey et al., 2010; Haynes et al., 2003; Wade & Jones, 2015; Watkins, 1977). Among these models, developmental supervision models have an important place. Loganbill, Hardy and Delworth's Model, Integrated Developmental Model, Systemic-Cognitive Developmental Model and Ronnestad and Skovholt's Lifespan Development Model can be given as examples of developmental supervision models. Developmental supervision models are summarized below.