With the rise of many counselling / therapy models, supervision was thought to be linked to the therapeutic core-model – if you were a Person-Centred Counsellor, you would have needed a Person-Centred Supervisor. The supervisor became somewhat responsible for the skill development of the supervisee. Taping of sessions was introduced, enabling the supervisor to find out what really happened in sessions. Other forms of supervision emerged; individual, small group (using the group process for learning) and peer. 

In the 1970s there was a movement away from clinical models to more educational and psycho-social models, emphasising the roles/tasks of the supervisors and the learning stages of the supervisees. Developmental Model: The supervisee, the supervisor and the supervisory relationship all move through discernible and somewhat predictable stages, each stage characterised by its own tasks and issues. Social Model: What supervisors and supervisees do within supervision; what tasks are performed and by whom. “Tasks are the behavioural side of roles. A role is person-centred (teacher/pupil): the tasks is action-centred (to teach/to learn). Even though a strong notional distinction is made between roles and tasks, in reality they combine.” (Carroll, 2010:17).