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1.
Edward Wahesh Gulsah Kemer Ben T. Willis Christopher D. Schmidt 《Counselor Education & Supervision》2017,56(4):274-288
The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization. 相似文献
2.
This content analysis follows Borders's (2005) review of counseling supervision literature and includes 184 counselor supervision articles published over the past 10 years. Articles were coded as representing 1 of 3 research types or 1 of 3 conceptual types. Articles were then analyzed for main topics producing 11 topic categories. 相似文献
3.
Triadic supervision is common within counselor training; however, limited research in professional counseling literature exists describing counseling students' experiences of choosing what to disclose within triadic supervision. Using transcendental phenomenological research, the authors investigated supervisees' nondisclosure within triadic supervision. Critical nondisclosure themes were relationships, presence of peer, and sharing time. 相似文献
4.
Jennifer L. Rogers Melissa Luke Dennis D. Gilbride Kristopher M. Goodrich 《Counselor Education & Supervision》2019,58(1):18-32
Among a sample of counseling students, results from hierarchical regression and mediation analyses indicated that attachment anxiety led to an increase in use of cognitive distortions, contributing to increased difficulty with corrective feedback during clinical supervision. Findings implicate a need for awareness of attachment patterns among trainees and the possible utility of cognitively focused supervisory interventions. 相似文献
5.
Anita A. Neuer Colburn Tim Grothaus Danica G. Hays Tammi Milliken 《Counselor Education & Supervision》2016,55(1):2-15
The authors addressed the lack of supervision training standards for doctoral counseling graduates by developing and validating an initial list of supervision competencies. They used content analysis, Delphi polling, and content validity methods to generate a list, vetted by 2 different panels of supervision experts, of 33 competencies grouped into 5 categories. 相似文献
6.
Madeleine Dupre Lennis G. Echterling Cara Meixner Robin Anderson Michele Kielty 《Counselor Education & Supervision》2014,53(2):82-96
In this phenomenological study, the authors explored supervision experiences of 13 licensed professional counselors in situations requiring crisis counseling. Five themes concerning crisis and supervision were identified from individual interviews. Findings support intensive, immediate crisis supervision and postlicensure clinical supervision. 相似文献
7.
A. Stephen Lenz Varunee Faii Sangganjanavanich Richard S. Balkin Marvarene Oliver Robert L. Smith 《Counselor Education & Supervision》2012,51(3):207-221
This quasi‐experimental study compared the effectiveness of the Wellness Model of Supervision (WELMS; Lenz & Smith, 2010 ) with alternative supervision models for developing wellness constructs, total personal wellness, and helping skills among counselors‐in‐training. Participants were 32 master's‐level counseling students completing their internship requirements in a counseling program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a split plot analysis of variance indicated that participants in the WELMS condition increased their personal definitions of wellness and total wellness while developing their counseling skills at a similar level when compared with participants receiving other models of supervision. 相似文献
8.
L. DiAnne Borders 《Counselor Education & Supervision》2019,58(1):64-79
Although clinical supervision is widely viewed as an educational process, counseling doctoral students may lack relevant background in pedagogy. In response to calls to incorporate learning theories and principles into supervision instruction, 7 evidence‐based science of learning principles as well as examples from 1 doctoral supervision course are described. 相似文献
9.
MICHAEL HELGE RONNESTAD 《Counselor Education & Supervision》1977,16(3):194-201
This study compares the effects of three supervisory techniques—modeling, feedback, and experiential intervention—in teaching counseling students to communicate empathic understanding. The students participated in three simulated counseling interviews during which their responses to standard clients were rated on the degree of empathic understanding conveyed. After each of the first two interviews students in the experimental groups were given one of the three supervisory treatments; students in the control group received no supervision. The ratings indicated that the modeling method of supervision was more effective than the feedback method and the feedback method was more effective than the experiential method in helping the counselors communicate empathy. No significant differences were found between students receiving experiential supervision and those in the control group. The interaction between method and sex was significant in that male students responded better than female students to the feedback method. 相似文献
10.
The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness. 相似文献
11.
W. Bradley McKibben L. DiAnne Borders Edward Wahesh 《Counselor Education & Supervision》2019,58(4):242-256
The authors investigated supervisees’ (N = 93) memories of critical feedback and validity ratings of that feedback. Supervisees most often recalled critical feedback about their counseling performance skills. Attachment avoidance, the supervisory relationship, and critical feedback of counseling skills and professional behaviors were significantly related to perceived feedback validity. 相似文献
12.
《Journal of Further & Higher Education》2012,36(3):320-335
Team supervision of PhDs is increasingly the norm in Australian and UK universities; while this model brings many improvements on the traditional one-on-one research supervision, it also introduces new complexities. In particular, many students find the diversity of opinions expressed in teams to be confusing. Such diversity in supervisor feedback is often experienced as unsettling, and the study indicates that students generally seek consensus from their supervisory team. The power dynamics existing in the relations between team members in this situation need to be carefully considered, and supervisors must be alert to the ways in which doctoral students can be effectively and productively inducted into the norms of academic debate and collaborative research projects. The paper explores the implications of diversity in feedback in relation to developing a pedagogy of supervision. 相似文献
13.
Nadine Pelling 《International journal for the advancement of counseling》2008,30(4):235-248
The relationship between supervisory identity development and supervisory experience, counseling experience, and training
in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that
supervisory experience and training were related to supervisory identity development, whilst counseling experience was not.
The implications of these findings are discussed in relation to the importance of supervisor credentials. 相似文献
14.
构建基础教育课程监控机制,我们需要借鉴国际经验。审视国外相关作为,我们发现国外的课程监控机制主要有三种类型:中央行政监控型、地方分权监控型、中央地方并重型。其中,课程监控机制呈现"中央行政监控"特色的国家主要有韩国、马来西亚、新西兰;课程监控机制呈现"地方分权监控"特色的国家主要有美国、德国、印度、澳大利亚;课程监控机制呈现"中央地方并行监控"特色的国家主要有英国、泰国、印度尼西亚。 相似文献
15.
We developed and tested a mediation model depicting relationships among supervisor multicultural competence, the supervisory working alliance, supervisee counseling self‐efficacy, and supervisee satisfaction with supervision. Results of structural equation modeling showed that supervisor multicultural competence was related to the supervisory working alliance and that alliance, in turn, was related to supervisee satisfaction with supervision. 相似文献
16.
《Journal of College Student Psychotherapy》2013,27(1):61-72
The issue of training psychologists to become competent supervisors has only been clearly articulated in the past two decades. In this article a rationale for training supervisors in a group format is given. Then, a supervision of supervision group is presented that the authors co-led with two successive cohorts of four predoctoral interns in a large university counseling center as part of its training program. The authors focus on the need to attend to group process and relational themes. Finally, the authors discuss the inevitable boundary concerns that emerge given the multiple levels of relationships that exist among several tiers of trainees and supervisors. 相似文献
17.
Amanda C. La Guardia 《Counselor Education & Supervision》2021,60(1):2-21
A total of 139 articles on counselor education and supervision published in professional counseling journals during 2019 were reviewed. A variety of methods were used, providing perspectives on current supervision issues, the training of counselors, curriculum developments, and associated professional issues. Implications include a need for continued research on online teaching and school counselor supervision and exploration of inclusion and advocacy efforts. 相似文献
18.
Most of the research on supervision has focused on supervisors in academic institutions (faculty members or doctoral students). In this article the authors describe a study in which they examined supervisors in community agencies where master's level counselors were assigned for practicum and internship training. The survey suggested that agencies were heavily invested in supervising graduate level counseling students and providing them with a rich clinical experience. Respondents typically had a master's degree, used various models of supervision, and provided feedback by means of self-report and audiotape or videotape review of counseling sessions. Results suggest that these supervisors had little contact with the concurrent academic supervisor and may have had little formal training in supervision. Implications of this survey include a need for more training for supervisors in graduate counseling programs and a need for more liaison between campus and field supervisors. 相似文献
19.
吴爱玲 《上海教育评估研究》2023,12(3):58-62
高校教学质量监控是高校人才培养目标达成的重要保证。要促进高等教育高质量发展,必须建设一支师德高尚、督导能力强的教学督导队伍。文章分析了当前地方高校督导工作的现状与新时代对督导工作的要求,指出地方高校建设督导队伍必须完善督导制度与督导遴选标准,需要加强督导队伍的内涵建设、强化督导结果的反馈,为教育的高质量发展做出更大贡献。 相似文献
20.
Countertransference (CT) has been recognized as a significant variable in the process and outcome of therapy and counseling for over 100 years. A review of the literature suggests that little attention has been devoted to strategies that supervisors can use to address CT in supervision with novice counselors. Informed by models of CT proposed by Ladany, Friedlander, and Nelson ( 2005 ) and Van Wagoner, Gelso, Hayes, and Diemer ( 1991 ), this article provides counselor educators and field placement supervisors with a reflective strategy for the holistic supervision of CT. 相似文献