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1.
Melissa Luke Michael V. Ellis Janine M. Bernard 《Counselor Education & Supervision》2011,50(5):328-343
The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimensions and constructs that school counselor and mental health counselor supervisors used to make decisions. Results suggested partial similarities in the conceptual maps of school counselor and mental health counselor supervisors. Implications and suggestions for future research are discussed. 相似文献
2.
A sample of 267 American School Counseling Association members were surveyed regarding their current supervision, desire for clinical supervision, and rating of supervision goals. Although a small minority of respondents indicated that they were currently receiving supervision, a majority of respondents indicated a desire to receive supervision. Factor analysis of ratings of supervision goals resulted in 3 factors related to the foci or learning dimensions described in J. M. Bernard's (1997) Discrimination Model. Recommendations for counselor educators and school counselor supervisors are discussed. 相似文献
3.
The authors summarize the special section in the journal of Counselor Education and Supervision (Vol. 45, No. 4, June 2006) on school counseling supervision and present implications to guide the practice of school counselor supervision. The implications for practice, training, research, and professional standards for school counselors are discussed. 相似文献
4.
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
5.
The authors present the results of a survey of district-level school counseling supervisors in Virginia. The results indicate that few school divisions employ individuals with the title of guidance supervisor. In divisions where such positions exist, they are staffed most often by individuals with guidance training and experience. The supervisors surveyed indicated that they spend a substantial portion of their time providing direct consultative support and assistance to counselors, engage in few research activities, and have few consultative contacts with counselor educators. Recommendations regarding school counselor supervision are offered based on survey data. 相似文献
6.
Tim Gust 《Counselor Education & Supervision》1970,9(3):157-161
This article proposes that supervision of the counselor trainee be extended into the trainee's first employment setting following completion of his master's degree program. This extension would be of benefit to the producer (counselor training program), the product (counselor trainee) and the consumer (local school or agency). The proposed model is suggested as also being relevant to the training of counselor supervisors. 相似文献
7.
This article is a discourse analysis of weekly computer‐mediated communications between 8 school counseling interns and their e‐mail supervisor over a 16‐week semester. Course‐required e‐mail supervision was provided as an adjunct to traditional face‐to‐face individual and group supervision. School counselor supervisees and supervisor enacted 3 discursive strategies (repetition, labeling, and plural pronoun usage), which were observed to contribute to supervisee professional identity development. Findings are discussed in light of both the counselor education and discourse analysis literatures. Implications for practice and future research are provided. 相似文献
8.
John P. Galassi John S. Westefeld Alice C. Lawler 《International journal for the advancement of counseling》1979,2(2):117-124
The article describes an applied experience for the simultaneous training of future school counselors and future counselor educators. The course instructor determined the training needs of both groups and established a number of process and outcome goals for each. Process goals constitute necessary preparation for the practicum/supervision experience and are outlined first. Details of the course are then presented, followed by an explanation of outcome goals with a more explicit presentation of one of the most important outcome goals for each group. The approach appears to have a variety of positive features for all participants — course instructor, counselor trainee and future counselor educator. 相似文献
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Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision. 相似文献
11.
Ahmad R. Washington Joseph M. Williams Janice A. Byrd 《Counselor Education & Supervision》2023,62(2):149-156
Anti-racist and anti-oppressive supervision remains a burgeoning area of scholarship and research within the counselor education nomenclature. In this paper, we explore how matters of race and racism are conspicuously underemphasized in counselor training, specifically, the supervision process. We explore the hidden curriculum in counselor education supervision models. Next, we consider how a supervision model grounded in critical race theory provides a more robust framework for addressing gaps in existing supervision models through anti-racist practices. 相似文献
12.
Many public and private agencies lack a systematic process for evaluating the quality of counselor supervision. The Effective Supervision and Consultation (ESC) model is proposed as a guide for counselor educators who are helping agencies build effective supervision programs. The ESC model is presented with an emphasis on the assessment, training, and evaluation components of consultation services in counselor supervision. 相似文献
13.
David Moran Dana L. Brookover Emily Goodman-Scott 《Counselor Education & Supervision》2023,62(1):21-39
Annually, there are school counseling specific counselor educator positions that remain unfilled. There is a need for more counselor educators with school counseling backgrounds. This grounded theory provides a model of the process by which school counselor educators decide to enter academia and what keeps them in their positions, based on focus groups with 32 participants. Results showed the reasons for leaving school counseling, what factors promote entry into school counselor education, and what keeps school counselor educators in that role. Implications for counselor education are provided. 相似文献
14.
Tracy A. Stinchfield Nicole R. Hill David M. Kleist 《International journal for the advancement of counseling》2010,32(4):225-239
Triadic supervision has been considered a credible and effective form of clinical supervision within counselor education programs
since being included in the 2001 standards for the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). A phenomenological study was conducted to examine the experiences of masters-level counselor trainees in practicum
with triadic supervision. Several transcendent themes emerged, namely: Initial Apprehensions, Shared Developmental Process,
Vicarious Learning, Multiple Perspectives, and Safety through Trust and Relationship. The results of this study are discussed
as they impact the field of counselor education and supervision. 相似文献
15.
The counseling practicum is generally accepted as an essential part of a counselor-training program. Likewise, the training of future counselor educators necessitates experiences in supervision of counseling-practicum students. The dual supervision model described in this article is an approach that simultaneously meets the training needs of future counselors and counselor educators. The rationale for the dual supervision model, the results of an exploratory study of the counselor trainees' attitudes toward the dual supervision process, and the counseling-practicum supervisors' reactions to the model are described. Both the students enrolled in their second quarter of counseling practicum and the supervisors had very positive reactions to the dual supervision model. 相似文献
16.
JON D. BOLLER 《Counselor Education & Supervision》1973,13(1):2-7
Unfortunately, a relatively large majority of teachers, school administrators, and other school personnel view the counselor and his function in a vastly different perspective than do his mentors, the counselor educators. In an attempt to bring the academic world together with the world of reality (the school community), a workshop format was developed to provide counselor educators and top-level school administrators an opportunity to meet and to discuss issues of mutual concern. Although some of the issues generated would seem fairly commonplace in another context, here they served to bring about considerable rapport and good feeling between the counselor educator and the administrator. Indications are that further workshops be held to bring school people and counselor trainers together, to serve both the purpose of acquainting the school person with the counselor's perceived function, and to introduce the counselor trainer to the real problems of the school environment. Not of small significance are some of the misconceptions that administrators have concerning the activity of the school counselor, due in part to the lack of communication between administrator and training institution and vice versa. 相似文献
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Cassandra A. Storlie Eric R. Baltrinic S. Jeffrey Mostade Tiffany Darby 《Counselor Education & Supervision》2017,56(3):225-240
The authors analyzed the reflective journals of 49 counselor trainees in internship using a conventional content analysis approach. Developmental insights from the 4 overarching themes and 7 subthemes are provided to assist counselor education and supervision programs in supporting the professional functioning of counselor trainees. 相似文献
19.
Tracy A. Stinchfield Nicole R. Hill David M. Kleist 《Counselor Education & Supervision》2007,46(3):172-183
Current Council for Accreditation of Counseling and Related Eduational Programs (CACREP; 2001) standards promote the use of triadic supervision by counselor educators and supervisors. However, conceptual models of triadic supervision do not presently exist in the supervision literature. This article describes the process and structure of 1 model of triadic supervision (D. M. Kleist & N. R. Hill, 2003). This model provides a vehicle for implementing triadic supervision in response to changes in the CACREP standards and adds to the literature on triadic supervision. Implications for counselor educators and supervisors, as well as future research, are conceptualized. 相似文献
20.
Sixteen counselor educators and counselors-in-training participated in a content analysis study that investigated supervisors' nonverbal behaviors in the supervision process. The investigation displays the high-to-low frequency of 21 identified nonverbal behaviors of supervisors and indicates a statistically significant association and consistency among the supervisors' nonverbal behaviors. It implies the applicability of these behaviors to counselor supervision and training, provides a methodological approach for the further investigation of nonverbal behavior in actual supervision and counseling situations, and suggests that counselor educators should not overlook these variables in systematic research or their influence in the supervision process with novice counselors. 相似文献