共查询到20条相似文献，搜索用时 15 毫秒
1.
Joseph B. Cooper Kok-Mun Ng 《International journal for the advancement of counseling》2009,31(3):145-157
The present study investigated the relationships between supervisee and supervisor trait emotional intelligence (EI) levels
and their perception of the supervisory working alliance. Data were collected from 64 supervisor-supervisee dyads among masters-level
community counseling internship students and their site supervisors. Findings indicated that supervisees and supervisors with
higher levels of trait EI tended to perceive the supervisory working alliance more positively. However, findings did not support
the presence of an interaction effect between supervisee and supervisor trait EI on either supervisees’ or supervisors’ perceptions
of the working alliance. Implications of the findings and directions for future research are discussed. 相似文献
2.
This study assesses the value systems held by supervisors and supervisees in the counseling practice. The relation between value system similarity and two dependent measures was examined; the level of communication within and the overall satisfaction with the relationship. Participants included 37 student supervisees and seven supervisors in a master's program. Correlation coefficients were computed to establish the relationships between the dependent measures and between value similarity measures and the dependent variables. The results did not indicate a meaningful relation between the similarity of value systems for supervisee and supervisor and either dependent measure. The results, however, did indicate a strong relationship between the supervisee's satisfaction with the supervisory relationship and the level of communication that was developed in supervision. 相似文献
3.
Russell A. Chapman Stanley B. Baker Sylvia C. Nassar‐McMillan Edwin R. Gerler Jr. 《Counselor Education & Supervision》2011,50(5):298-313
The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings. 相似文献
4.
DARCY HAAG GRANELLO PATRICIA M. BEAMISH TOM E. DAVIS 《Counselor Education & Supervision》1997,36(4):305-317
This study used a content analysis of audiotapes of clinical supervisory sessions to examine the effect of supervisee gender on the influence strategies used in the counseling clinical supervisory dyad. 相似文献
5.
The professional supervision of new graduates to ensure both their effectiveness with clients and their personal learning and development is a common feature of a range of human services contexts. This study investigated psychology supervisees’ perceptions of relationship processes and outcomes in professional supervision. The relationship constructs of supervisor support, challenge and openness were investigated and related to the outcome variables of supervisee anxiety and perceived effectiveness of supervision. Psychology graduates (n=261) involved in the process of professional supervision for registration responded to a mail survey regarding the quality of their supervisory relationship. Findings established the relationship dimensions of levels of supervisor challenge, supervisor support and supervisor openness as independent but related constructs. Supervisees’ perceptions of supervisor support and openness predicted their perceptions of supervisor effectiveness. Supervisees’ perceptions of level of supervisor challenge predicted their self-reported levels of evaluative anxiety or defensiveness in the supervisory process. 相似文献
6.
This study investigated supervisees’ perceptions of the learning processes and outcomes of professional supervision. Two hundred and sixty-four psychology graduates involved in the process of professional supervision for registration responded to a mail survey regarding their supervisor's approach to supervision, their own approach to supervision and their perceptions of the overall effectiveness of the process. Findings suggest that professional supervision can be readily conceptualised as a learning relationship. Supervisees’ approaches to supervision comprised the three dimensions of surface-disorganised, evaluation anxiety, and endorsement of supervisor capability. Supervisors’ approaches to supervision were understood by supervisees in terms of facilitative and didactic approaches to learning. A facilitative approach to supervision was associated with enhanced evaluations of supervisor capability and a reduction in supervisee confusion and anxiety. A facilitative, but not a didactic, supervisory approach positively influenced supervisees’ perceptions of the effectiveness of supervision. 相似文献
7.
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
8.
A study of 158 postdegree counselor supervisees showed that 49% had a clinical supervisor who was also their administrative supervisor. Supervisees reported overall satisfaction with clinical supervision, with no statistically significant differences between those whose supervisor served in both clinical and administrative roles and those receiving supervision from only a clinical supervisor. Furthermore, the majority of supervisees receiving clinical and administrative supervision from the same person did not view this dual supervisory role as problematic (82% of n = 70), and 72.5% reported specific benefits. Implications for research and practice are provided, with attention given to ethical considerations. 相似文献
9.
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
10.
《Journal of College Student Psychotherapy》2013,27(3):69-89
The learning problems of the student in psychotherapy supervision are described from the vantage point of a clinical psychology intern. The vicissitudes of the relationship between psychotherapy supervisor and supervisee form the context for the appearance and potential resolution of the student's learning problems. Specific areas of discussion include the initial contact between supervisor and supervisee; the supervisory alliance; clarifying what therapy is and what it is not; realizing who you are and what your supervisor is; discovering that you can get results; leaving. A final section is devoted to describing apparent similarities between the supervisory relationship and psychotherapy. Supervision of a novice psychotherapist can be thought of as the psychotherapy of a learning disability. 相似文献
11.
Janine M. Bernard Tamara L. Clingerman Dennis D. Gilbride 《Counselor Education & Supervision》2011,50(3):154-170
In this study, the authors investigated personality type of supervisors and supervisees and interventions chosen by supervisors for 78 supervisory dyads from 9 different counselor education programs. Gender effects were also investigated. Results indicated that interventions were not influenced by supervisor personality type as measured by the Revised NEO (Neuroticism, Extraversion, Openness to New Experiences) Personality Inventory (NEO PI‐R; Costa & McCrae, 1992a), nor were they influenced by similarity or dissimilarity of supervisory dyads by type or gender. Rather, most supervision interventions were Intuitive or Perceiving as measured by the Focus of Supervision Form. One exception was when supervisees scored high on Openness on the NEO PI‐R, which resulted in supervisors choosing Judging interventions. 相似文献
12.
Emma-Kate Kennedy Caroline Keaney Chris Shaldon Myooran Canagaratnam 《Educational Psychology in Practice》2018,34(3):282-299
Supervision is a critical component of initial training and continuing professional development for applied psychology practitioners, and effective supervision is significantly related to the quality of the relationship between supervisor and supervisee. The core task of supervision is to engage in a relational process that provides containing and security, thus facilitating professional growth through reflection on experience. Two key arguments are proposed in this paper: (i) models that support theory-to-practice connections are essential for both supervisees and supervisors and (ii) models informed by psychological theory that place relating and reflecting at the heart of the supervisory process promote practitioner development and effective outcomes for clients. One model – the Relational Model of Supervision for Applied Psychology Practice (RMSAPP) – is outlined, and the systemic, psychodynamic and attachment lenses privileged within it are explored. The paper concludes with the strengths and challenges of the model, along with suggestions for future research directions. 相似文献
13.
NICHOLAS LADANY CHRISTOPHER S. BRITTAN-POWELL RAJI K. PANNU 《Counselor Education & Supervision》1997,36(4):284-304
Data from 105 counselor trainees indicated that supervisee–supervisor racial identity interactions were related to the supervisory alliance, and racial identity interactions and racial matching influenced supervisees' development of multicultural competence. 相似文献
14.
The authors explored whether supervisor and supervisee self‐ratings of mindfulness (N = 72 supervision pairs) predicted perceptions of the supervisory relationship and session dynamics. Only supervisor self‐ratings of mindfulness predicted their own ratings of the supervisory relationship and session dynamics. 相似文献
15.
This study examined the influence of mentor’s status (supervisor vs. non‐supervisor) and gender similarity (homogeneous vs. diversified) of mentor–protégé dyads on protégé’s perception of mentoring functions and outcomes. We collected and analyzed data from 217 mentor–protégé dyads comprised of working professionals from a variety of industries. Results of MANCOVA indicated that supervisory mentors provided more career development functions than non‐supervisory mentors. Mentor–protégé gender similarity and mentor’s supervisory status interacted to influence psychosocial support, career development, and career satisfaction. Key findings are discussed in terms of implications for future research and career counseling in industry and education. 相似文献
16.
DONNA W. UPCHURCH 《Counselor Education & Supervision》1985,25(2):90-98
An intense relationship may develop in supervision that is similar in important ways to the treatment relationship. The supervisory relationship provides a model for ethical behavior for the supervisee in addition to being an important adjunct of counseling. Thus, the nature of supervision may have either positive or negative consequences in terms of treatment outcome. The supervisor is accountable for this delicate and complex relationship without the benefit of specific ethical guidelines. The supervisee is in a potentially vulnerable and powerless position without the protection of standards for behavior articulated. Ethical issues involved in supervision are raised in this article for potential resolution by the profession in an effort to protect the supervisor and supervisee and to enhance the quality of supervision. 相似文献
17.
Patient Rambe Muchazondida Mkono 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):702-734
Despite the surging prominence of literature that explores mobile instant messaging’s (MIM) capacity to leverage transformative pedagogical practices in higher education, studies that unravel the appropriation of MIM to leverage postgraduate supervision in authentic learning contexts are less frequent. Consequently, a gap persists on the nature of postgraduate supervisees’ existential and relational authenticity as they interface with MIM and supervisors during their consultation processes. This study drew on Heidegger’s existential authenticity, a netnography of WhatsApp-based supervisor–supervisee consultations and in-depth interviews to unravel how WhatsApp-mediated postgraduate supervision fosters the social construction of relational and existential authenticity in resource-constrained contexts. The findings suggest that authentic supervision was constructed through supervisor–supervisees’ negotiation of academic hierarchies, supervisees’ self-expression and self-disclosure, their management of moments of anxiety and conflict deflation in ambivalent supervision scenarios. The study recommends that supervisors need to manage the significant yet unrecognised “nervous moments” in technology-mediated supervision environments, where compression of hierarchy may be conflated with negation of the supervisor’s authority. 相似文献
18.
The purpose of this study was to examine the relationship between supervisors' and supervisees' self‐reported ability to make healthy adult attachments in relationships, social provisions, and the perceptions of the supervisory working alliance. Data from 67 supervisee‐supervisor dyads indicated that supervisees' social provisions and ability to make healthy adult attachments did not predict supervisees' or supervisors' perceptions of the working alliance at a statistically significant level, but the supervisors' ability to make adult attachments was predictive of both the supervisees' and supervisors' perceptions of the supervisory working alliance. Implications of the findings and directions for future research are discussed. 相似文献
19.
This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure. 相似文献
20.
Rhonda Neswald‐McCalip 《Counselor Education & Supervision》2001,41(1):18-27
The author clarifies key concepts and assumptions of attachment theory, emphasizing the importance of adult attachment relationships in counseling supervision. Case examples are presented of supervisee behaviors and subsequent supervision strategies used during a semester‐long practicum. The case examples illustrate how the application of theoretical constructs described in attachment theory can foster productive supervisor and supervisee alliances. 相似文献