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1.
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
2.
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
3.
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
4.
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
5.
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
6.
Darcy Haag Granello 《Counselor Education & Supervision》2003,42(3):189-202
A content analysis of audiotapes from 42 counseling supervisory dyads examined the effects of supervisor and supervisee gender on the influence strategies used in the session. Gender of the supervisor was not related to influence strategy. Supervisors of both genders were significantly more likely to accept or build upon the ideas generated by female supervisees and asked for more opinions from male supervisees. Male supervisees gave significantly more suggestions than did female supervisees, and female supervisees praised their supervisors more often than did male supervisees. Also, age differences between supervisor and supervisee interacted with gender to affect influence strategies used in the supervisory dyad. 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.
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
9.
Harvey Charles Peters Michele Rivas 《International journal for the advancement of counseling》2018,40(3):237-254
The Self-Model of Humanistic Supervision (SMHS) entails the integration of humanist and postmodern epistemology and ontology into a model of clinical supervision. The SMHS offers five core-selves, five enactors of self, and the cyclical process of enactment as a working framework for supervisors and counselor educators. This model provides supervisors with a culturally responsive, holistic, co-constructed, and relational way to assist supervisees in personal and professional growth. 相似文献
10.
Gill Carrington 《Educational Psychology in Practice》2004,20(1):31-42
Within educational psychology, as in other professions, there is a pervasive view of supervision as a one‐way learning process, with knowledge and skills being passed from supervisor to supervisee in a linear fashion. It is proposed that we need to shift our perspective in order to acknowledge the rich learning opportunities for both participants involved. This view is illustrated by an analysis of the author's own learning gains while supervising an Educational Psychologist in Training. It is suggested that viewing supervision as a reciprocal learning process has potential benefits for supervisors, supervisees and the profession as a whole. 相似文献
11.
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
12.
The Educational Psychology Service in this study has responsibility for providing group supervision to Emotional Literacy Support Assistants (ELSAs) working in schools. To date, little research has examined this type of inter-professional supervision arrangement. The current study used a questionnaire to examine ELSAs’ views on the supervision provided to them. Key areas of interest were the extent to which supervision was perceived to be meeting ELSAs’ needs, their relationship with their supervisor and other group members, the advantages and disadvantages of receiving supervision as a group, and the impact of supervision on practice. Questionnaires were returned by 270 ELSAs. The responses indicated that the majority felt that their supervision needs were being met and that they had a good relationship with their supervisor and other group members. Supervision was generally considered to be a useful mechanism for discussing cases, sharing ideas and problem-solving. Consequently, the majority felt better able to support pupils as a result of this support. The results are discussed in light of the dual role that educational psychologists (EPs) who provide this type of supervision have, and the implications of this for educational psychology practice. 相似文献
13.
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
14.
With the increasing demand for doctoral education, co-supervision, understood as the formally agreed supervision of a research student by two or more academics in doctoral programmes, has become common practice in postgraduate circles in the UK. If supervision with one supervisor is complex due to personal, academic, ethical and sometimes cross-cultural issues, having two supervisors makes this process sufficiently challenging in practice to be specifically investigated in research, not least because of the additional communication issues. However, co-supervision is under-explored in the academic literature. In this article we look at the experience of co-supervision as reported by co-supervisors and those supervised by them in a UK university department within an arts and social sciences faculty, and aim to contribute to the literature on co-supervision by considering co-supervisors’ and their supervisees’ perspectives on co-supervision practices. Amid a general welcoming of the practice, with both parties seeing co-supervision entailing learning opportunities – for co-supervisors, learning from colleagues; for supervisees, learning from two experienced researchers – we report shared and specific concerns of these two groups. Time is a concern for both groups, but in different ways. Particularly interesting is the issue of harmony between the co-supervisors, including in feedback, the desirability of which will be perceived differently within any co-supervisor–supervisee relationship. The need for awareness-raising for co-supervisors as regards what their supervisees may feel but may not articulate may be greater for co-supervision than solo-supervision arrangements, given the additionally complex web of institutional and interpersonal relationships co-supervision entails. 相似文献
15.
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
16.
It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed. 相似文献
17.
The objective of this paper is to map the role of capital in the process of learning to become a postgraduate supervisor. Economic, technological and geopolitical changes in higher education call into question previous assumptions about supervision. Supervision is no longer primarily seen as an intellectual and social enterprise but is increasingly seen as professional work, where one's capital (or lack of) shapes the process of being and becoming a supervisor. It is frequently assumed that the students are the only ones learning in a supervisory relationship. Novice supervisors are, however, often left to their own devices to discover or learn the inherent rules, epistemologies and ontologies in becoming and being supervisors through a process of compromise and negotiation. In this article, we specifically focus on the need for novice supervisors to understand and navigate the field, and plot their career trajectories, as a constant exchange of different aspects of capital. This article is conceptual, rather than empirical. We suggest that it may be helpful to understand the field of supervision in a Bourdieusian sense, with specific reference to the role of (academic) capital in the formative processes of becoming and being a supervisor. We discuss social capital, gender and race, age, values, beliefs and experiences, as well as linguistic abilities, as factors influencing the individual habitus of the supervisor in relation to the doxa of the field. 相似文献
18.
19.
Maria Malikiosi-Loizos W. O. Mehnert G. G. Work Joel Gold 《International journal for the advancement of counseling》1981,4(2):119-129
The present study investigated the effects of didactic and experiential supervision procedures on the judged counseling effectiveness of high and low cognitive complexity counselor trainees. Subjects in the two supervision groups (N=16) were trained in attending, questioning, and reflection of feeling over three sessions. Training consisted of exposure to videotaped counseling models, discussion of the model's behavior with the supervisor, videotaped role playing of therapy, and discussion of the therapy with the supervisor. Training was exactly the same for both groups except for supervision. A control group (N=8) did not receive any training. All subjects, including controls, were pre- and post-tested for counseling effectiveness as measured by judged tape ratings on the 25-item Counselor Effectiveness Scale and four scales designed to assess affective, exploratory, listening, and honest labeling responses.High complex subjects responsed more favorably to the didactic supervision significantly outperforming both the high complex controls and the low complex didactic subjects on four of the five dependent measures, whereas high and low complex subjects did not respond differentially to the experiential supervision. The results were discussed in terms of fitting the complexity of the students to the supervision approach in selecting students for counseling programs.This paper was presented at the International Round Table for the Advancement of Counselling, Thessaloniki, Greece, April 1980, and was based partly on the senior author's doctoral disser tation (University of Maine, 1978). 相似文献
20.
《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