共查询到20条相似文献，搜索用时 31 毫秒
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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
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Pamela S. Lassiter Louise Napolitano John R. Culbreth Kok‐Mun Ng 《Counselor Education & Supervision》2008,47(3):164-178
Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients. 相似文献
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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
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The authors attempt to bridge the gap between the research literature on supervision and its application to evaluating individual supervisor effectiveness. A conceptual framework is presented for making decisions about evaluation. In this framework the decision maker is directed to consider three issues—the purpose of evaluation, the developmental stage of the counselor, and the focus of evaluation—in selecting measures of effectiveness. Within this context, some promising measures of supervision effectiveness are discussed, and methods for linking changes in supervisee functioning to supervisor interventions are considered. 相似文献
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This 10-year review of articles on practicum supervision examines articles in terms of findings and research design employed. Research is classified according to (a) role of the supervisor, (b) process of supervision, and (c) rating systems in practicum. While the studies reviewed were indicative of prevalent characteristics of counselor candidates and procedures for rating their counseling performance, still unclear are: expected supervisory roles, the effects of various roles on trainee performance, and the differential effectiveness of contemporary methods of supervision in assisting counselors to work more effectively with their clients. More highly refined experimental studies of counselor supervision are urged. 相似文献
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This study examined a multicultural group experience on students' (N= 94) ethnic identity development and social‐cognitive maturity. Although no differences were identified between treatment and comparison group participants, group therapeutic factors scores were predictive of ethnic identity development and social‐cognitive maturity. Implications for counselor educators and future research are discussed. 相似文献
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Computer‐based clinical supervision of counselors‐in‐training is becoming more prevalent (M. Reisch & L. Jarman‐Rohde, 2000); however, its use is still in its infancy, and ethical standards have not been established regarding its practice. There exists a dearth of literature focusing on the ethical practice and development of supervisees when using computer‐based supervision. This article (a) explores ethical practice when using technology to facilitate counselor supervision, (b) reviews specific types of computer‐based applications, (c) presents potential advantages and disadvantages of computer‐based supervision, and (d) offers implications for counselor educators and supervisors. 相似文献
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The Council for Accreditation of Counseling and Related Educational Programs (2001) has approved the use of triadic supervision as an alternative to individual supervision in clinical instruction. However, literature describing this mode of supervision is very limited. A model for triadic supervision is described, including presession planning, in‐session strategies, and administrative considerations and supervisee evaluation. An evaluation of the model from 2 recent studies is also discussed, and recommendations are provided for using triadic supervision in counselor preparation. 相似文献
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DAVID M. KAPLAN 《Counselor Education & Supervision》1983,22(3):215-226
This article presents a conceptual framework and explores the results and implications of practicum research published from 1975–1982. Forty-two studies were found pertaining directly to practicum supervision and were divided into two categories: maximizing effectiveness of the practicum experience and specific techniques in practicum supervision. Overall, practicum supervision was found to be a worthwhile and beneficial experience and a necessary part of counselor education programs. Focusing on the personality characteristics or value systems of supervisors or supervisees, however, produced mixed results in predicting training effectiveness. There was greater consistency in the examination of specific techniques in supervision with positive outcomes resulting from the utilization of microtraining, dual supervision, peer supervision, modeling, and IPR. The use of programmed instruction was not supported. 相似文献
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Two hundred and fifty Neighborhood Youth Corps participants experienced group counseling over a 10-week period. Approximately half of the groups were conducted by five counselors who were supervised by a practicum instructor, and the remainder of the groups were led by unsupervised counselors. The participants in the supervised counseling groups were more positive toward their experiences than were those in the unsupervised counseling groups. The need for continuing supervisions or consultation of counselors is emphasized. 相似文献
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The authors present a case example and evaluation of group counselor supervision. Experiential client-centered and didactic techniques were used to achieve supervision goals within a developmental framework. 相似文献
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The authors describe a computer‐based “bug‐in‐the‐eye” approach to counselor supervision that is well suited to college counseling centers. Hardware and software requirements, comparisons with other forms of supervision, support for and limitations of this approach, and recommendations are presented. 相似文献
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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
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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
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Darcy Haag Granello Aaron Kindsvatter Paul F. Granello Jean Underfer‐Babalis Holly J. Hartwig Moorhead 《Counselor Education & Supervision》2008,48(1):32-47
Research and literature in the profession of counselor supervision primarily focus on the development of the trainee and what supervision and supervisors can do to help foster that development. Considerably less attention has been paid to the developmental path of the supervisor or how specific training or experiences in supervision can be used in intentional ways to help influence the development of the supervisor. This article reviews what is known about supervisor development and discusses a specific intervention, the use of a peer consultation model with an intentionally diverse group of supervisors, to enhance supervisor cognitive development. 相似文献
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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
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The purpose of the present study was to evaluate the preferences of supervisors and supervisees for 4 styles of counselor supervision and the perceived frequency of use of the 4 styles during a 10‐week supervision experience. The styles are labeled directive teacher, supportive teacher, counselor, and consultant. Data collected using 90 doctoral student supervisors and 168 master's‐degree student supervisees showed significant correlations among the styles. Implications for the process of counselor supervision are offered. 相似文献