Edgar Angelone - Academia.edu (original) (raw)

Papers by Edgar Angelone

Arthritis Care & Research, 1992

Professional Psychology: Research and Practice, 1991

A quasi-experimental design was used to compare a cohort of therapists who received live supervis... more A quasi-experimental design was used to compare a cohort of therapists who received live supervision (n = 23) with a cohort who received videotaped supervision (n = 25). The therapists met with a recruited client for four sessions. Therapists recorded their intentions for each of their interventions and clients completed the Working Alliance Inventory and Session Evaluation Questionnaire after each session. As hypothesized, therapists in the live supervision condition used more relationship and support intentions, and their clients reported stronger working alliances and less smooth sessions. These findings suggest that live supervision enhanced or sped the learning of an interpersonal-dynamic approach to therapy. Implications for training and research are discussed. Live supervision has become a popular training format in family therapy (Lewis & Rohrbaugh, 1989). Although definitions vary, we define supervision as live if the supervisor watches an ongoing interview, enters the session and intervenes in the therapy process, and debriefs the supervisee at the end of the interview. Many authors (e.g., Berger & Dammann, 1982; Kniskern & Gurman, 1979) have noted the advantages of live over more traditional forms of supervision (e.g., case description, audio-taping, and videotaping). The main advantage of live supervision seems to be that trainees are able to more rapidly perform the specified counseling skills (Rickert & Turner, 1978). According to Berger and Dammann, this accelerated performance occurs for several reasons. First, the supervisory feedback is immediately available, allowing the therapist trainee to implement suggestions in a more efficient and timely manner. Second, the supervisor can provide in vivo modeling for the trainee. Third, the supervisor can help to shape the trainee's behavior by offering incremental suggestions. Fourth, there is a synergistic effect, with one supervisory intervention DENNIS M. KIVLIGHAN, JR. received his Ph.D. from Virginia Commonwealth University in 1982. He is currently an Assistant Professor and Director of Graduate Studies in the Department of Educational and Counseling Psychology at the University of Missouri-Columbia. His areas of interest are counselor training, therapy process, and group therapy.

Journal of Counseling Psychology, 1992

Journal of Counseling Psychology, 1991

Nocita and Stiles's (1986) hypothesis that differences in session evaluation for introverted clie... more Nocita and Stiles's (1986) hypothesis that differences in session evaluation for introverted clients occur as a result of differences in counselor intention use was examined. Novice counselors saw recruited helpees for four sessions. Findings showed that introverted helpees rated their sessions as less smooth but not less deep than did nonintroverted helpees. Helpee-rated session smoothness was associated with greater use of the support intentions and less use of the resistance and challenge intentions. Novice counselors used more cognitions and challenge intentions and fewer support, relationship, and therapist needs intentions with introverted helpees than with nonintroverted helpees. Results suggested that the decreased session smoothness ratings for introverted helpees resulted from an increased use of challenge intentions and a decreased use of support intentions by the novice counselors. Implications are discussed. We gratefully acknowledge the assistance of Michael Patton and two anonymous reviewers for their comments and suggestions on this article.

Journal of Counseling Psychology, 1994

We explored projection in group counseling by examining the relationship between the group member... more We explored projection in group counseling by examining the relationship between the group members' interpersonal problems and their perception of the group leader. Before participation, 118 personal-growth group members filled out the Inventory of Interpersonal Problems (L. M. Horowitz, S. E. Rosenberg, B. A. Baer, G. Ureno, & V. S. Villaseflor, 1988), and after each session they filled out the Trainer Behavior Scale (L. Bolman, 1971). A latent variable analysis revealed that during the first 10 group sessions, overly dominant group members perceived the group leaders as more dominant and overly cold group members perceived the group leaders as less affiliative. There was less relationship between group members' interpersonal problems and ratings for group leaders over time. Implications of these results are discussed.

Psychiatric Services, 1991