Site Supervision of Professional School Counselors-in-Training: A Practitioner's Conceptualization (original) (raw)
Related papers
Reprinted from Counselor Education and Supervision
1995
A survey of supervisors of counselor licensure applicants in two states indicated that a state board's supervision regulations do have some impact on the practice of supervision. Article: Recently, greater attention has been given to the qualifications of those who provide clinical supervision for counseling students and post-degree practitioners (cf. Bernard & Goodyear, 1992). Minimal requirements for training and experience have been proposed (Association for Counselor Education and Supervision, 1993;
Reported Experiences of School Counseling Site Supervisors in a Supervision Training Program
Journal of school counseling, 2018
Many professional school counselors regularly serve as site supervisors to school counselors-in-training, despite never receiving formal supervision training. Using a phenomenological approach, the researchers explored school counseling site supervisors’ (N = 15) experiences in a clinical faculty school counseling university supervision training program. Findings included reported enhanced knowledge of supervision models and increased intentionality in supervision. Overall, participants’ experiences suggest meaningful outcomes associated with a counselor educator-led supervision training program for school counseling site supervisors.
Developing the Four-Stage Supervision Model for Counselor Trainees
Educational Sciences: Theory & Practice
Counselors should have the counseling skills necessary for making adequate therapeutic progress through counseling sessions. Counselors start learning skills and knowledge for counseling in their undergraduate education. During this critical period, the time, form, and quality of the process of gaining core competencies in counseling differ depending on several factors. Supervised sessions might be regarded among these factors. Supervised sessions should be conducted using a comprehensive, objective-driven, and need based model in order for the sessions to be able to reach their goals. Due to the need for more effective supervised sessions, the current study aims to introduce the four-stage supervision model and report preliminary results related to the model' s effectiveness. This study consists of 17 counselor trainees studying counseling psychology and the guidance department at a public university during the 2012 fall semester. All participants were enrolled in the Counseling Psychology Practicum. The mixed method design was used in the study. A counselor competencies evaluation form, developed by the researchers, was used in the quantitative phase while semi-structured interview forms were used in the qualitative phase. Pretest and posttest scores of counselor trainees' counselor competencies were provided using the counselor competencies evaluation form. A supervisor and cosupervisor rated the frequency of mistakes that had been made by counselor trainees through counseling sessions to make a frequency chart. The mistakes (ineffectiveness of counseling skills and lack of the required counseling skills) refer to ineffective counseling skills counselor trainees used and counseling skills which they didn't use although they should have been. Wilcoxon signed-rank test and frequency were used in analyzing the quantitative data, and the descriptive method was used in analyzing the qualitative data. Research findings from the quantitative part of the study indicate that counselor trainees made 280 mistakes at 92.71% over the first five supervision sessions, while making 22 mistakes in the last five supervised sessions at 7.28%. These results show that the supervised session conducted based on the four-stage supervision model reduced the counselor trainees' mistakes by 85.43%. Moreover, the results indicate a statistically meaningful difference between counselor trainees' pretest and posttest scores for counselor competencies (z =-3.62; p < .05). According to research findings found in the qualitative part of the study, counselor trainees remarked that the supervised sessions were beneficial for improving their counselor competencies in eight important dimensions. In summary, the four-stage supervision model developed for counselor trainees can be a supervision model that helps counselor trainees enhance their counseling competences. However, the study' s findings should be interpreted in terms of its limitations.
Supervision Modalities Developmentally Appropriate for School Counselors
Educational Resources Information Center (ERIC), 2003
This article presents a framework for using a variety of available supervision modalities, in relation to the Littrell's four stages of development of school counselors. Challenges in selecting and providing appropriate supervision to school counselors has been reported in the literature. Consistent with previous research, this review conceptualizes school counselor development as a life long task with identifiable characteristics at each stage. Several supervision modalities are reviewed and evaluated relative to four developmental stages. Suggestions for supervisor practices and further research are discussed. (Contains 25 references.)
Types of Counseling Supervision: A Conceptual Framework
Academia Letters, 2022
Clinical supervision has a long history across the many fields of mental health practice to ensure the safe delivery of services to the public and to maintain professional competence (e.g., Barnett, 2007; McCarthy, Kulakowski, & Kenfield, 1994). In fact, Bernard and Luke (2015) analyzed the counseling literature over a span of ten years to investigate typical types and topics related to supervision. However, none of the identified topics addressed power differentials. Hebert and Patterson (2010) drew sharp distinctions on the types of supervision based on power differentials. For the purpose of this discussion, similar delineations will be made on the typical types of supervision that occurs in a counseling program: Imbalanced and balanced types of supervision. Imbalanced types of supervision are more common and they are usually defined by these power differentials between the student and the supervisor. Practicum and intern students frequently have more than one of these supervisors at the same time. These can include the site supervisor, the professional supervisor, the practicum/internship supervisor, and the university supervisor Balanced types of supervision, on the other hand, do not involve power differentials and include peer supervision and self-supervision. Peer supervision involves the seeking of advice from a person from a commensurate level of training. Self-supervision, the final type of balanced supervision defined here involves the self-guidance of the individual.
Counselor Supervision: A Comparison Across States and Jurisdictions
Journal of Counseling & Development, 2019
Counseling as a profession has grown since its early days, and with that growth has come changes in the requirements for postgraduate supervision. To that end, there have been limited research studies focused on the supervision requirements for postgraduate counselors (
Journal of Counseling & Development, 2009
Professional school counselors (PSCs) at higher levels of psychological development negotiate complex situations and perform counselor-related tasks with empathy, flexibility, tolerance for ambiguity, boundary setting, personal and interpersonal awareness, and self-care more effectively than do individuals at lower levels of development. This article introduces an integrative clinical supervision model designed to promote the psychological growth (ego maturity) of PSCs-in-training; presents practical components of the model; and discusses implications for PSC educators, supervisors, and researchers.
Preparing Site Supervisors of Counselor Education Students
Counselor educators maintain a responsibility for providing site supervisors with professional development opportunities (Council for Accreditation of Counseling and Related Educational Programs, 2009). The goal of this study was to evaluate a model for providing preparation to site supervisors. Significant differences were observed from pretest to posttest on the Supervisory Self-Efficacy Scale (Johnson & Stewart, 2008).