Approaching supervision from a developmental perspective: The counselor complexity model (original) (raw)
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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.
Changes in supervision as counselors and therapists gain experience: A review
… : Research and Practice, 1994
Considerable research relevant to counselor and therapist development has been done since Worthington's (1987) review. Additional support has surfaced for Worthington's conclusions: There is support for general developmental models, perceptions of supervisors and supervisees are consistent with developmental theories, the behaviors of supervisors change as counselors gain experience, and the supervision relationship changes as counselors gain experience. Although the types of research used and the sophistication of data analysis have improved somewhat, too few studies directly address changes over time for trainees in supervision. Suggestions are given for future research in supervision to reflect the level of specificity necessary to investigate developmental models.
Changes in supervision as counselors and supervisors gain experience: A review
Professional Psychology: Research and Practice, 1987
Evidence bearing on whether and how counselors and supervisors receive or give different types of supervision of psychotherapy as they each gain experience was investigated. Theories describing changes in supervision of counselors as they gain experience are reviewed. Most are similar to each other. They posit changes in the supervisee, with supervision environments being matched to the changing needs of the supervisee. There are three theories concerning how the supervisor changes as he or she gains experience. Findings from empirical studies are consistent with theories of counselor development but only weakly supportive of the theory that actual supervision environments are matched to supervisee needs. Findings from empirical research on changes in supervisors as they gain experience reveal few differences in supervisors at any level beyond the master's degree.
International Journal of Psychology and Educational Studies, 2024
The study investigated how clinical supervision affects the personal and professional development of first-time supervisees. The explanatory sequential mixed methods research design was employed in the study. Quantitative data was collected using a single group pretest-posttest experimental design to evaluate the impact of supervision on the personal and professional development of counselors in training. Individual interviews were conducted with 51 volunteer participants who were counselors in training at a state university in western Türkiye. Paired-sample t-tests were used to analyze the quantitative data, while content analysis was employed for the qualitative data. The findings showed that supervision significantly enhanced the counselors in training's effective counselor characteristics and self-awareness management strategies. However, there were no significant differences in hindering self-awareness and professional disposition. The qualitative analysis revealed that counselors in training who participated in supervision gained a deeper understanding of counseling procedures and techniques, increased trust in the profession, and improved self-efficacy. Counselors in training also highlighted the positive impact of their supervisor and group supervision format on their development. The results of the study suggest the significance of supervision in counselor education. It is recommended that the variables included in the current research and the effect of supervision should be examined in more studies.
Adıyaman University Journal of Educational Sciences, 2018
Mental health providers address mental health issues and/or increase the quality of life at different levels starting from individual to global levels for individuals and communities. Mental health providers are key people who strive to alleviate suffering and enhance wellbeing of people. Therefore, more professional supervision is need to focus on the training of mental health providers, which means their clinical supervision. In this literature review article, the author specifically focused on empirical studies that examined beginning counselors’ developmental process. The author provided brief information about developmental models of supervision, common challenges and supports the beginning counselors-in-training experience, and common implications for supervisors. The author also shared some of their site experiences from Turkey and the U.S. to clarify how supervision needs more professional attention. They also explained how supervision in Turkey need more attention and yet also stated how some contextually sensitive supervision models emerge like structured active/engaged peer supervision model (or in Turkish, Yapılandırılmış Aktif Akran Süpervizyon Modeli, YASAM). The most important point of this study is supervisors consider developmental process of their supervisees and support them with positive, supportive, and constructive feedback while utilizing meaningful and engaging activities to challenge them so that supervision process becomes more effective and meaningful. Research questions were discussed for the future studies.
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.
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.
Counselors’ Views About Their Training Supervision: A Qualitative Survey
DergiPark (Istanbul University), 2021
This study aims to examine counselors' views about the supervision they received during their training. It was designed according to the phenomenological approach, which is a qualitative research design. To select the study group, the researchers made simultaneous use of the criteria sampling, maximum diversity sampling, and convenience sampling methods. The main inclusion criteria for the study group required that the counselors had taken the "Individual Counseling Practicum" course during their undergraduate education and had graduated from a department of "Counseling and Guidance". Thus, 21 counselors who graduated from universities in different regions were purposefully selected to ensure maximum diversity in the research. MAXQDA software was used for data analysis to help the researcher in systematic evaluation and interpretation of qualitative texts. Based on the study results, the theme 'supervisory process' was divided into seven sub-themes, which are assessment of supervision, the methods and techniques used in supervision, frequency of supervision, focused theory of supervision, supervisor's approach and style, supervisory relationship, and focus of feedback during supervision. In addition, these seven sub-themes identified according to research results were further divided into additional categories.