No abstract

Columbia Counseling Services, 16 supervisors of beginning practicum counselors rated the importance to good supervision of 42 supervisor behaviors. At the end of their first semester of training, 31 beginning practicum counselors rated the frequency with which their supervisors actually performed each of the 42 supervisor behaviors. The counselors also rated the effectiveness of supervision on three dimensions: (a) satisfaction with supervision, (b) supervisor competence, and (c) contribution of supervision to improved counselor ability. In general, supervisors perceived supervision as primarily providing feedback to supervisees. Beginning counselors rated their supervision as good, however, if (a) a personal and pleasant supervisor-supervisee relationship existed; (b) supervisors provided relatively structured supervision sessions, especially during early sessions; and (c) supervisors directly taught beginning counselors how to counsel (by example, by using literature, and by didactic instruction) and then encouraged the new counselors to try out their new skills.

Results of a survey of cross-racial supervision dyads at university counseling centers showed (a) supervisees were more sensitive to culturalhacia1 issues than were supervisors, (b) supervisors reported making more efforts to address cultural issues than supervisees perceived, and (c) satisfaction with supervision was related to supervisees'self-disclosure and dyad members' perceived positive attitudes toward each other.Resultados de una encuesta sobre duos de supervision de diferentes razas en centros de consejeria universitarios demostro lo siguiente (a) 10s supervisados fueron mas sensibles sobre temas culturales o raciales que 10s supervisores, (b) 10s supervisores reportaron haber hecho mas esfuerzo para tratar temas culturales que lo que fue percevido por 10s supervisados, y (c) la satisfaction en la supervision estuvo relacionada con le nivel de auto-revelation de 10s supervisados y la percepcion de actitudes positivas hacia el otro.s cross-racial encounters in supervision become more and more common in the training of professional counselors and psychologists (Fong A & Lease, 1997), supervisors are challenged with the task of training students with diverse cultural backgrounds. Therefore, addressing cultural issues in supervision is vitally important in the personal and professional development of counseling students in general and counseling students who are racially different, in particular

Whereas most supervision researchers have used outcome measures, in this study we examined and compared both process and outcome variables within supervision. Specifically, trainees were asked to give their perceptions of the most important issues and the most important supervisor interventions at the end of each weekly supervision session throughout a semester as well as at the conclusion of supervision. Supervisees in the study were at three levels of training (beginning practicum, advanced practicum, and doctoral intern). The results lend additional support to previous findings that emphasized the importance of supervisory support and client-treatment planning for trainees. A finding different from those of previous studies was that this was true not only for beginning trainees but for trainees at all levels of experience. In addition, the results provide descriptive data that are supportive of a developmental model of supervision both between trainee levels and within trainee groups.Supervision is well established as a significant aspect of the applied training of professional psychologists (American Psychological Association [APA], 1980;Bartlett, Goodyear, & Bradley, 1983) and is thought to have a dominant influence on the development of the practitioner-intraining (Karr & Geist, 1977;Pierce & Schauble, 1970, 1971. It is important, therefore, to study and understand the supervision process to best facilitate trainee learning.During the past 5 years, there has been an increasing focus on understanding just what occurs in the supervision process (e.g., Holloway, 1982) and how to make it most effective (e.g., Holloway & Hosford, 1983). Among the current theories of supervision, one of the more recent perspectives to receive attention is viewing supervision as a developmental process (e.g.