A study of Hogan's model of counselor development and supervision.

Reising, Gregory N.; Daniels, M. Harry

doi:10.1037/0022-0167.30.2.235

Cited by 101 publications

(127 citation statements)

References 17 publications

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“…The lack of trends related to years practicing family therapy is inconsistent with the findings in the counseling psychology and counselor education literature, in which supervisees of different experience levels report different needs from supervision (Reising & Daniels, 1983;Worthington, 1984). This may be due to a problem in defining what is a beginning and an advanced therapist.…”

Section: Discussioncontrasting

confidence: 45%

Supervisors' and Supervisees' perceptions of the effectiveness of family therapy supervisor interpersonal skills

Wetchler

1989

The American Journal of Family Therapy

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Section: Discussioncontrasting

confidence: 45%

Supervisors' and Supervisees' perceptions of the effectiveness of family therapy supervisor interpersonal skills

Wetchler

1989

The American Journal of Family Therapy

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“…At stage three, the structure of supervision should be provided by the supervisee himself while at stage four, the supervision would be collegial in nature (1981). Results from empirical studies provide various degrees of support for the model (Friedlander & Snyder, 1983;Heppner & Roehlke, 1984;Hill, Charles & Reed, 1981;McNeill, Stoltenberg & Pierce, 1985;Miars, Tracey, Ray, Cornfeld, O' Farrell & Gelso, 1983;Reising & Daniels, 1983). In 1987 Stoltenberg and Delworth, after a thorough study on seven similar models, further elaborated on this perspective.…”

Section: Developmental Models Of Supervision In Counsellor Trainingmentioning

confidence: 88%

The Development of the Student Worker in Field Practice Training

Leung

1998

Hong Kong J. Social Work

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Findings from a pilot study on the field practice experience of undergraduate social work students give support to the postulation that in field practice, students go through a developmental process with stages, through which they learn to master practice knowledge and skills, develop personal awareness and establish a professional identity. The stages are roughly identified as "looking for certainty", "chaos" and "finding one's place". In each stage, common patterns of trainee needs, characteristics and emotional experiences are highlighted. Suggestions are made on how field instructors can provide the facilitating conditions for the students' learning and development through an understanding of these stages.

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“…The model specified by Stoltenberg (1981), however, has received some tentative support (e.g., Miars et al, 1983;Reising & Daniels, 1983) and suggests some issues that merit consideration in measuring supervision effectiveness. Stoltenberg proposed four stages of counselor development.…”

Section: Effective Counselor Development and Supervisionmentioning

confidence: 96%

A Conceptual Framework for Evaluating Supervision Effectiveness

Galassi

Trent

1987

Couns Edu & Supervision

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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.Although there are a number of reviews of research on psychotherapy training and supervision (e.g., Ford, 1979;Lambert, 1980;Matarazzo, 1978;Russell, Crimmings, & Lent, 1984), most of the studies reviewed have focused on beginning counselor-therapists and the learning of basic counseling skills. These studies have been informative but offer little for guiding the individual supervisor about how best to assess counselor competence at different stages of training and in relation to supervisor interventions.The literature suggests that the need for evaluating supervision effectiveness is great but that the incidence is relatively low. Although the American Psychological Association (APA), for example, requires evaluation of psychology training in its approved programs, little systematic assessment of that training occurs (Norcross & Stevenson, 1984). Moreover, it seems that supervisor feedback and ratings are the principal sources of assessment of supervision, with few alternatives considered. Program decision makers (i.e., those responsible for educational interventions, such as supervisors, administrators, and advisers) are confronted with a diversity of measures and conflicting research findings. Yet, their choices of how to evaluate their programs depend on a clear reading of this literature.

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A study of Hogan's model of counselor development and supervision.

Cited by 101 publications

References 17 publications

Supervisors' and Supervisees' perceptions of the effectiveness of family therapy supervisor interpersonal skills

Supervisors' and Supervisees' perceptions of the effectiveness of family therapy supervisor interpersonal skills

The Development of the Student Worker in Field Practice Training

A Conceptual Framework for Evaluating Supervision Effectiveness

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