Counseling Effectiveness and Trainee Helping Qualities: Another View

Abstract

This study addresses the importance of client satisfaction as an index of counseling effectiveness and also examines the relationship between trainee personality characteristics and supervisor ratings of trainee performance. Results indicated that a significant inverse relationship existed between trainee levels of self-acceptance and client's ratings of counseling satisfaction. Supervisor's ratings of the trainee's performance and progress in supervision were also inversely related to trainee levels of self-acceptance. Agreement was found between supervisor's ratings of trainee performance and client satisfaction with counseling. Implications of these results are discussed in terms of counselor training programs and future research designs.A major concern facing counselor educators centers on the relationship among clients, trainees, and supervisors. This relationship has bearing on developing effective counselors, and ultimately influences client's welfare and counseling outcomes.Previous research has focused on examining different aspects of the client-trainee-supervisor interaction, but it has been disjointed. Little continuity has existed among these efforts, and the results have been confusing and contradictory. The following examples illustrate the complexity of these issues as they relate to counselor training programs.

Supervision and psychotherapy process and outcome: A meta-analytic review.

“…Kivlighan et al (1991) found that compared to therapists receiving videotaped supervision, clients working with therapists receiving live supervision reported stronger WA. Zarski, Bubenzer, and Walter (1980) assessed the relationship between supervisor’s rating of the therapist’s performance and client’s rating of the satisfaction using the Counseling Evaluation Inventory (CEI; Linden, Stone, & Shertzer, 1965) and found a moderate association. Using the same scale, Couchon and Bernard (1984) found that timing of supervision was positively associated with clients’ scores on the CEI.…”

Current Trends in Practicum Supervision Research

“…One approach to this area was to concentrate on personality characteristics of the practicum student. Zarski, Bubenzer, and Walter (1980) found that trainees obtaining high ratings from their clients have significantly lower levels of self-acceptance (as measured by the California Personality Inventory) than students receiving low ratings. I believe that this seemingly contradictory finding was an indication that possessing a quality associated with effective helping is not sufficient for a student; the quality must be perceived by the client.…”

Effective Supervision As Portrayed By Trainee Expectations and Preferences

“…They view supervision as a relationship in which trainees are responsible for their own growth and development. Most researchers, however, recognize the initial stage of the supervisory relationship involves the management of anxiety (Barnat, 1973;Fleming 8c Benedek, 1966;Kaplan, 1983;Moscowitz & Rupert, 1983;Reising & Daniels, 1983;Zarski, Bubenzer, & Walter, 1980). Supervisors aim to manage, rather than eliminate, tension in supervision to enable the trainee t o reduce performance anxiety while stimulating motivation to learn.…”

“…Some fear supervisors will abandon them during a sequence of sessions, leaving them "stuck" (Barnat, 1973). Zarski, Bubenzer, and Walter (1980) noted that trainees may use a high level of self acceptance as a defense against feedback and growth; therefore, it may be harder to train a confident person than a more anxious but willing learner. Littrell (1978) asked trainees to rank their concerns and reported they were highly concerned with learning skills and determining client needs, moderately concerned with self-adequacy as counselors and the proper understanding of the counselor's role, and slightly concerned about being liked by the client.…”