Counseling Supervisors: Standards for Preparation and Practice

Abstract

The emergence of counseling supervision as a professional specialty is reviewed, the need for standards of training and practice is explained, and the process by which the "Standards for Counseling Supervisors" came into existence is described. Current and potential options for their implementation are discussed.

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

“…Whereas being a competent counselor is a necessary component of being a competent supervisor, counseling skills do not sufficiently enable one to work as an effective supervisor (Clarkson and Gilbert 1991;Dye and Borders 1990;Farrell 1996;Hillman et al 1998). Indeed, Stoltenberg et al (1998) indicate that just being a counselor does not sufficiently enable one to supervise others' work.…”

“…Hillman et al (1998), Rodenhauser (1995), Klein (1993), Ellis and Douce (1994), and Minnes (1987) state there is a paradox in counseling supervision training, namely, while the supervisory role is considered important, training in how to be a supervisor is very limited. While training in supervision for doctoral students in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs may be required and be recommended for other programs (Borders et al 1991;Dye and Borders 1990), many professionals providing counseling services report no training in supervision (Johnson and Stewart 2000;Robiner et al 1997). The historical idea that preparation as a counselor is an adequate preparation for supervisory functioning may limit the requirement or perceived value of supervisory training in many programs (Baranchok and Kunkel 1990).…”

The proactive model of school counselling

“…For example, school board guidelines to ensure school counsellors will not be assigned administrative duties may be structured in an organization, It might be necessary to recommend restructuring the organizational structure of a school in order to make counsellors directly responsive to the director of guidance services, district's central staff or assistant superintendent for instruction rather than the school principal. It is also important that a counsellor is supervised only by those personnel who have some training in counselling themselves (Barret & Schmidt, 1986;Dye & Borders, 1990;Gysbers & Henderson, 1988). The major objective of organizational structure is to grant the school counsellor time and freedom to design and implement the school guidance program proactively.…”

The Relationship Between Multicultural Supervision, Multicultural Competence, and Multicultural Self-Efficacy and the Effect of Previous Supervisors on the Development of Multicultural Supervision, Multicultural Competence, and Multicultural Self-Efficacy

“…Supervisors need to be more than competent counselors. Supervisors need to possess counseling competence in addition to the ability to convey their knowledge and skills to their supervisees (Dye & Borders, 1990). The skills necessary to be a competent counselor are different from the skills that make effective supervisors.…”

“…the ability to work with supervisees. on counseling competence and help them explore interpersonal issues that help them form their professional identity (Dye & Borders, 1990). Part of supervisors.'…”