Effective supervision as perceived by beginning counselors-in-training.

Worthington, Everett L.; Roehlke, Helen J.

doi:10.1037/0022-0167.26.1.64

Cited by 162 publications

(174 citation statements)

References 20 publications

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“…In addition, a more specific description of supervision techniques that can be used to create the appropriate environments for each counselor is necessary. Work on evaluating the effectiveness of different supervision techniques for beginning counselors has already begun (Worthington & Roehlke, 1979). Once this task has been accomplished for all levels of counselor trainees, the factors appearing to be most instrumental in effecting change during the supervision process can be operationalized and subjected to empirical scrutiny.…”

Section: Discussionmentioning

confidence: 99%

Approaching supervision from a developmental perspective: The counselor complexity model.

Stoltenberg¹

1981

Journal of Counseling Psychology

431

488

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This article presents a developmental model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the supervisee is described from the entry level counselor through the advanced master counselor stage. Characteristics of supervisees at each of the four levels of the model are discussed as well as the appropriate supervision environments that encourage development to the next highest level. The supervisor skills of discrimination and the creating of environments are discussed in relation to the characteristics of supervisees and the appropriate environments for the supervision process. Suggestions are offered for future directions of supervision research.

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Section: Discussionmentioning

confidence: 99%

Approaching supervision from a developmental perspective: The counselor complexity model.

Stoltenberg¹

1981

Journal of Counseling Psychology

431

488

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“…In order to examine the supervisory process, a list of 44 supervisor behaviors was compiled from the measuring device used by Worthington and Roehlke (1979) and from informal discussions with external supervisors who suggested two additional behaviors. In these, the supervisor would (a) encourage the use of audiotapes and verbatims, or transcripts of the interview; and (b) arrange joint counseling sessions as part of supervision.…”

Section: Instrumentmentioning

confidence: 99%

Counselor Supervision as a Function of Trainee Experience: Analysis of Specific Behaviors

Cross¹,

Brown²

1983

Couns Edu & Supervision

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Fifty-one supervisees varying in both experience and trammg (a) judged 44 specific supervisor behaviors for the frequency that they were implemented in supervision and (b) judged supervision effectiveness. which was assessed on five separate scales. Factor analysis of the supervisor behaviors revealed four factors: Evaluative Support. Time/Structure. Method of Supervision. and Rapport. Results from multivariate analysis of variance showed that one factor. Method of Supervision. was statistically significant with beginning trainees emphasizing more the mechanics and task of supervision. Other trends showed that experienced supervisees entertained a less structured interaction with supervisors that was more supportive and considered more effective. Analysis of specific supervisor behaviors gave support to the notion that supervision over time can be conceptualized as a developmental process.

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“…These behaviors may be considered instructional, as distinct from feedback, because they communicate the supervisor's knowledge about some issue to the trainee, rather than the supervisor's evaluative observations of the trainee's behavior. Worthington and Roehlke's (1979) results suggest that instruction in a conceptual skill may facilitate acquisition to a greater extent than feedback about the trainee's behavior. A rationale for this hypothesis is that instructional behaviors more explicitly convey the supervisor's conceptual knowledge and skill in using it than does feedback.…”

mentioning

confidence: 80%

“…These items were based on the measures used by Worthington and Roehlke (1979). Each was measured by a 7-point scale, ranging from negative to positive.…”

Section: Dependent Measuresmentioning

confidence: 99%

“…Thus, the didactic model seemed a fruitful place to begin in studying the relationship between supervision and conceptual skill acquisition. This idea was further supported by Worthington and Roehlke's (1979) research on beginning practicum supervision. They found that among the supervisory behaviors associated with the didactic model, some were considered by trainees to be much more important than others in contributing to their improvement as counselors and satisfaction with supervision.…”

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confidence: 96%

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The Acquisition of Conceptual Skills: An Exploratory Study

Claiborn

Dixon

1982

Couns Edu & Supervision

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It was hypothesized that explicit instruction in the use of a conceptual framework would be more effective than feedback about behavior in teaching the conceptual skills of problem definition and goal formulation to beginning practicum students. Counseling trainees received one of two kinds of supervision, instruction or feedback, in written form following an interview with a role-play client. They subsequently interviewed two more role-play clients. After each interview, trainees formulated problem definitions, short-term goals, and outcome goals for the case. At the end of the experiment, they rated the supervision they received and their own counseling performance in the three interviews. Results did not support the hypothesis, but rather the reverse. Feedback was found to be more effective in teaching goal formulation and was perceived by trainees to be more effective.Learning how to conceptualize client problems and formulate counseling goals is an essential part of counselor training. Theoretical knowledge of behavior and behavior change is necessary, but not sufficient, for effective case conceptualization. Counseling trainees must also acquire conceptual skills, the ability to apply particular theoretical concepts and propositions in understanding a client's behavior. Conceptual skills, like interviewing and intervention skills, are acquired in a context of supervised practice. Indeed, the two kinds of skills evolve together: Trainees develop conceptual skills as they endeavor to make sense of information gathered in the interview. They use the resulting conceptualization as a guide for further interviewing and in choosing

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Effective supervision as perceived by beginning counselors-in-training.

Cited by 162 publications

References 20 publications

Approaching supervision from a developmental perspective: The counselor complexity model.

Approaching supervision from a developmental perspective: The counselor complexity model.

Counselor Supervision as a Function of Trainee Experience: Analysis of Specific Behaviors

The Acquisition of Conceptual Skills: An Exploratory Study

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