Gender‐Aware Supervision in Marriage and Family Counseling and Therapy: How Far Have We Actually Come?

Rigazio‐DiGilio, Sandra A.; Anderson, Stephen A.; Kunkler, Kara P.

doi:10.1002/j.1556-6978.1995.tb00200.x

Couns Edu & Supervision

1995

DOI: 10.1002/j.1556-6978.1995.tb00200.x

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Gender‐Aware Supervision in Marriage and Family Counseling and Therapy: How Far Have We Actually Come?

Sandra A. Rigazio‐DiGilio

Stephen A. Anderson²,

Kara P. Kunkler³

Abstract: A systemic cognitive‐developmental framework is used to critique how the field of marriage and family counseling and therapy supervision currently integrates issues of gender.

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Cited by 9 publications

(1 citation statement)

References 35 publications

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“…The influence of cultural and gender differences on supervision has been of interest to researchers and practitioners for some time (Bernard & Goodyear, 2004). For example, theorists have addressed and researchers continue to study the effect of ethnicity/ race (e.g., Burkard et al, 2006;Constantine, 1997) and gender (e.g., Rigazio-DiGilio, Anderson, & Kunkler, 1995;Stevens-Smith, 1995) on clinical supervision. Relatively absent from this discussion of cultural influences in supervision, however, is a focus on lesbian, gay, and bisexual (LGB) concerns (Bernard & Goodyear, 2004).…”

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confidence: 99%

Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and nonaffirmative supervision.

Burkard¹,

Knox²,

Hess³

et al. 2009

Journal of Counseling Psychology

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Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript.

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mentioning

confidence: 99%

Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and nonaffirmative supervision.

Burkard¹,

Knox²,

Hess³

et al. 2009

Journal of Counseling Psychology

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Gender: Issues of Power and Equity in Counselor Education Programs

Hoffman¹

1996

Couns Edu & Supervision

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An Interactional Model for Empowering Women in Supervision

Nelson

1997

Couns Edu & Supervision

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Gender-related power differences have been observed in supervision. Empowering women involves attending to women's need for connection in interactions. An interactional model for encouraging connected power in supervision is presented.One goal of successful supervision is to facilitate the development of the trainee so that he or she can achieve a degree of professional autonomy (Hogan, 1964 1995) pointed out the difficulty for supervisors of attending to the technical and ethical demands of the profession while creating an environment that can foster development of the trainee's unique abilities. The supervisor is in a powerful position regarding monitoring and guiding the trainee's learning, yet must still find a way to allow the trainee to professionally emerge with his or her own sense of power. In other words, the supervisor must use his or her expert power to assist the trainee in assuming power.Recent investigations of supervision and counseling relationships have identified gender differences in the use of interactional power. Nelson and Holloway (1990) found that in relation to their trainees, men and women supervisors provided significantly more support for men's assumption of power in the interaction than for that of women. Accordingly, for the trainees, men exhibited significantly more power in the interaction than did women. In a discourse analysis of counseling interactions, Heatherington and Mary Lee Nelson i s an assbtant professor in the Depcutrnent of Educational Psychology a t the Uniwrstty of Washington, Seattle. Correspondence regarding this cuticle should be sent to Mary

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Gender‐Aware Supervision in Marriage and Family Counseling and Therapy: How Far Have We Actually Come?

Abstract: A systemic cognitive‐developmental framework is used to critique how the field of marriage and family counseling and therapy supervision currently integrates issues of gender.

Cited by 9 publications

References 35 publications

Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and nonaffirmative supervision.

Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and nonaffirmative supervision.

Gender: Issues of Power and Equity in Counselor Education Programs

An Interactional Model for Empowering Women in Supervision

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