How honest do counsellors dare to be in the supervisory relationship?: An exploratory study

Webb, Angela W.; Wheeler, Sue

doi:10.1080/03069889808253860

Cited by 71 publications

(63 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…personal issues unrelated to supervision, clinical mistakes, evaluation concerns, and sexual feelings toward clients (Ladany et al, 1996;Webb & Wheeler, 1998;Yourman & Farber, 1996). We thus wondered whether predoctoral interns' nondisclosures would differ from those noted by trainees with a wider range of experience.…”

mentioning

confidence: 99%

“…In this study, we focus on willful withholding. The three empirical studies on supervisee intentional nondisclosure in supervision (Ladany et al, 1996;Webb & Wheeler, 1998;Yourman & Farber, 1996) found that supervisees typically withhold important information from their supervisors. These studies surveyed supervisees with a range of training and experience; however, no studies have examined the phenomenon of nondisclosure from the perspective of trainees who are in the culminating internship year of their doctoral program (predoctoral interns).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Predoctoral interns’ nondisclosure in supervision

Hess

Knox

Schultz

et al. 2008

Psychotherapy Research

115

View full text Add to dashboard Cite

Abstract:In interviews with 14 counseling center predoctoral interns regarding a significant nondisclosure in supervision, eight interns reported good supervisory relationships and six indicated that they experienced problematic supervisory relationships. Nondisclosures for the interns in good supervisory relationships related to personal reactions to clients, whereas nondisclosures for interns in problematic supervisory relationships related to global dissatisfaction with the supervisory relationship. In both groups, interns mentioned concerns about evaluation and negative feelings as typical reasons for nondisclosure. Additional reasons for nondisclosure for interns in problematic supervision were power dynamics, inhibiting demographic or cultural variables, and the supervisor's theoretical orientation. Both groups described negative effects of nondisclosure on themselves and their relationships with clients. Interns in problematic supervision also reported that nondisclosures had negative effects on the supervisory relationship.Inherent in most models of supervision is the expectation that supervisees will disclose to their supervisors about themselves, their clients, and the therapeutic and supervisory relationships to facilitate the supervision process and therapist development (e.g., Bordin, 1983;Loganbill, Hardy, & Delworth, 1982;Stoltenberg & Delworth, 1987). When supervisees withhold important information from supervisors, opportunities for therapist development are missed and client welfare may be jeopardized (Ladany, Hill, Corbett, & Nutt, 1996;Yourman & Farber, 1996).Supervisee nondisclosure can occur in two ways. In unintentional withholding, lack of disclosure is the result of NOT THE PUBLISHED VERSION; this is the author's final, peer-reviewed manuscript. The published version may be accessed by following the link in the citation at the bottom of the page.Psychotherapy Research, Vol. 18, No. 4 (July 2008 (Farber, 2006;Wallace & Alonso, 1994). By contrast, willful or intentional withholding is the result of supervisees' conscious decisions to distort or not disclose significant information in supervision (Farber, 2006;Ladany et al., 1996). In this study, we focus on willful withholding. The three empirical studies on supervisee intentional nondisclosure in supervision (Ladany et al., 1996;Webb & Wheeler, 1998;Yourman & Farber, 1996) found that supervisees typically withhold important information from their supervisors. These studies surveyed supervisees with a range of training and experience; however, no studies have examined the phenomenon of nondisclosure from the perspective of trainees who are in the culminating internship year of their doctoral program (predoctoral interns). Therefore, our first purpose was to explore predoctoral interns' experience of nondisclosure.Our second goal was to explore reasons for intentional nondisclosure. From empirical data (Ladany et al., 1996), we know that supervisees sometimes do not disclose to their supervisors because the information is deemed irrelevant...

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

Predoctoral interns’ nondisclosure in supervision

Hess

Knox

Schultz

et al. 2008

Psychotherapy Research

115

View full text Add to dashboard Cite

show abstract

“…Webb and Wheeler (1998) found that supervisees were more likely to withhold information from their supervisor when they were supervised 'inhouse' (within-professional supervision) compared to when they were supervised independently of the setting (inter-professional supervision). However, Townend (2005) found that participants were more guarded in inter-professional contexts relative to withprofessional contexts.…”

Section: Advantages and Disadvantages Of Inter-professional Supervisionmentioning

confidence: 98%

“…A good supervisory relationship has been linked to increases in supervisee satisfaction ratings (Worthen and McNeill, 1996) and a reduction in the tendency to withhold information (Webb and Wheeler, 1998;Mehr er al. 2010).…”

Section: The Supervisory Relationshipmentioning

confidence: 99%

See 1 more Smart Citation

An investigation of factors involved when educational psychologists supervise other professionals

Callicott¹,

Leadbetter

2013

Educational Psychology in Practice

View full text Add to dashboard Cite

This research explores inter-professional supervision involving an educational psychologist supervising another professional and complements the recent guidelines on professional supervision produced by The Division of Educational and Child Psychology (DECP) (Dunsmuir and Leadbetter, 2010). The factors explored were purposes and boundaries of supervision; models of supervision; skills of the supervisor, including those that are distinctive to the profession of educational psychology; benefits and problems associated with supervision including the process of evaluation and ethical and legal issues pertaining to supervision.An interpretative epistemological stance was adopted. Ten semi-structured interviews were carried out with educational psychologists (supervisors) and other professionals (supervisees) recruited through purposive sampling. Interviews were transcribed orthographically and coded using thematic analysis.Findings suggest that inter-professional supervision was viewed positively. Supervision skills were recognised as a necessary pre-requisite but not necessarily distinctive to the profession of educational psychology. This research highlights the conflicting conceptualisations of supervision and the importance of contracting for increasing understanding of the supervision process, alerting stakeholders to important ethical and legal implications, and reconciling differences in expectations concerning the aims and functions of supervision. ACKNOWLEDGEMENTS

show abstract

Building and Sustaining the Supervisory Relationship

Beinart¹

2014

The Wiley International Handbook of Clinical Supervision

View full text Add to dashboard Cite

How honest do counsellors dare to be in the supervisory relationship?: An exploratory study

Cited by 71 publications

References 21 publications

Predoctoral interns’ nondisclosure in supervision

Predoctoral interns’ nondisclosure in supervision

An investigation of factors involved when educational psychologists supervise other professionals

Building and Sustaining the Supervisory Relationship

Contact Info

Product

Resources

About