Influence Strategies in the Supervisory Dyad: An Investigation Into the Effects of Gender and Age

Granello, Darcy Haag

doi:10.1002/j.1556-6978.2003.tb01811.x

Cited by 22 publications

(21 citation statements)

References 22 publications

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“…This may illustrate trainees' frustration and dissatisfaction with their supervisor in these instances and demonstrate the supervisors' influence on the trainees' learning experience. This supports the notion of supervisors' responsibility for involvement in and facilitation of multicultural discussion and learning granello, 2003;Leong & Wagner, 1994). Because of power differentials in supervision, it is important for supervisors to be aware of the impact they are having in the group process and assess this throughout the group supervision experience.…”

Section: Hindering Multicultural Eventsmentioning

confidence: 67%

Helpful and Hindering Multicultural Events in Group Supervision

Kaduvettoor

O'Shaughnessy

Mori

et al. 2009

The Counseling Psychologist

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This study examines the relationship between multicultural events in group supervision, group climate, and supervisee multicultural competence using a mixed qualitative/quantitative design. The discovery-oriented approach yielded 196 helpful and hindering multicultural events among 136 participants. The most common events included multicultural learning and peer vicarious learning. Supervisees suggested improving their group supervision through better integration of multicultural issues and more supervisor involvement. Regarding group climate, supervisees reporting peer vicarious learning or multicultural learning experienced higher group engagement, whereas misapplications of multicultural theory related to higher reports of group conflict. Increased multicultural learning and extra-group multicultural events positively related to supervisees' multicultural competence whereas multicultural conflicts with supervisors, misapplication of multicultural theory, and the absence of multicultural events negatively related to supervisee multicultural competence. The findings of this study generated several suggestions for managing multicultural events as well as improving theory, research, and practice for group supervision.

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Section: Hindering Multicultural Eventsmentioning

confidence: 67%

Helpful and Hindering Multicultural Events in Group Supervision

Kaduvettoor

O'Shaughnessy

Mori

et al. 2009

The Counseling Psychologist

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“…Like race, gender is a visible difference that has received comparable attention in the supervision literature. For instance, discussions of gender issues have looked at differences in male and female supervisor and supervisee voices, the sharing and awarding of power, the implications of gender matching in supervision (Barnes & Bernard, 2003), gender bias in supervision (Chung, Marshall, & Gordon, 2001;Granello, 2003), and feminist supervision practices (Szymanski, 2005). The fairly high proportion of gender discussions in this study suggests that it continues to remain one of the most addressed topics for supervisees.…”

Section: Content Of Cultural Topics Discussedmentioning

confidence: 81%

Multicultural supervision: supervisees’ reflections on culturally competent supervision

Soheilian

Inman

Klinger

et al. 2014

Counselling Psychology Quarterly

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This study examined supervisees' perceived experiences of supervisor multicultural competence in supervision and its impact on supervisees' clinical work. Specific attention was given to the cultural content discussed and the supervisory multicultural interventions used in supervision. Data from 102 supervisees was analyzed through a discovery-oriented qualitative approach. With regard to content, the most common focus was on race followed by gender, ethnicity, and religion/spirituality. An examination of the multiculturally competent supervisor interventions revealed that supervisors' frequently educated and facilitated exploration of specific cultural issues, discussed culturally appropriate therapeutic interventions and skills, facilitated supervisee selfawareness within the supervision session, and challenged and encouraged cultural openness of supervisee's understanding of client and cultural issues. The most frequent manner by which the supervisory experience affected client work involved the supervisee modifying the treatment approach, recognizing personal limitations and experiencing improved self-awareness as a counselor in their work with clients, and developing an enhanced understanding of and empathy towards their clients. Implications for these findings are discussed.

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“…Also there may be differences due to gender within the supervisory context, especially the effects of same-sex or opposite-sex supervisory dyads (Granello, 2003;Granello, Beamish, & Davis, 1997). Furthermore, a future study that included supervisee/supervisor interviews and focus groups would complement and provide more insight into the findings reported in the current study.…”

Section: Recommendations For Future Researchmentioning

confidence: 75%

“…Age differences between supervisor and supervisee have been found to affect supervisee work attitudes and commitment (Cleveland & Shore, 1992), performance ratings of supervisees by supervisors (Vecchio, 1993), ratings of satisfaction with supervision by supervisees (Liden, Stilwell, & Ferris, 1996), and supervisee motivation (Perry, Kulik, & Zhou, 1999). Granello (2003) investigated the effects of age on influence strategies used in supervisory sessions in a sample of 42 counseling supervisory dyads, and found differences between older and younger supervisees. These findings raise questions regarding how satisfaction with supervision and self-efficacy levels vary with supervisee age.…”

Section: Introductionmentioning

confidence: 98%

Supervision by Doctoral Students: A Study of Supervisee Satisfaction and Self-Efficacy, and Comparison with Faculty Supervision Outcomes

Fernando

2013

The Clinical Supervisor

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Satisfaction with supervision and perceived self-efficacy scores reported by master's-level supervisees across seven Council for Accreditation of Counseling and Related Educational Programs(CACREP)-accredited counseling programs were analyzed. Supervisees of doctoral students reported a mean satisfaction score of 26.94 ("good to excellent") on a range of possible scores from 8 (low) to 32 (high) and a mean self-efficacy score of 173.00 ("slightly to moderately agree that they have confidence in performing various counseling activities") on a scale of 37 (low) to 222 (high). Supervisees of doctoral students reported significantly higher satisfaction with supervision and perceived self-efficacy than supervisees of faculty. Supervisee age did not significantly influence supervision outcomes.

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Influence Strategies in the Supervisory Dyad: An Investigation Into the Effects of Gender and Age

Cited by 22 publications

References 22 publications

Helpful and Hindering Multicultural Events in Group Supervision

Helpful and Hindering Multicultural Events in Group Supervision

Multicultural supervision: supervisees’ reflections on culturally competent supervision

Supervision by Doctoral Students: A Study of Supervisee Satisfaction and Self-Efficacy, and Comparison with Faculty Supervision Outcomes

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