Student Expectations of the Role of Practicum Supervisor

Delaney, Daniel J.; Moore, James C.

doi:10.1002/j.1556-6978.1966.tb00442.x

Cited by 32 publications

(22 citation statements)

References 8 publications

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“…Responses to each item ranged from "not applicable" to "extremely applicable." Items were adapted from two previous studies (Delaney & Moore, 1966;Worthington & Roehlke, 1979) and altered to fit Stoltenberg's (1981) conceptual mode. Subjects were asked to respond to each item in terms of the following stem: "In supervision I needlexpect to: .…”

Section: Instrumentationmentioning

confidence: 99%

“…Although the importance of trainee needs for effective supervision has long been recognized, most previous studies have limited their investigations to beginning counselors or to counselors at a single educationallexperiential level (Delaney & Moore, 1966;Worthington & Roehlke, 1979). However, the Counselor Complexity Model suggests the need to expand our focus to include an investigation of trainee needs across the various developmental levels.…”

Section: Introductionmentioning

confidence: 95%

“…For example, supervision has been defined in terms of acquisition of skills (Brammer, 1979;Hackney & Nye, 1973), models of counselor training (Bordin, 1968), supervision as a form of counseling (Eckstein & Wallerstein, 1972;Rogers, 1956), o r as a process of changing characteristics, needs, andlor expectations (Delaney & Moore, 1966;Hogan, 1964;Worthington & Roehlke, 1979). .…”

Section: Introductionmentioning

confidence: 99%

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Effects of Experience on Counselor Trainee's Needs

Stoltenberg

Pieree²,

McNeill³

1987

The Clinical Supervisor

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The current investigation was designed to assess the validity of Stoltenberg's (1981) conceptualization that counselor trainees' needs change as a function of a complex developmental process. It was hypothesized that as trainees develop over time (i.e.. more education, more counseling and supervision experience) there should be a progressive shift in their traininglsupervision needs. Results of a series of pre-planned (a priori) contrasts suggest that regardless of whether development is defined in terms of age, education, counseling experience, or supervision experience, trainees demonstrate a tendency to change their perceptions of their overall training1 suoervision needs. Su~ervisor imoosed structure and direct sucurrent invkstigation, as well as-suggestions for future research, are discussed.

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Section: Instrumentationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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Effects of Experience on Counselor Trainee's Needs

Stoltenberg

Pieree²,

McNeill³

1987

The Clinical Supervisor

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“…Delaney and Moore (1966) found that before supervision began, counselors perceived their supervisors as being primarily instructors. Gysbers and Johnston (1965) found that counselors wanted their supervisor to supply extensive help in dealing with initial counseling contacts and to provide detailed factual information about counseling techniques, test information and relevant reading assignments.…”

Section: Approaches To Supervisionmentioning

confidence: 97%

Counselor Education

Whiteley¹

1969

Review of Educational Research

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“…The nature of the supervisor-student relationship, as described in the literature, is a controversial one. Writers in the medical profession, social work, and counselor education have focused some attention on this relationship (Adams, Ham, Mawardi, Scale, & Weisman, 1964;Boehm, 1961;Delaney & Moore, 1966;Ekstein & Wallerstein, 1958;Fleming & Benedek, 1964;Kell & Mueller, 1966;Rogers, 1957;Romans, 1961aRomans, , 1961bSchwartz & Abel, 1955;Towles, 1961;Truax & Carkhuff, 1967;Wessel, 1961;Wolberg, 1954). The issue seems to be whether the supervisor-student relationship is best perceived as pedagogic or therapeutic.…”

Section: Proposition IImentioning

confidence: 99%

A Molar Model for the Training of Student Personnel Workers

Caple

1972

Couns Edu & Supervision

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This article describes a molar model for the preparation of professional student personnel workers. Five propositions are presented as a theoretical model. Although full formalization is not claimed, it is hoped that this model will spur further thought and experimentation.A model for the preparation of professionals differs from a theory of learning. A theory of learning is descriptive, telling us what happens after the fact. A model attempts to establish the best means of leading to the result. In the case described here the result is a program for the preparation of professional student personnel workers that facilitates and guides the study by learners of alternatives for practice (Bruner, 1966). The program should reflect not only the nature of present knowledge but the nature of the learner and the learning process.The use of a model is frequently the most convenient way to think about the structure of a theory. Models usually go through an evolutionary process as more knowledge relative to the nature of the phenomenon involved is acquired. Models may well have heuristic value, but there are also dangers and risks to be anticipated. For a more detailed discussion of theory and models, see Braithwaite (1953) and Rudner (1966).Very few theories in the social or behavioral sciences have as yet achieved full formalization, largely because of present limited knowledge and uncertainty about the precise meaning of concepts used. But for the present we can strive to formalize sets of concepts into axiomatic systems that meet the demands of experimental testability. The model presented here is admittedly incomplete. It sets forth five propositions, however, that are believed to be both helpful in understanding practice and capable of being tested experimentally. Proposition IContinuous task analysis must be performed within the appropriate areas of the work world to direct the application of knowledge about learning in the formal educational experience.

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Student Expectations of the Role of Practicum Supervisor

Cited by 32 publications

References 8 publications

Effects of Experience on Counselor Trainee's Needs

Effects of Experience on Counselor Trainee's Needs

Counselor Education

A Molar Model for the Training of Student Personnel Workers

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