Supervised Counseling Experiences: Some Comments

Lister, James L.

doi:10.1002/j.1556-6978.1966.tb00451.x

Cited by 13 publications

(5 citation statements)

References 3 publications

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“…The controversy over the effectiveness of experiential and didactic training methods has existed for over 10 years. Experiential training has focused on supervision as an interpersonal process (Kaplowitz, 1967;Kell & Mueller, 1966;Lister, 1966). On the other hand, skills training has focused on supervision as resembling a student-teacher relationship (Clark, 1965;Krumboltz, 1967).…”

Section: Discussionmentioning

confidence: 99%

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

Worthington

Roehlke²

1979

Journal of Counseling Psychology

162

154

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Columbia Counseling Services, 16 supervisors of beginning practicum counselors rated the importance to good supervision of 42 supervisor behaviors. At the end of their first semester of training, 31 beginning practicum counselors rated the frequency with which their supervisors actually performed each of the 42 supervisor behaviors. The counselors also rated the effectiveness of supervision on three dimensions: (a) satisfaction with supervision, (b) supervisor competence, and (c) contribution of supervision to improved counselor ability. In general, supervisors perceived supervision as primarily providing feedback to supervisees. Beginning counselors rated their supervision as good, however, if (a) a personal and pleasant supervisor-supervisee relationship existed; (b) supervisors provided relatively structured supervision sessions, especially during early sessions; and (c) supervisors directly taught beginning counselors how to counsel (by example, by using literature, and by didactic instruction) and then encouraged the new counselors to try out their new skills.

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Section: Discussionmentioning

confidence: 99%

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

Worthington

Roehlke²

1979

Journal of Counseling Psychology

162

154

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“…One of the most important outcomes of the self-critique method, also reported by Gimmestad and Greenwood (1974) with a similar technique, is the increased level of awareness and involvement of the counselors during their client sessions. Participating counselor trainees have noted that the knowledge that certain competencies must be demonstrated and a rationale provided, although initially creating some amount of tension and disruption, enhances their development of greater sensitivity, experiencing (Lister, 1966), understanding, and ability to communicate with clients. The self-critiques and feedback for all group members allow each person to become more purposeful during interviews.…”

Section: Discussionmentioning

confidence: 99%

Self‐Critique Technique Training in a Competency‐Based Practicum

Bernstein

Lecomte

1979

Couns Edu & Supervision

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This article describes a framework for the effective supervision and systematic evaluation of practicum skills. The practicum format has been developed with the intent of applying competency‐based evaluation methods to practicum and promoting self‐critique skills among counselor trainees. A methodology for counselor self‐critique, based on selective editing and focused discussion of videotaped sessions, is presented and explored.

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“…While conducted research dealing with the effectiveness of the practicum (Cash & Munger, 1966;Hansen & Warner, 1971;Lister, 1966) suggests a variance of opinion on its value, at least one empirical study (Havens, 1968) seems to indicate that, as presently conducted, the effectiveness of the practicum may have little effect on improving counselor performance. The present practicum process evaluated in terms of supervisor role, process of supervision, and evaluation systems by Hansen and Warner (1971), typically requires students to meet with clients, to establish counseling relationships, and to present audio or audiovisual tapes of contacts at individual-or group-supervisor sessions, at which time they receive feedback in terms of counseling skills.…”

mentioning

confidence: 97%

An application of principles of social learning to training in communication of empathy.

Dalton¹,

Sundblad²,

Hylbert³

1973

Journal of Counseling Psychology

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This study investigated whether a videotaped, modeled-learning experience would facilitate the acquisition and transfer of training of a complex counseling behavior-communication of accurate, empathic understanding. The 111 subjects were assigned randomly to one of three treatment conditions: modeled-learning experience (Ti), consisting of an advance organizer, modeled-counseling interview, and covert practice session; treatment control (T 2 ), which involved reading about the counseling behavior; and control (Ta). Acquisition and transfer of training were inferred by significant differences in group scores in communication of accurate, empathic understanding as measured by the subjects' written responses to the 16 Carkhuff Helpee Stimulus Expressions and as rated using Scale 1 of the Carkhuff scales. Subjects in TV displayed a significantly higher level of functioning and these differences were maintained over time.

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Supervised Counseling Experiences: Some Comments

Cited by 13 publications

References 3 publications

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

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

Self‐Critique Technique Training in a Competency‐Based Practicum

An application of principles of social learning to training in communication of empathy.

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