Supervision for school counsellors: when will we get what we really need?

Abstract

This paper addresses the issues associated with providing quality supervision for school counsellors. The variety of tasks that are required of school counsellors makes it essential that appropriate supervisory support is provided by the employer. Clinical supervision should be carried out by a counsellor who has training in supervision methods and techniques, as well as clinical experience in the tasks being supervised. Administrative supervision can be conducted by a member of the school administrative team. School counsellor competence can be developed in the workplace with the support of a colleague or supervisor until expertise develops.It is accepted that supervision is a crucial part of the professional support for counsellors. Bernard and Goodyear (1992) suggest that supervision serves three basic and important purposes. First, supervision ensures that those entering the profession have appropriate fundamental skills, second, it enhances the functioning of counsellors, and finally, it ensures the quality of service to clients. The supervisor needs to be competent not only in the process of supervision and the specific issues within the educational setting, but also aware of the particular preference of style school counsellors have for supervision, which research has found tends to be quite directive (Usher & Borders, 1993).

Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia

“…Research shows that psychologists are recognised as having an important and highly valued role within schools (Farrell, Jimerson, Kalambouka, & Benoit, 2006;Gibson, 1990) and many school psychologists report a high degree of professional satisfaction in their work (Thielking & Moore, 2005). Australian research into the roles of Queensland school counsellors reveal that they are required to work as 'multi-specialists' within schools due to the types of student and organisational issues that they are dealing with (Barletta, 1996). However, many feel inadequately trained or supervised for the quantity, complexity and variety of issues that come their way (Bramston & Rice, 2000).…”

Clinical Supervision in School Counselling and Career Counselling: Is It Time to Develop a New Story?

“…Of concern in relation to this supervision story is the suggestion that in the absence of supervision, counselling effectiveness and counsellor development may be inhibited (Crutchfield & Borders, 1997;McMahon & Patton, 2000a;Wiley & Ray, 1986). The themes previously described have formed the basis of advocacy for supervision for school counsellors for at least three decades (e.g., Barletta, 1996;Boyd & Walter, 1975).…”

Supervision and Satisfaction Among School Psychologists

“…When compulsory supervision requirements are met for full registration by state authorities, school psychologists are advised to continue supervision on a regular basis. This recommendation for continued clinical supervision for school psychologists is based upon the need for continuing professional development given their important roles within schools (Barletta, 1996). In addition, there is some evidence that job satisfaction amongst school psychologists is related to the quality of supervision that they receive (Crutchfield and Borders, 1997).…”