Supervision of Beginning and Advanced Graduate Students of Counseling and Psychotherapy

Rønnestad, Michael Helge; Skovholt, Thomas M.

doi:10.1002/j.1556-6676.1993.tb02655.x

Cited by 149 publications

(146 citation statements)

References 61 publications

Supporting

Mentioning

126

Contrasting

Unclassified

Order By: Relevance

“…Bir diğer kritik dinamik de öğrencilerin psikolojik danışma sürecine ilişkin farkındalıklarının düşük olması, başka bir deyişle, neyi bilmediklerini bilmemeleridir (Loganbill ve diğ., 1982;Ronnestad ve Skovholt, 1993;Stoltenberg, 1981). Bu çalışmada da lisans öğrencilerinin (Borders ve Brown, 2005;Blocher, 1983;Loganbill ve diğ., 1982;Ronnestad ve Skovholt, 1993;Stoltenberg, 2005).…”

Section: Geliştiriciunclassified

Psikolojik Danışman Eğitiminin Farklı Düzeylerinde Bireyle Psikolojik Danışma Uygulaması Süpervizyonunda Kritik Olaylar

Aladağ¹

2014

Ege Eğitim Dergisi

View full text Add to dashboard Cite

The aim of this study is to contribute to the description of an effective supervision process through the medium of understanding the experiences of students and also the role and impact of these experiences on the development of them as counselors regarding individual counseling practicum supervision conducted across different levels of counselor education. Besides, it is examined the differences in supervision regarding experiences across levels of counselor education. The research group consisted of totally 34 students including 8 doctorates, 7 master and 19 undergraduate students who voluntarily participated in the study. The Critical Incidents Technique, as a type of qualitative design, was used in the study. The research data was collected by Critical Incidents Form developed by the researcher and analyzed by content analysis. The five themes emerged regarding the most influential and the most important critical incidents during supervision and included supervisor feedback, supervisor characteristics, peer feedback and behaviors, supervision techniques and vicarious learning. Moreover, the six themes emerged regarding the impact of critical incidents on the development of students and included managing sessions; professional confidence; professional knowledge, skill and awareness; self-awareness; emotional experience and supervision. The results also showed that there were some differences regarding critical incidents and their impact across education levels. The results are discussed and interpreted in light of the literature. Besides, some suggestions are provided to counselor educators and researchers.

show abstract

Section: Geliştiriciunclassified

Psikolojik Danışman Eğitiminin Farklı Düzeylerinde Bireyle Psikolojik Danışma Uygulaması Süpervizyonunda Kritik Olaylar

Aladağ¹

2014

Ege Eğitim Dergisi

View full text Add to dashboard Cite

show abstract

“…Currently, within the professional practice of coaching, anecdotal evidence suggests that many non-therapeutic coaches are unsupervised, or at best undertake supervision on a sporadic basis. In contrast, coaches from a counselling or psychotherapeutic background have a long tradition of supervision, both as part of their initial professional training and then as an ongoing process of updating (Ronnestad and Skovholt, 1993). Figure 2, then, offers a model of supervision in this case provided by a coach from a psychotherapeutic background.…”

Section: Figure 1 Informal Coaching Networkmentioning

confidence: 99%

“…Supervision may also involve a modelling process where the supervisee observes the supervisor in the process of professional practice (Stoltenberg, 1993). Ronnestad and Skovholt (1993) also discuss the experience therapists have in negotiating an explicit contract between supervisor and supervisee, in terms of development needs, supervisor goals and methods and opportunities for personal growth. Contract negotiation, for example, is an important process in transactional analysis (Lapworth, Sills and Fish, 1993) and so is another potential contribution of psychotherapeutic approaches to the dynamic coaching network.…”

Section: Figure 1 Informal Coaching Networkmentioning

confidence: 99%

Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes

Gray

2006

Management Learning

103

View full text Add to dashboard Cite

Coaching is emerging as a major professional development and performance enhancement process for senior managers and executives. There are, however, few professional development programmes aimed specifically at coaches themselves, and no internationally recognised qualification or professional standard. Much of the literature on coaching has been written by practitioners or those with an interest in human psychology, and particularly psychotherapeutic approaches to support. Yet some psychotherapeutic processes sometimes assume quite longerterm relationships between the coach and the coachee -the 'therapeutic alliance'. Many businesses and managers themselves, however, usually seek focussed solutions to immediate problems. While recognising that there may be cases when longer-term relationships are entirely appropriate, this article offers adult learning theory, and specifically transformative learning, as an alternative or parallel theoretical model capable of underpinning the coaching processes. Transformative learning is concerned with the processes of critical reflection, the development of critical awareness of personal and organisational assumptions and the fostering of action. All coaches, however, need to be aware that the coaching process may open up deep-seated anxieties and problems, some of which are more appropriately addressed by a psychotherapeutic approach. Hence, a dynamic network model of coaching is proposed, in which psychotherapists and nontherapists collaborate to facilitate their mutual professional coaching development, learning and support.

show abstract

“…For example, some studies have found that a counselor's self-professed theory is oftentimes different than what they actually practice in therapy [8,31,36], while other researchers have found that the counselors do practice what they profess as their theoretical orientation [18]. Research on the connection between personality factors as an influence on theory selection is mixed [15,44].…”

mentioning

confidence: 99%

“…Buckman and Barker also found additional influences of counselor's worldview, and emphasis on training. Additional factors besides counselors' personality traits, such as personal belief systems have also shown to be an influence in choosing a theory of counseling, their personal belief systems can certainly have an impact [36]. Since studies on theoretical orientation development have varied results, it might be assumed that there is more than one factor influencing counselors' choice of theory.…”

mentioning

confidence: 99%

Selecting a Theory of Counseling: What Influences a Counseling Student to Choose?

Petko¹,

Kendrick²,

Young³

2016

ujp

View full text Add to dashboard Cite

The study involved 19 masters-level counseling students in a qualitative research study. A structured interview format was utilized on how counseling students acquire their theoretical counseling orientation. Upon completion of structured interview questions, responses from the participants were formatted into themes and codes. The response themes of the participants included such themes as: 1) counseling theory is similar to my personal value system; 2) the theory makes sense logically; 3) I like the techniques this theory uses, etc. Implications from the study are also discussed.

show abstract

Supervision of Beginning and Advanced Graduate Students of Counseling and Psychotherapy

Cited by 149 publications

References 61 publications

Psikolojik Danışman Eğitiminin Farklı Düzeylerinde Bireyle Psikolojik Danışma Uygulaması Süpervizyonunda Kritik Olaylar

Psikolojik Danışman Eğitiminin Farklı Düzeylerinde Bireyle Psikolojik Danışma Uygulaması Süpervizyonunda Kritik Olaylar

Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes

Selecting a Theory of Counseling: What Influences a Counseling Student to Choose?

Contact Info

Product

Resources

About