The Supervisory Working Alliance, Trainee Self‐Efficacy, and Satisfaction

Abstract

Theoretically, when the supervisory working alliance is strong, the trainee and supervisor share a strong emotional bond and agree on the goals and tasks of supervision. Tested was Bordin's (1983) proposition that changes in counselor trainees' perceptions of the supervisory alliance over the course of supervision would predict supervisory outcomes. A national sample of beginning practicum-to intern-level trainees were assessed at the beginning and end of an academic semester. Contrary to predictions, changes in the alliance were not predictive of changes in trainees' self-efficacy. However, improvements in the emotional bond between the trainees and supervisors were associated with greater satisfaction.A long with the proliferation of theoretical models of supervision over the past two decades

An investigation of factors involved when educational psychologists supervise other professionals

“…The argument that a good supervisory relationship is a crucial factor in determining the effectiveness of supervision is consistently made in the literature (Ladany, 2004;Ladany et al, 1999;Nelson and Friedlander, 2001;Falender and Shafranske, 2010). Respondents interviewed for this research concurred with this view.…”

“…The argument that a good supervisory relationship is a crucial factor in determining the effectiveness of supervision is consistently made in the literature (Ladany, 2004;Ladany et al, 1999;Nelson and Friedlander, 2001;Falender and Shafranske, 2010). A good supervisory relationship has been linked to increases in supervisee satisfaction ratings (Worthen and McNeill, 1996) and a reduction in the tendency to withhold information (Webb and Wheeler, 1998;Mehr er al.…”

“…Some participants valued facilitation and others preferred more directive approaches; some valued the broad professional knowledge base of educational psychologists and others thought professional knowledge could hinder supervision as supervisors may be tempted to 'jump in too early' with guidance and advice. Conflicting conceptualisations of the supervisory process have the potential to cause tensions in the supervisory relationship, consistently demonstrated as important to effective supervision (Ladany, 2004;Ladany et al, 1999;Nelson and Friedlander, 2001;Falender and Shafranske, 2010).…”

The Journal of Counselor Preparation and Supervision Volume 6 Issue 2 Fall 2014

“…Openness to feedback is assessed in admissions decisions (Duba, Paez, & Kindsvatter, 2010) and encouraged throughout the counselor training process (Swank & McCarthy, 2013). Historically, others have noted the importance of the working alliance between the supervisor and the supervisee Ladany, Ellis & Friedlander, 1999;Mueller & Kell, 1972). In their extensive writing on the topic of supervision, Mueller and Kell (1972) noted that the supervisory relationship was unique in that the supervisor had access to knowledge about the counselor in ways that were limited to few people.…”

Preplanning for Feedback in Clinical Supervision: Enhancing Readiness for Feedback Exchange

“…Openness to feedback is assessed in admissions decisions (Duba, Paez, & Kindsvatter, 2010) and encouraged throughout the counselor training process (Swank & McCarthy, 2013). Historically, others have noted the importance of the working alliance between the supervisor and the supervisee (Bernard & Goodyear;Ladany, Ellis & Friedlander, 1999;Mueller & Kell, 1972). In their extensive writing on the topic of supervision, Mueller and Kell (1972) noted that the supervisory relationship was unique in that the supervisor had access to knowledge about the counselor in ways that were limited to few people.…”