Toward a Reconstructed View of Counselor Supervision

A study of 158 postdegree counselor supervisees showed that 49% had a clinical supervisor who was also their administrative supervisor. Supervisees reported overall satisfaction with clinical supervision, with no statistically significant differences between those whose supervisor served in both clinical and administrative roles and those receiving supervision from only a clinical supervisor. Furthermore, the majority of supervisees receiving clinical and administrative supervision from the same person did not view this dual supervisory role as problematic (82% of n = 70), and 72.5% reported specific benefits. Implications for research and practice are provided, with attention given to ethical considerations.Data show that approximately one half of practicing counselors received their clinical supervision from persons who were also their administrative supervisors (e.g.

Section: Implications and Recommendations For Further Researchmentioning

confidence: 99%

Supervisees' Perceptions of Their Clinical Supervision: A Study of the Dual Role of Clinical and Administrative Supervisor

Tromski-Klingshirn

Davis

2007

Reconstructing Counselor Education: Supervision, Teaching, and Clinical Training Revisited

Sexton

1998

The goal of this project is to systematically reflect on the foundations of counselor education and, through the thoughtful analysis reflected in these contributions, to stimulate a broad discussion of its assumptive foundations. It is hoped that this will ultimately serve as the basis for a reconstructed model of counselor education.Since its foundation in 196 1 , the Counselor Education and Supervision journal has documented the growth of counselor education as a theoretical and professional endeavor. The result of this growth is a diverse professional discipline with a growing body of knowledge and a myriad of theoretical models. Supervision, teaching, and clinical training have emerged as the central activities that define contemporary counselor education. However, effectively practicing these primary functions is not always easy. I s a developmental, systemic, or constructivist approach the most effective supervision model? What are the core knowledge areas necessary for a contemporary degree in community, marriage and family, or school counseling? What are the central skills required to effectively counsel diverse clients in varied settings? What is the most effective way to teach these skills?In their search to answer these questions, counselor educators turn, as they should, to the continually evolving knowledge-base of the profession. I t is a knowledge-base in which new research findings and theoretical innovations find their way into the field

The Relationship of Supervisory Styles to Satisfaction With Supervision and the Perceived Self‐Efficacy of Master's‐Level Counseling Students

Fernando

Hulse‐Killacky

2005

The purpose of this study was to determine whether supervisors' supervisory styles are related to master's‐level counseling students' satisfaction with supervision and their perceived self‐efficacy. Multiple regression analyses of data obtained for 82 participants indicated that particular supervisory styles were significant predictors of supervisees' satisfaction with supervision and perceived self‐efficacy. Findings can be used to enhance the training of supervisors.