Dual Supervision: A Model for Counseling and Supervision

The counseling practicum is generally accepted as an essential part of a counselor-training program. Likewise, the training of future counselor educators necessitates experiences in supervision of counseling-practicum students. The dual supervision model described in this article is an approach that simultaneously meets the training needs of future counselors and counselor educators. The rationale for the dual supervision model, the results of an exploratory study of the counselor trainees' attitudes toward the dual supervision process, and the counseling-practicum supervisors' reactions to the model are described. Both the students enrolled in their second quarter of counseling practicum and the supervisors had very positive reactions to the dual supervision model.     

The Influence of Supervisor Multicultural Competence on the Supervisory Working Alliance,Supervisee Counseling Self‐Efficacy,and Supervisee Satisfaction With Supervision: A Mediation Model

We developed and tested a mediation model depicting relationships among supervisor multicultural competence, the supervisory working alliance, supervisee counseling self‐efficacy, and supervisee satisfaction with supervision. Results of structural equation modeling showed that supervisor multicultural competence was related to the supervisory working alliance and that alliance, in turn, was related to supervisee satisfaction with supervision.     

Counseling Supervision: A Reflective Model

The article presents a new model of counseling supervision that integrates reflective learning theory with the concurrent development of counselors-in-training and the supervision relationship. A pedagogical framework for applying this model is introduced.     

Trait Emotional Intelligence and Perceived Supervisory Working Alliance of Counseling Trainees and Their Supervisors in Agency Settings

The present study investigated the relationships between supervisee and supervisor trait emotional intelligence (EI) levels and their perception of the supervisory working alliance. Data were collected from 64 supervisor-supervisee dyads among masters-level community counseling internship students and their site supervisors. Findings indicated that supervisees and supervisors with higher levels of trait EI tended to perceive the supervisory working alliance more positively. However, findings did not support the presence of an interaction effect between supervisee and supervisor trait EI on either supervisees’ or supervisors’ perceptions of the working alliance. Implications of the findings and directions for future research are discussed.     

Supervision Experiences of Professional Counselors Providing Crisis Counseling

In this phenomenological study, the authors explored supervision experiences of 13 licensed professional counselors in situations requiring crisis counseling. Five themes concerning crisis and supervision were identified from individual interviews. Findings support intensive, immediate crisis supervision and postlicensure clinical supervision.     

大学生深度辅导工作研究

大学生深度辅导工作是落实中央16号文件,培养高素质人才的重要举措。以概念研究入手,通过比较分析并结合工作实际,确定了深度辅导的概念。进一步归纳总结出深度辅导的工作内容及流程,并提出五类工作模式,对于提升深度辅导水平和促进大学生思想道德建设有一定现实意义。     

Supervisory Style: Its Relation to the Supervisory Working Alliance and Supervisor Self‐Disclosure

The purpose of this study was to examine the relationship between supervisor perceptions of their supervisory style and elements of the supervision process, including the supervisory working alliance and supervisor self‐disclosure. Data from 137 counselor supervisors demonstrated a significant positive relationship between attractive, interpersonally sensitive, and task‐oriented supervisory styles and the (a) goals, tasks, and bond components of the supervisory working alliance and (b) frequency of supervisor self‐disclosure. Limitations and implications for counselor supervision theory, research, and practice are addressed.     

Clients' Expectations About Counseling and Perceptions of the Working Alliance

Abstract

We examined the relations between clients' expectations about counseling and their ratings of working alliance dimensions. Thirty-seven clients seeking individual counseling at university-based counseling facilities completed the Expectations About Counseling-Brief form (EAC-B) prior to their first counseling session and the Working Alliance Inventory (WAI) after their third session. Results of multiple regression analyses revealed that clients' expectations for personal commitment were positively related to their WAI ratings for agreement on tasks and agreement on goals. Expectations for counselor expertise were inversely related to client WAI ratings for agreement on tasks. No significant relations were found for expectations for facilitative conditions or for WAI bond ratings. Implications for counseling and recommendations for future research are discussed.     

Supervisory and Counseling Process: A Comparative Study

This study compared the process of supervision with that of counseling by examining the behavior of five professional therapists in both situations. Counselors recorded their counseling sessions with 10 clients and their supervisory sessions with 10 trainees. A total of 180 three-minute samples were selected for study. The level of facultative conditions (empathy, respect, genuineness, and specificity) was assessed. The Hill Interaction Matrix was also used to compare the verbal interactions in both counseling and supervising situations. Results indicated that the level of respect and genuineness were equal in the two situations. Contrary to the assumptions made by researchers in the area, the levels of empathy and specificity were significantly lower in supervision than in counseling. When interactions were rated with the Hill Matrix, supervision was significantly less therapeutic than was counseling. The differences found were discussed in terms of their implications for the teaching and learning of psychotherapy, as it related to both the theoretical literature and in terms of its effect on trainees and clients.     

A Developmental Framework for Counseling Supervision

Four models of supervision—counseling/therapeutic, teaching, consulting, and self-supervising—have been identified, but no one model adequately describes the total supervision process. The authors propose a comprehensive developmental framework that incorporates the four supervision models. The framework reflects the changes that occur during supervision and offers the supervisor and the trainee a means of conceptualizing the developmental stages of supervision. Professionalization occurs during supervision as the trainee assumes greater responsibility for the content of supervision and learns how to be a self-supervisor.     

Providing Career Counseling for Collegiate Student-Athletes: A Learning Theory Approach

Collegiate student-athletes present unique issues regarding career development. Career counselors who infuse the Learning Theory of Career Counseling (Krumboltz, 1996) into their work with collegiate student-athletes can help these clients learn new ways to explore career possibilities. By co-creating learning opportunities with student-athletes, counselors can help promote expansion of clients' interests, skills, beliefs, values, and personal qualities. Such growth can help members of this population deal with issues like identity foreclosure and social isolation en route to establishing a set of problem-solving and decision-making skills that will serve them well over the course of their lives.     

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development

The relationship between supervisory identity development and supervisory experience, counseling experience, and training in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that supervisory experience and training were related to supervisory identity development, whilst counseling experience was not. The implications of these findings are discussed in relation to the importance of supervisor credentials.     

An Alternative Counseling Model for Alcohol Abuse in College: A Case Study

Abstinence education remains a prevailing approach for addressing college student alcohol abuse. This case study illustrates an alternative method of intervening that combines motivational interviewing, harm reduction, and a brief solution‐focused model. The counseling approach illustrated emphasizes reduction in, rather than abstinence from, drinking behaviors and therefore may be especially useful on campuses where cultural context rejects abstinence and where many student constituents resist engaging in traditional abstinence approaches.     

Supervisor and Supervisee Attachments and Social Provisions Related to the Supervisory Working Alliance

The purpose of this study was to examine the relationship between supervisors' and supervisees' self‐reported ability to make healthy adult attachments in relationships, social provisions, and the perceptions of the supervisory working alliance. Data from 67 supervisee‐supervisor dyads indicated that supervisees' social provisions and ability to make healthy adult attachments did not predict supervisees' or supervisors' perceptions of the working alliance at a statistically significant level, but the supervisors' ability to make adult attachments was predictive of both the supervisees' and supervisors' perceptions of the supervisory working alliance. Implications of the findings and directions for future research are discussed.     

The School Counseling Supervision Model: An Extension of the Discrimination Model

It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.     

A Collaborative Process Model for Promoting Successful Referrals in College Counseling

The need to refer students to off‐campus mental health providers is common in college counseling. Such referrals can be challenging for college counselors who strive to meet students' counseling needs while adhering to ethical and center policy guidelines. In this article, the authors explore the nature and challenges of referral in college counseling settings and introduce a collaborative process model to enhance the likelihood of successful referrals. A case study is provided to illustrate the model.     

朋辈心理辅导:高校心理健康教育的新模式

在当前高校学生心理健康问题日益突出,传统心理健康教育模式日显不足的新形势下,朋辈心理辅导是一种实施方便、优势明显、推广性强的高校心理健康教育新模式。对高校朋辈心理辅导的定义、特点、实施和有待解决的问题等方面进行探讨,有利于拓展高校心理健康教育工作的新思路。     

The Influence of Supervisory Racial Identity Interaction and Racial Matching on the Supervisory Working Alliance and Supervisee Multicultural Competence

Data from 105 counselor trainees indicated that supervisee–supervisor racial identity interactions were related to the supervisory alliance, and racial identity interactions and racial matching influenced supervisees' development of multicultural competence.     

Brief Counseling for Problematic Drinking: A University Counseling Center's Model

This article describes the design of a brief counseling model for students presenting with alcohol use concerns at one state university counseling center.