Counselor Trainees’ Experiences in Triadic Supervision: A Qualitative Exploration of Transcendent Themes

Triadic supervision has been considered a credible and effective form of clinical supervision within counselor education programs since being included in the 2001 standards for the Council for Accreditation of Counseling and Related Educational Programs (CACREP). A phenomenological study was conducted to examine the experiences of masters-level counselor trainees in practicum with triadic supervision. Several transcendent themes emerged, namely: Initial Apprehensions, Shared Developmental Process, Vicarious Learning, Multiple Perspectives, and Safety through Trust and Relationship. The results of this study are discussed as they impact the field of counselor education and supervision.     

Effectiveness of Group Supervision Versus Combined Group and Individual Supervision

This study investigated the effectiveness of large group supervision, small group supervision, and combined group and individual supervision with counseling students. Sixty‐four participants in a master's‐level practicum were divided into 3 treatment groups that received supervision over 10 weeks. Using a pretest/posttest method, counselors were rated on growth in effectiveness and development according to self‐report, supervisor, client, and objective rater responses. Analyses of covariance revealed that all supervision formats resulted in similar progress in counselor effectiveness and counselor development. Large group supervision produced a significant result on the factor Autonomy/Dependency. However, participants showed a marked preference for individual feedback and supervision.     

A Description of a Supervisory Group for Group Counselors

The authors present a case example and evaluation of group counselor supervision. Experiential client-centered and didactic techniques were used to achieve supervision goals within a developmental framework.     

Teaching Feminist Counselor Responses to Novice Female Counselors

This article describes an innovative teaching method to teach novice counselors 4 counselor responses based on selected goals of feminist counseling. Using a workshop format and ongoing group supervision, graduate student counselors were taught 4 counselor responses: empowerment, decreasing the power differential between client and counselor, taking a gender role perspective, and placing client issues in a sociocultural context. An evaluation of the teaching approach showed that counselors were able to apply feminist counselor responses in counseling sessions with clients and that these clients reported experiencing these responses.     

Exposing blindspots and the hidden curriculum within counselor supervision models

Anti-racist and anti-oppressive supervision remains a burgeoning area of scholarship and research within the counselor education nomenclature. In this paper, we explore how matters of race and racism are conspicuously underemphasized in counselor training, specifically, the supervision process. We explore the hidden curriculum in counselor education supervision models. Next, we consider how a supervision model grounded in critical race theory provides a more robust framework for addressing gaps in existing supervision models through anti-racist practices.     

Effective Supervision and Consultation: A Model for the Development of Functional Supervision and Consultation Programs

Many public and private agencies lack a systematic process for evaluating the quality of counselor supervision. The Effective Supervision and Consultation (ESC) model is proposed as a guide for counselor educators who are helping agencies build effective supervision programs. The ESC model is presented with an emphasis on the assessment, training, and evaluation components of consultation services in counselor supervision.     

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.     

A Discourse Analysis of School Counseling Supervisory E‐Mail

This article is a discourse analysis of weekly computer‐mediated communications between 8 school counseling interns and their e‐mail supervisor over a 16‐week semester. Course‐required e‐mail supervision was provided as an adjunct to traditional face‐to‐face individual and group supervision. School counselor supervisees and supervisor enacted 3 discursive strategies (repetition, labeling, and plural pronoun usage), which were observed to contribute to supervisee professional identity development. Findings are discussed in light of both the counselor education and discourse analysis literatures. Implications for practice and future research are provided.     

Counselor Educator Nonverbal Behavior in the Supervision Process

Sixteen counselor educators and counselors-in-training participated in a content analysis study that investigated supervisors' nonverbal behaviors in the supervision process. The investigation displays the high-to-low frequency of 21 identified nonverbal behaviors of supervisors and indicates a statistically significant association and consistency among the supervisors' nonverbal behaviors. It implies the applicability of these behaviors to counselor supervision and training, provides a methodological approach for the further investigation of nonverbal behavior in actual supervision and counseling situations, and suggests that counselor educators should not overlook these variables in systematic research or their influence in the supervision process with novice counselors.     

The Practicum in Study of Student Development: Its Relation to Counselor Preparation

This paper identifies several kinds of counselor activity for which practicum experiences have been or are being designed. These include individual and group counseling, outreach consultation, supervision of practicum students, and the study of student development. The SSD practicum is seen as sensitizing and predisposing the personnel worker to view action research as a relevant and crucial part of counselor education.     

Applying Self‐Efficacy Theory to Counselor Training and Supervision: A Comparison of Two Approaches

Counseling self‐efficacy, an individual's perception of his or her competence to conduct counseling, is an important component of understanding how counselor trainees subjectively construct their counseling and training experiences and subsequently develop into competent counseling professionals. The author describes 2 approaches to using self‐efficacy theory to develop and implement counselor training and supervision interventions: the self‐efficacy enhancement approach and the self‐efficacy in context approach. Suggestions for tailoring counseling self‐efficacy assessment to the accompanying approach are included.     

National Survey of School Counselor Supervision

A sample of 267 American School Counseling Association members were surveyed regarding their current supervision, desire for clinical supervision, and rating of supervision goals. Although a small minority of respondents indicated that they were currently receiving supervision, a majority of respondents indicated a desire to receive supervision. Factor analysis of ratings of supervision goals resulted in 3 factors related to the foci or learning dimensions described in J. M. Bernard's (1997) Discrimination Model. Recommendations for counselor educators and school counselor supervisors are discussed.     

Using Greek Mythology as a Metaphor to Enhance Supervision

The authors review some uses of myths and stories in counselor education and supervision. They note that collaborative supervision is especially relevant to the exploration of alternative views of supervisee growth that may be mirrored in myths and stories and in their multiple interpretations. The interpretation of the Greek myth of Psyche is examined as a possible vehicle for enhancing counselor growth in supervision.     

Effects of Different Strategies within a Microtraining Situation

The purposes of this study were to determine whether teaching and supervision had an impact on reflective-communication development. The experimental strategy included an analytic approach in which various components were systematically varied among four groups of undergraduate students. Evaluation was through multiple measures representing three sources: counselor behavior and client participation and evaluation.     

Developing Multicultural Competence Using the Structured Peer Group Supervision Model

Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients.     

Counselor Education and Supervision: 2019 Annual Review

A total of 139 articles on counselor education and supervision published in professional counseling journals during 2019 were reviewed. A variety of methods were used, providing perspectives on current supervision issues, the training of counselors, curriculum developments, and associated professional issues. Implications include a need for continued research on online teaching and school counselor supervision and exploration of inclusion and advocacy efforts.     

The Reflective Model of Triadic Supervision: Defining an Emerging Modality

Current Council for Accreditation of Counseling and Related Eduational Programs (CACREP; 2001) standards promote the use of triadic supervision by counselor educators and supervisors. However, conceptual models of triadic supervision do not presently exist in the supervision literature. This article describes the process and structure of 1 model of triadic supervision (D. M. Kleist & N. R. Hill, 2003). This model provides a vehicle for implementing triadic supervision in response to changes in the CACREP standards and adds to the literature on triadic supervision. Implications for counselor educators and supervisors, as well as future research, are conceptualized.     

On the simultaneous training of counselors and counselor educators

The article describes an applied experience for the simultaneous training of future school counselors and future counselor educators. The course instructor determined the training needs of both groups and established a number of process and outcome goals for each. Process goals constitute necessary preparation for the practicum/supervision experience and are outlined first. Details of the course are then presented, followed by an explanation of outcome goals with a more explicit presentation of one of the most important outcome goals for each group. The approach appears to have a variety of positive features for all participants — course instructor, counselor trainee and future counselor educator.     

Professional Functioning: Exploring Developmental Narratives of Counselor Trainees

The authors analyzed the reflective journals of 49 counselor trainees in internship using a conventional content analysis approach. Developmental insights from the 4 overarching themes and 7 subthemes are provided to assist counselor education and supervision programs in supporting the professional functioning of counselor trainees.