Approaches to learning in professional supervision: supervisee perceptions of processes and outcome

This study investigated supervisees’ perceptions of the learning processes and outcomes of professional supervision. Two hundred and sixty-four psychology graduates involved in the process of professional supervision for registration responded to a mail survey regarding their supervisor's approach to supervision, their own approach to supervision and their perceptions of the overall effectiveness of the process. Findings suggest that professional supervision can be readily conceptualised as a learning relationship. Supervisees’ approaches to supervision comprised the three dimensions of surface-disorganised, evaluation anxiety, and endorsement of supervisor capability. Supervisors’ approaches to supervision were understood by supervisees in terms of facilitative and didactic approaches to learning. A facilitative approach to supervision was associated with enhanced evaluations of supervisor capability and a reduction in supervisee confusion and anxiety. A facilitative, but not a didactic, supervisory approach positively influenced supervisees’ perceptions of the effectiveness of supervision.     

The Relationship of Facilitative Functioning to Effective Peer Supervision

This study was conducted to investigate the process of peer supervision. The criterion used was counselor trainees' growth in facilitative functioning. The study sought to ascertain whether the facilitative counselor trainee was also the effective peer supervisor, to provide information on evaluating the peer-supervisory experience, and to shed light on the most effective techniques of supervision. Peer supervisors were found to be effective in improving the performance of counselor trainees in the core dimensions of empathy, respect, genuineness, and concreteness. A significant positive correlation was found between peer supervisors' level of empathy in the counseling relationship and the trainees' ratings of supervisors on the relationship questionnaire. No significant correlation was found, however, between the trainees' ratings of their supervisors and the improvement demonstrated by the trainees in the core conditions. In addition, no significant correlation was found between the extent of the trainees' improvement and the supervisors' level of functioning as counselors. The relationship between trainees' responses to the supervisor role-analysis form and their improvement in counseling skills suggested that the most effective supervisors were structured, didactic, and more technique oriented.     

A Behavioral Model for the Practicum Supervision of Counselor Candidates

This article presents a behavioral model of supervisor behavior for the counseling practicum that involves supervisor, counselor, and client. Five identifiable stages in supervision are presented: (a) the initial session, (b) the development of a facilitative relationship, (c) goal identification and determination of supervisory procedures, (d) the use of supervisory techniques and procedures, and (e) termination and follow-up. This supervisory process between supervisor and counselor is related to the counseling process between counselor and client.     

A model for the supervisor–doctoral student relationship

The supervisor–doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information about doctoral students’ perceptions of their relationship with their supervisor can be useful for providing detailed feedback to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire on supervisor–doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students’ perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback on their interpersonal style towards a particular student.     

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.     

The relation between feedback perceptions and the supervisor–student relationship in master's thesis projects

Research supervision can be investigated from social–emotional and cognitive perspectives, but most studies include only one perspective. This study aims to understand the interplay between a social–emotional (supervisor–student relationship) and cognitive (feedback) perspective on the outcomes of master's thesis supervision in specific, by investigating student perceptions of both perspectives. Questionnaire data (N?=?1016) were collected and analysed using regression analyses. For student satisfaction (SS) and students' perceived supervisor contribution to learning (PSCL), affiliation by far is most important, followed by control for SS and feedback-forward for PSCL. Also, interaction effects between feedback and interpersonal perceptions were found, indicating that the role of feedback perceptions is most important in situations in which no optimal supervisor–student relationship could be established. Findings imply the importance for master's thesis supervisors of creating friendly and helping relationships with students and if this is problematic, extra care should be taken with giving feedback.     

Counselor Experience Related to Complexity of Case Conceptualization and Supervision Preference

The authors investigated the relationship among trainees' counseling experience, familiarity with specific client symptomatology, case conceptualization integrative complexity (i.e., the ability to differentiate and integrate knowledge related to specific client symptomatology), and preference for supervisor style. Data from 100 beginning practicum to intern‐level counselor trainees revealed that general trainee experience and familiarity with specific client symptomatology were related to trainee case conceptualization integrative complexity. However, contrary to developmental models of counselor supervision, neither trainee experience, familiarity with specific symptomatology, nor trainee case conceptualization integrative complexity significantly predicted preference for supervisor style.     

Relationship dimensions in the professional supervision of psychology graduates: supervisee perceptions of processes and outcome

The professional supervision of new graduates to ensure both their effectiveness with clients and their personal learning and development is a common feature of a range of human services contexts. This study investigated psychology supervisees’ perceptions of relationship processes and outcomes in professional supervision. The relationship constructs of supervisor support, challenge and openness were investigated and related to the outcome variables of supervisee anxiety and perceived effectiveness of supervision. Psychology graduates (n=261) involved in the process of professional supervision for registration responded to a mail survey regarding the quality of their supervisory relationship. Findings established the relationship dimensions of levels of supervisor challenge, supervisor support and supervisor openness as independent but related constructs. Supervisees’ perceptions of supervisor support and openness predicted their perceptions of supervisor effectiveness. Supervisees’ perceptions of level of supervisor challenge predicted their self-reported levels of evaluative anxiety or defensiveness in the supervisory process.     

Review of Research on Practicum Supervision

This five-year review of research on practicum supervision examines research findings and research designs. Research is classified according to the role of the supervisor, the training procedure, and the rating systems. The major focus of research has been on training in the core conditions of facilitative communication. Modeling techniques have been used effectively in practicum, didactic approaches have been more effective than experiential approaches, and audiotape procedures in training were as effective as videotape techniques.     

Examining the supervision of mathematics student teachers through analysis of conference communications

Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom cooperating teachers and a university supervisor) working with mathematics student teachers. Analysis of conference communications revealed differences in the types and content of communications in conferences led by the cooperating teachers and by the university supervisor. Cooperating teachers tended toward evaluative supervision that lacked a focus on the mathematics of the lessons while the university supervisor tended toward educative supervision, guiding student teachers to reflect on and learn from their own classroom experiences including the mathematics of their lessons. Differences are discussed, and suggestions concerning the supervision of student teachers are made along with recommendations for further research.     

Counselor Supervision as a Function of Trainee Experience: Analysis of Specific Behaviors

Fifty-one supervisees varying in both experience and training (a) judged 44 specific supervisor behaviors for the frequency that they were implemented in supervision and (b) judged supervision effectiveness, which was assessed on five separate scales. Factor analysis of the supervisor behaviors revealed four factors: Evaluative Support, Time/Structure, Method of Supervision, and Rapport. Results from multivariate analysis of variance showed that one factor, Method of Supervision, was statistically significant with beginning trainees emphasizing more the mechanics and task of supervision. Other trends showed that experienced supervisees entertained a less structured interaction with supervisors that was more supportive and considered more effective. Analysis of specific supervisor behaviors gave support to the notion that supervision over time can be conceptualized as a developmental process.     

Mentoring by Prospective Teachers as Preparation for Working with Children at Risk

The effectiveness of a dyadic relationship between student teacher and individual child, referred to as 'mentoring', is examined. Interviews between student teacher and teacher educator revealed that student teachers benefited from the experience in their understanding of children, especially those at risk. They also improved interpersonal and teaching skills. These effects could be enhanced by supervisor guidance.     

Ethical Standards and the Supervisory Process

An intense relationship may develop in supervision that is similar in important ways to the treatment relationship. The supervisory relationship provides a model for ethical behavior for the supervisee in addition to being an important adjunct of counseling. Thus, the nature of supervision may have either positive or negative consequences in terms of treatment outcome. The supervisor is accountable for this delicate and complex relationship without the benefit of specific ethical guidelines. The supervisee is in a potentially vulnerable and powerless position without the protection of standards for behavior articulated. Ethical issues involved in supervision are raised in this article for potential resolution by the profession in an effort to protect the supervisor and supervisee and to enhance the quality of supervision.     

Cognitions of Expert Supervisors in Academe: A Concept Mapping Approach

Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, 2007 ) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment, supervisory relationship, supervisor self‐assessment, and administration of supervision. Implications for future research and supervisor training programs are discussed.     

Practicing Counselors' Preferences for Supervisory Style and Supervisory Emphasis

A sample of National Certified Counselors preferred a collegial, relationship-oriented supervisor and a supervision emphasis on conceptual, personalization, and process skills. Only postdegree supervision experience was related to these preferences.     

Supervision – the most variable of variables: student perspectives

The supervision literature often conceptualizes the supervisor as the primary person in doctoral students' progress. Yet, there is growing evidence that the supervisor is but one of many resources that students draw on. Our study takes up this idea in answering the question: What is students' experience of their supervisory relationships over time? Sixteen social science participants in two UK universities, at different points in their doctoral journeys, completed logs of a week's activities for a number of months before being interviewed. This distinct longitudinal approach provides a more nuanced understanding of students' perceptions of the supervisory relationship, specifically, varied reasons for seeking supervisory help, distinct needs related to where students were in their progress, and diverse in which they negotiated and characterized the supervisory relationship.     

论市场经济下的财政监督

分析了财政监督工作面临的主要问题，指出要强化财政监督必须加快财政立法进程，创新工作方式，改变监督内容，密切财政监督与其他经济监督部门的关系。     

The Role of Supervisors' and Supervisees' Mindfulness in Clinical Supervision

The authors explored whether supervisor and supervisee self‐ratings of mindfulness (N = 72 supervision pairs) predicted perceptions of the supervisory relationship and session dynamics. Only supervisor self‐ratings of mindfulness predicted their own ratings of the supervisory relationship and session dynamics.