Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure

This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.     

Practicum Supervision Roles: Effects on Supervisee Statements

The practicum supervision model evaluated in this study utilized the three commonly accepted supervision roles of teacher, counselor, and consultant as methods of addressing specific supervisee issues. Supervisors performed the roles in structured supervision sessions, and supervisee statements were analyzed to determine if use of the roles influenced supervisee behaviors. Utilization of the roles was found to be a significantly effective means of influencing the content of supervisee verbalizations during practicum supervision sessions.     

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.     

A relational model of supervision for applied psychology practice: professional growth through relating and reflecting

Supervision is a critical component of initial training and continuing professional development for applied psychology practitioners, and effective supervision is significantly related to the quality of the relationship between supervisor and supervisee. The core task of supervision is to engage in a relational process that provides containing and security, thus facilitating professional growth through reflection on experience. Two key arguments are proposed in this paper: (i) models that support theory-to-practice connections are essential for both supervisees and supervisors and (ii) models informed by psychological theory that place relating and reflecting at the heart of the supervisory process promote practitioner development and effective outcomes for clients. One model – the Relational Model of Supervision for Applied Psychology Practice (RMSAPP) – is outlined, and the systemic, psychodynamic and attachment lenses privileged within it are explored. The paper concludes with the strengths and challenges of the model, along with suggestions for future research directions.     

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.     

Anticipating doctoral supervision: (Not) bridging the transition from supervisee to supervisor

Building on existing studies that ask doctoral supervisors how they understand their role, and what has influenced this understanding, this article explores invitations that are issued to supervisors to reflect in certain ways about the role of supervisor. The article calls into question the ways in which supervisors are invited to think about and represent supervision, by professional development courses, handbooks on supervision, and the questions that researchers pose about supervision. This discussion is situated in autoethnographic analysis of a valuable moment in the author's academic career for reflecting on these factors: the author is positioned directly between the role of doctoral supervisee and the role of doctoral supervisor. Through autoethnographic engagement with doctoral supervision literature, the article argues that professional development for supervisors would benefit from more critical analysis of the invitations which are issued to supervisors to reflect on the transition from supervisee to supervisor.     

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.     

A Contextual-Functional Meta-Framework for Counselling Supervision

In this paper, an approach to clinical supervision, entitled the Contextual-Functional Meta-Framework (CFM), is developed and articulated, based on a consideration of current literature and the author??s extensive practice experience. First, the context for the development of the CFM, and its formative influences, are examined, followed by a review of its six main components: the administrative context in which supervision takes place; the culture infused supervisory working alliance; nine supervisory functions; the supervisor??s and supervisee??s theory of change; the service delivery system; and the phase of counsellor development. Finally, future avenues for the model??s ongoing development and evaluation are discussed. As a meta-framework for the development of one??s personal approach to supervision, rather than a model of supervision, the CFM provides a transtheoretical heuristic for clinical supervisors to develop their personal approach the supervision.     

Racial Identity in Supervision

Helms's (1994) racial identity models are applied to supervision by exploring how racial issues might be discussed or omitted from supervision when the supervisor and supervisee exhibit various racial identity attitudes.     

An analysis of written feedback on a PhD thesis

This paper offers an interim analysis of written feedback on a first draft of a PhD thesis. It first looks at two sources of data: in-text feedback and overall feedback. Looking at how language is used in its situational context, we then coded the feedback and developed a model for analysis based on three fundamental functions of speech: referential, directive and expressive. It was found that expressive feedback benefited the supervisee the most. The interaction between the supervisor and the supervisee played an important role for the induction of the supervisee into the academic community, and suggests a peer-to-peer model in PhD education. Finally, this paper suggests the possibility of developing a taxonomy of good feedback practices in postgraduate supervision practice in Higher Education.     

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.     

A Model for Using Triadic Supervision in Counselor Preparation Programs

The Council for Accreditation of Counseling and Related Educational Programs (2001) has approved the use of triadic supervision as an alternative to individual supervision in clinical instruction. However, literature describing this mode of supervision is very limited. A model for triadic supervision is described, including presession planning, in‐session strategies, and administrative considerations and supervisee evaluation. An evaluation of the model from 2 recent studies is also discussed, and recommendations are provided for using triadic supervision in counselor preparation.     

Cognitive Techniques as a Means for Facilitating Supervisee Development

During periods of uncertainty or psychological distress, a supervisee may encounter or develop rigid or unhelpful thinking patterns that could delay development by promoting discouraging realities and experiences. Such cognitive experiences often are so subtle that they occur outside of the supervisee's immediate awareness. This article explores how the cognitive model of counseling could be used in supervision as a guide to help the supervisor and supervisee discover and modify negative thought processes.     

Cybersupervision: Further Examination of Synchronous and Asynchronous Modalities in Counseling Practicum Supervision

The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings.     

地方政府教育财政投入监督机制及其完善

此研究针对我国现行地方政府教育财政投入监管制度存在的现实问题及其成因,创新监督体制、监督内容、监督方式与监督保障等,构建有中国特色的地方政府教育财政投入监督制度。     

Supervisee Development During the Practicum Year

Examination of the validity of Stoltenberg and Delworth's (1987) Integrated Developmental Model (IDM) of supervision found longitudinal supervisee gains in self-rated self-other awareness and independence over the course of an advanced practicum year.     

浅议企事业单位的会计监督

企事业单位的会计监督是我国经济监督体系的重要组成部分,其关键在于深化改革,从体制、机制、人事、职能等方面探索新的管理途径和方法,把企业外部监督和内部监督有机地结合起来,形成全方位、网络信息化的监督体系.监督者与被监督者的关系由对抗型向协作型转变是监督的发展趋势.     

Supervisee Incompatibility and Its Influence on Triadic Supervision: An Examination of Doctoral Student Supervisors' Perspectives

A qualitative study was conducted to explore supervisors' experiences of supervisee incompatibility in triadic supervision. In‐depth interviews were completed with 9 doctoral student supervisors in a counselor education program, and a whole‐text analysis generated 3 categories. Supervisee incompatibility took a wide variety of forms and negatively affected the content of supervision, including its progress and productivity. It also negatively influenced the process of supervision, including the feedback and support offered by either the supervisor or the supervisees and the general atmosphere of supervision meetings. Implications of the findings for counseling supervision and for further research are also addressed.     

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.     

The Learning Problem of the Student in Psychotherapy Supervision

The learning problems of the student in psychotherapy supervision are described from the vantage point of a clinical psychology intern. The vicissitudes of the relationship between psychotherapy supervisor and supervisee form the context for the appearance and potential resolution of the student's learning problems. Specific areas of discussion include the initial contact between supervisor and supervisee; the supervisory alliance; clarifying what therapy is and what it is not; realizing who you are and what your supervisor is; discovering that you can get results; leaving. A final section is devoted to describing apparent similarities between the supervisory relationship and psychotherapy. Supervision of a novice psychotherapist can be thought of as the psychotherapy of a learning disability.