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.     

Supervision of supervisors: on developing supervision in postgraduate education

During the 1900s, the path to a PhD degree has seen many changes for both postgraduate students as well as their supervisors. The supervisor's duties have increased in scope and the demands made on PhD candidates have augmented. This paper deals with supervision as pedagogic method. Departing from a project aimed at studying ‘supervision on supervision’ through a programme including a special pedagogic model for learning, process‐oriented group supervision as a method of improving doctoral supervision is discussed. In the model used, the supervisors' relationships and the experiences form the basis for reflection process connected to, among others, communication theory and social‐psychological explanatory models. Pointing out the five requirements of trust, theories, tools, training and time, it is concluded that ‘supervision on supervision’ well may serve as a way of improving doctoral supervision.     

The Selection and Professional Development of Trainers for Initial Teacher Training

Teacher training at school level, and in higher education colleges, is often perceived negatively. This has spurred change in the past decade. At school level there have been efforts to improve the quality of supervision and to achieve more effective liaison with colleges. Colleges have developed new programmes of pre‐service training at a time of low student recruitment, a greying staff and rising staff‐student ratios.     

Multicultural and Social Justice Competence in Clinical Supervision

The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) model to clinical supervision, highlighting ways for supervisors to intentionally integrate multicultural and social justice practices into the supervision enterprise. They offer specific implications for supervision practice, including a focus on broaching strategies.     

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.     

Triadic Supervision and its Impact on the Role of the Supervisor: A Qualitative Examination of Supervisors' Perspectives

Although triadic supervision has been the subject of little empirical research, perspectives of supervisors in this form of supervision have received even less attention. This qualitative study examined 6 doctoral student supervisors' experiences of triadic supervision and the demands it placed on them in their role as supervisors. Data collection involved use of in‐depth, open‐ended interviews, and a whole‐text analysis resulted in 2 major categories. These categories address various ways in which triadic supervision increases or decreases the demands placed on the supervisor. Implications of the findings for supervisory practices and future research are also addressed.     

Novice Supervisees' Self‐Evaluations and Their Perceptions of Supervisor Style

Multiple regression analyses of data obtained for 36 counseling supervision dyads indicated that attractiveness, an aspect of supervisory style, was negatively associated with supervisees' self‐evaluations and positively associated with the difference between trainees' and supervisors' evaluations of counseling competence at the end of the 1st practicum experience. Supervisors' interpersonal sensitivity and task orientation were not found to contribute significantly to either of the criterion variables.     

A Model for Supervising School Counseling Students Without Teaching Experience

Changed demographics of those now entering the field of school counseling argue for changes in preparatory curriculum, including the curriculum for supervision. The authors present a 5‐component model for supervising graduate students without previous school experience that is based on 2 pertinent studies. This model focuses on information for administrators and site supervisors about research related to nonteachers; immersion in the school context and in other youth‐oriented venues; observation of school culture; structure for site supervision; and awareness regarding development, classroom skills, and lesson planning. Included are sample strategies for addressing the needs of nonteachers through program structure, curriculum, and site 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.     

Computer‐Based Counselor‐in‐Training Supervision: Ethical and Practical Implications for Counselor Educators and Supervisors

Computer‐based clinical supervision of counselors‐in‐training is becoming more prevalent (M. Reisch & L. Jarman‐Rohde, 2000); however, its use is still in its infancy, and ethical standards have not been established regarding its practice. There exists a dearth of literature focusing on the ethical practice and development of supervisees when using computer‐based supervision. This article (a) explores ethical practice when using technology to facilitate counselor supervision, (b) reviews specific types of computer‐based applications, (c) presents potential advantages and disadvantages of computer‐based supervision, and (d) offers implications for counselor educators and supervisors.     

School Counseling Site Supervisor Training: An Exploratory Study

This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered.     

Computer‐Assisted Live Supervision in College Counseling Centers

The authors describe a computer‐based “bug‐in‐the‐eye” approach to counselor supervision that is well suited to college counseling centers. Hardware and software requirements, comparisons with other forms of supervision, support for and limitations of this approach, and recommendations are presented.     

SUPERVISION IN SCHOOL PSYCHOLOGY: THE DEVELOPMENTAL/ECOLOGICAL/PROBLEM‐SOLVING MODEL

Effective supervision models guide the supervisory relationship and supervisory tasks leading to reflective and purposeful practice. The Developmental/Ecological/Problem‐Solving (DEP) Model provides a contemporary framework for supervision specific to school psychology. Designed for the school psychology internship, the DEP Model is also applicable to all pre‐service and advanced field‐based training, as well as career‐long continuing professional development. The Developmental domain initiates training at the functioning skill level of the supervisee and progresses toward independent competency. The Ecological domain addresses the multiple systemic contexts that influence school psychology practice and prepares the intern to intervene within both individual and systemic contexts. The Problem‐Solving domain focuses on the application of data‐based decision making and evidence‐based interventions to the full range of school psychology activities. It provides a systematic schema to address student, family, and school needs.     

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.     

Evaluating Corrective Feedback Self‐Efficacy Changes Among Counselor Educators and Site Supervisors

Analysis of pretest–posttest scores on the Corrective Feedback Self‐Efficacy Instrument (Page & Hulse‐Killacky, 1999 ) following a supervision workshop indicated a significant positive relationship between workshop training and supervisors' feedback self‐efficacy in giving corrective feedback. Furthermore, the association between prior supervision training, supervision experience, and feedback self‐efficacy was measured. Practical and research implications are discussed.     

Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.     

Presenting Workshops on Supervision: A Didactic‐Experiential Format

Given the growing emphasis on supervision in the counseling field, mental health professionals need updated training on the varied and complex issues in supervision and introduction to emerging theoretical models. The authors present a didactic‐theoretical‐experiential model of supervision training to be used in a workshop format. Curriculum information is included, along with ideas for exercises and class discussion. The authors discuss common themes and potential challenges that have emerged from their experiences as well as from feedback from evaluations. Readers are provided with information to help develop and enrich their training skills in supervision.     

TEACHER BEHAVIORAL PRACTICES: RELATIONS TO STUDENT RISK BEHAVIORS,LEARNING BARRIERS,AND SCHOOL CLIMATE

Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school‐level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student‐related outcomes (i.e., high‐risk behaviors, barriers to learning, student social–behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low‐income students, completed self‐report surveys. Multilevel regression was used to test both individual‐ and school‐level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student high‐risk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high‐risk behaviors and barriers to learning. More instructional management is also linked to positive social–behavioral climate. Results from this study highlight the association between teacher practices and a range of student‐related problem behaviors, and suggest that system‐level interventions in the school may have positive effects.     

A national survey of current supervision and evaluation practices of school psychologists

This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc.     

A Supervisory Framework for Systematically Attending to Outcomes in Clinical Supervision

Examination of the efficacy of clinical supervision has accrued limited evidence, partially due to lack of a clarity or consensus on what constitutes supervision outcomes. This not only leads to inconsistency across studies evaluating supervision outcomes but also falls short of providing guidance for clinical supervisors to systematically evaluate the efficacy of their work. We present a practitioner-oriented, evidence-informed, and pan-theoretical framework that connects a broad range of outcomes to the supervision process, including proximal, intermediate, and distal outcomes. We discuss how several practitioner-friendly instruments related to these outcomes can be incorporated into supervision practice and contribute to a more holistic assessment of supervision outcomes. We also discussed supervisory strategies, such as strategically attending to and balancing multiple levels of outcomes and incorporating a theoretical lens to our framework.