School Counselor Field Supervision: A Model

Little attention is devoted, in literature, to posttraining supervision. Collective bargaining procedures have produced a need for systematic approaches to the field supervision of practicing school counselors. A supervision model based on a ten-month counseling contract is described.     

A Model for On-Site Supervision of the School Counselor

This article proposes a series of linkages which can be created between counselor educators and local schools by on-site supervision. Methods and issues relating to such a possibility are discussed.     

Counselor Education and Supervision: Reader Perceptions

This study reports the perceptions of ACES members concerning CES. Demographic characteristics of respondents, opinions on article types, strengths and weaknesses, and inclusion of brief reports and special Issues are presented. Results indicate that research articles are of adequate quality and the types of articles included in the journal are adequate. These and other results 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.     

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.     

Relationship of Rehabilitation Counselor Characteristics to Supervisors' Ratings

A stepwise multiple regression procedure was employed to develop a series of equations composed of subsets of predictor variables which indicated the highest prediction accuracy for each of six counselor job performance criteria developed on a sample of 216 employed rehabilitation counselors and a subsequent randomly selected developmental sample of 166. Using cross-validation procedures, assessment was made of the predictive effectiveness of the regression equations when applied to a randomly selected independent sample derived from the same experience pool. Highest prediction accuracy in both developmental groups was demonstrated for the criterion self-initiative in increasing professional knowledge and skill. Significant predictors associated with this criterion for the total sample included: educational level, knowledge of professional subject matter in rehabilitation counseling, Personal Adjustment and Social Service scales of the Adjective Check List, and the Ability Utilization Scale of the Minnesota Importance Questionnaire. Significant multiple correlation coefficients obtained for the other five criteria ranged from .38 to .28. Results of cross-validation showed that two criteria exhibited little shrinkage, with a substantial increase in prediction accuracy observed for a third criterion, self-initiative in increasing professional knowledge and skill.     

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.     

Relationships Between Dimensions of Supervisors' Influence and Counselor Trainees' Performance

Practicum supervisors' expertness, attractiveness, and trustworthiness were related to supervision outcome measures. Trustworthiness proved to have the strongest associations.     

Extending Counselor Supervision

This article proposes that supervision of the counselor trainee be extended into the trainee's first employment setting following completion of his master's degree program. This extension would be of benefit to the producer (counselor training program), the product (counselor trainee) and the consumer (local school or agency). The proposed model is suggested as also being relevant to the training of counselor supervisors.     

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.     

Perceptions Regarding the Role of the Vocational Counselor

Abstract

The role of the vocational counselor as perceived by vocational directors, vocational counselors, secondary school principals, and secondary school counselors was ascertained. Further, role perceptions held by vocational counselors and secondary school counselors with varying demographic characteristics were determined. Null hypotheses were formulated and tested utilizing analysis of variance with Scheffe's test and the Wilks' lambda portion of multiple discriminant analysis. Among the four groups, significantly different means existed relative to 44 of the 70 role statements and significantly different perceptual profiles resulted. Significantly different means existed on 13 items among vocational counselors and on six items among secondary school counselors when role perceptions and different combinations of teaching and world-of-work experiences were examined.     

Comparative Perceptions of Practicum Counselor Behavior

Nineteen counseling interviews were rated by the respective clients, counselors, and supervisors on the Counselor Rating Form; these ratings of perceived counselor expertness, attractiveness, and trustworthiness were compared in a repeated measures analysis of variance. Results indicated that all three sources of perceptions were similar, although counselors rated their own behavior as significantly less expert than their clients. The article discusses the results in terms of their relevance to counselor supervision and training.     

A Proposed Internship Model for Students in Counselor Education or Supervision

An internship model is presented for graduate students in counselor education or counselor supervision, particularly those at the doctoral level. The author contends that the internship is a relatively neglected but singularly vital component of graduate training. The author's model proposes five behavioral and interrelated dimensions of intern involvement in the field agency: meetings, observations, conferences, consultations and program evaluations. The article also discusses problems associated with internships, including planning and funding responsibilities as well as the need for defining the internship in behaviorally explicit terms.     

Perceptions of Play Therapy in Taiwan: The Voices of School Counselors and Counselor Educators

The current status of play therapy in the elementary schools of Taiwan was investigated in relation to its compatibility with Chinese culture and its potential for wider societal adoption. Seven participants, four counselor educators and three elementary school counselors, in West Taiwan participated in this phenomenological qualitative inquiry. Seven assertions emerged from the interviewing data, implying that the potential for adopting play therapy in Taiwanese school counseling is embedded in the society. However, there are insufficient facilities and a lack of play therapy resources. Further investigation of the infrastructure in school counseling is necessary. Suggestions for practice and research regarding the development of play therapy and child counseling are presented.     

The Results of the Implementation of a Professional Supervision Model on Counselor Trainee Behavior

This article presents the results of the application of a professional model for practicum supervision using co-equal supervisors. This study found that beginning practicum students (a) learned to use a counseling theory in a professional manner with clients, (b) were rated by an expert rater as having skills equal to or higher than a comparison group of interns, graduate students, and employed agency counselors, and (c) rated the professional supervision practicum higher than did those under the usual apprenticeship supervision model. The authors suggest that counselor educators and supervisors can train students in less time to respond at a more complex skill level than has been previously reported in the literature.     

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.