The Relationship of Supervisory Styles to Satisfaction With Supervision and the Perceived Self‐Efficacy of Master's‐Level Counseling Students

The purpose of this study was to determine whether supervisors' supervisory styles are related to master's‐level counseling students' satisfaction with supervision and their perceived self‐efficacy. Multiple regression analyses of data obtained for 82 participants indicated that particular supervisory styles were significant predictors of supervisees' satisfaction with supervision and perceived self‐efficacy. Findings can be used to enhance the training of supervisors.     

Leadership in Guidance: A Survey of School Counseling Supervisors

The authors present the results of a survey of district-level school counseling supervisors in Virginia. The results indicate that few school divisions employ individuals with the title of guidance supervisor. In divisions where such positions exist, they are staffed most often by individuals with guidance training and experience. The supervisors surveyed indicated that they spend a substantial portion of their time providing direct consultative support and assistance to counselors, engage in few research activities, and have few consultative contacts with counselor educators. Recommendations regarding school counselor supervision are offered based on survey data.     

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.     

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.     

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.     

Field Supervision of Counselors in Training: A Survey of the North Atlantic Region

Most of the research on supervision has focused on supervisors in academic institutions (faculty members or doctoral students). In this article the authors describe a study in which they examined supervisors in community agencies where master's level counselors were assigned for practicum and internship training. The survey suggested that agencies were heavily invested in supervising graduate level counseling students and providing them with a rich clinical experience. Respondents typically had a master's degree, used various models of supervision, and provided feedback by means of self-report and audiotape or videotape review of counseling sessions. Results suggest that these supervisors had little contact with the concurrent academic supervisor and may have had little formal training in supervision. Implications of this survey include a need for more training for supervisors in graduate counseling programs and a need for more liaison between campus and field supervisors.     

The Content and Frequency of Supervisor Self-Disclosures and Their Relationship to Supervisor Style and the Supervisory Working Alliance

This study of 105 trainees revealed that supervisors most frequently self-disclosed personal issues, neutral counseling experiences, and counseling struggles. Supervisor self-disclosures were related to supervisor style and the supervisory relationship.     

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.     

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.     

Effects of Supervisor Social Influence,Nonverbal Immediacy,and Biological Sex on Subordinates' Perceptions of Job Satisfaction,Liking, and Supervisor Credibility

This study investigated the impact of supervisor biological sex, power use, and nonverbal immediacy on subordinates' satisfaction, liking for the supervisor, and perceptions of the supervisors' credibility. After viewing video scenarios of male and female supervisors engaging in nonverbally immediate (or nonimmediate) and prosocial (or antisocial) power use, subordinates reported perceptions of satisfaction, affect, and credibility. Results of the 2 × 2 × 2 experimental design indicated significant main effects for supervisor prosocial power and nonverbal immediacy. Although there were interaction effects, the variance accounted for was minimal. Supervisor prosocial power use and nonverbal immediacy were positively and significantly related to subordinates' self-reported satisfaction, liking for the supervisor, and work enjoyment. Supervisor biological sex did not show a relationship to any of the criterion variables. This study demonstrates that supervisors should maintain nonverbal immediacy and frame prosocial-type messages to preserve their credibility in the workplace.     

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.     

THE CONTRIBUTION OF SCHOOL COUNSELORS’ SELF‐EFFICACY TO THEIR PROGRAMMATIC SERVICE DELIVERY

Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed.     

When enough is too much: Communication apprehension and employee information experiences

This study examines the relationships between supervisor communication apprehension, employee communication apprehension, and employees' reports of information received from their supervisor. Results indicated that supervisor communication apprehension was negatively related to employees' reports of information received. Employee communication apprehension and employees' reports of information received from supervisors were not significantly related. Supervisor communication apprehension was negatively related to the information load reported by employees. Finally, a positive relationship was identified between employee communication apprehension and the information load reported by employees.     

The relationship of supervisor use of power and affinity‐seeking strategies with subordinate satisfaction

Subordinate perceptions of supervisor communication of power (control) strategies and supervisor communication of affinity‐seeking strategies were found to correlate with subordinate satisfaction. Supervisor use of power strategies such as Deferred Reward from Behavior, Self‐Esteem, and Supervisor Feedback were positively correlated with subordinate satisfaction. Punishment from Supervisor, Punishment from Others, Guilt, Supervisor/ Subordinate Relationship‐Negative, Legitimate‐Higher Authority, Legitimate‐Supervisor Authority, Personal Responsibilty, and Debt were negatively correlated with subordinate satisfaction. The results also revealed many affinity‐seeking strategies were positively associated with subordinate satisfaction. Present Interesting Self and Assume Control, when overused by supervisors, led to lowered satisfaction.     

Trait Emotional Intelligence and Perceived Supervisory Working Alliance of Counseling Trainees and Their Supervisors in Agency Settings

The present study investigated the relationships between supervisee and supervisor trait emotional intelligence (EI) levels and their perception of the supervisory working alliance. Data were collected from 64 supervisor-supervisee dyads among masters-level community counseling internship students and their site supervisors. Findings indicated that supervisees and supervisors with higher levels of trait EI tended to perceive the supervisory working alliance more positively. However, findings did not support the presence of an interaction effect between supervisee and supervisor trait EI on either supervisees’ or supervisors’ perceptions of the working alliance. Implications of the findings and directions for future research are discussed.     

The Use of Occupational Images in Counselor Supervision

Counselor supervision occurs during a critical stage when counselors‐in‐training (CITs) are actively developing their career self‐concept as they adapt to professional life and responsibilities. This article provides an application of a narrative approach for supervisors helping CITs understand how their personal occupational images interplay with adjusting to the work environment. With this understanding, CITs are able to identify aspects of the professional career image that they want to develop and portray in their pursuit of a career in counseling.     

A Study of the Relationship between Supervisor and Trainee Behaviors in Counseling Practicum

The goal of this study was to identify relationships among the counseling behaviors of practicum trainees and the supervision behaviors of their supervisors during a one-semester counseling practicum. Trained judges rated the following variables from audiotapes: trainee and supervisor empathy, various trainee and supervisor verbal behavior patterns, and five trainee competencies. Comparisons were made between performances at the beginning and end of the term. Trainees improved on two of five competencies but did not improve on empathy, nor did their verbal behavior patterns change. Empathy levels of the supervisors had no apparent effect on the trainees.     

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.     

Who's in Charge? School Counseling Supervision in North Carolina

Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision.