A Model of School Counseling Supervision: The Goals,Functions, Roles,and Systems Model

The authors outline the Goals, Functions, Roles, and Systems Model (GFRS), a school counseling—specific model for supervising school counselors‐in‐training (SCITs). The GFRS was created as a guide for assisting in supervising and preparing SCITs for the multifaceted tasks they will undertake in their internships and careers. The components of this model are described within the context of the systems influencing supervision of SCITs. The GFRS is detailed to illustrate how it meets the specific needs of school counseling supervision. Examples are included of the GFRS when applied in supervision.     

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.     

Wellness Model of Supervision: A Comparative Analysis

This quasi‐experimental study compared the effectiveness of the Wellness Model of Supervision (WELMS; Lenz & Smith, 2010 ) with alternative supervision models for developing wellness constructs, total personal wellness, and helping skills among counselors‐in‐training. Participants were 32 master's‐level counseling students completing their internship requirements in a counseling program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a split plot analysis of variance indicated that participants in the WELMS condition increased their personal definitions of wellness and total wellness while developing their counseling skills at a similar level when compared with participants receiving other models of supervision.     

Supervisory Working Alliance: A Model Providing Direction for College Counseling Supervision

This article presents an overview of the Supervisory Working Alliance Model (E. S. Bordin, 1983) and related research. The author proposes an extension of the model by applying it to evaluation and multicultural competency. The following major advantages of the model for supervision in college counseling centers are discussed: (a) model's transtheoretical nature, (b) model's compatibility with alternate models, (c) model's conduciveness toward multiculturally competent supervision, and (d) model's utility in evaluation.     

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.     

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.     

School Counselor Supervisors' Perceptions of the Discrimination Model of Supervision

The authors examined 38 school counselor supervisors' perceptions of the Discrimination Model (DM; Bernard, 1979, 1997) of supervision, replicating and extending Ellis and Dell's (1986) investigation of the DM with mental health counselor supervisors. Participants judged the dissimilarity of each unique combination of roles and foci of the DM. The authors conducted a confirmatory multidimensional scaling analysis to compare the implicit dimensions and constructs that school counselor and mental health counselor supervisors used to make decisions. Results suggested partial similarities in the conceptual maps of school counselor and mental health counselor supervisors. Implications and suggestions for future research are discussed.     

Supervision in Schools: Building Pathways to Excellence

The authors summarize the special section in the journal of Counselor Education and Supervision (Vol. 45, No. 4, June 2006) on school counseling supervision and present implications to guide the practice of school counselor supervision. The implications for practice, training, research, and professional standards for school counselors 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.     

Supervision for Preparation and Practice of School Counselors: Pathways to Excellence

In this article, the importance of clinical supervision for school counselors is examined in terms of prior literature and the school counseling context. Standards relative to supervision are presented, followed by an overview of each article in the special section of the Counselor Education and Supervision journal (Vol. 45, No. 4, June 2006).     

School Counseling in Belize: Poised for Great Development

The majority of persons serving as school counselors in Belize do not have the formal training proposed by standard setting bodies, such as the U.S. National Board of Certified Counselors (NBCC) and the American School Counseling Association (ASCA). However, those serving as counselors readily identify responsibilities that parallel those advocated by the ASCA National Model (ASCA 2005). This article identifies characteristics of Belize school counselors, and reviews current school counseling practices and the implications of these for the future of school counseling in that setting. Opportunities for standardization and professional development for school counselors, solidification of a professional identity, and barriers to educational attainment are also explored.     

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.     

Dual Supervision: A Model for Counseling and Supervision

The counseling practicum is generally accepted as an essential part of a counselor-training program. Likewise, the training of future counselor educators necessitates experiences in supervision of counseling-practicum students. The dual supervision model described in this article is an approach that simultaneously meets the training needs of future counselors and counselor educators. The rationale for the dual supervision model, the results of an exploratory study of the counselor trainees' attitudes toward the dual supervision process, and the counseling-practicum supervisors' reactions to the model are described. Both the students enrolled in their second quarter of counseling practicum and the supervisors had very positive reactions to the dual supervision model.     

An Integrative Approach to Teaching Consultation and Supervision

This article describes an approach to teaching consultation and supervision. The course treats the two helping processes as natural outgrowths of counseling within an integrated conceptual framework. The course is not meant to train specialists in consultation and supervision. Rather, it is designed to help future practitioners gain adequate understanding of the two helping functions and acquire attitudes and skills required for consulting and supervisory roles. The didactic component of the course is based on the Three-Dimensional Intervention Model. It helps clarify the generic unity and specific differences of consultation and supervision vis-à-vis counseling. The course structure also provides students with opportunities to adapt counseling skills to situations typical in consulting and supervisory work.     

Adolescents and Cyber Bullying: The Precaution Adoption Process Model

A survey of adolescents (N?=?1,488) documented Facebook use and experience with cyber bullying. The study found that 84 % of adolescents (middle school through college undergraduates) use Facebook, and that most users log on daily. While 30 % of the sample reported being cyber bullied, only 12.5 % quit using the site, and only 18 % told a parent or school official about the abuse. Up to 75 % of middle school Facebook users have experienced cyber bullying. The current study was the first to apply the Precaution Adoption Process Model (PAPM) to cyber bullying or to test the model with children and adolescents. Results suggest that most adolescents are aware of cyber bullying and acknowledge it as a problem in their school. About half of the adolescents did not progress beyond Stage 2 of the PAPM (aware of the problem, but haven’t really thought about it). Adolescents also exhibited optimistic bias, believing they were less likely than peers to become cyber bullied. Implications for prevention education are discussed.     

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.     

Preparing Counselors to Advocate for Social Justice: A Liberation Model

There are few pedagogical resources that describe how counselor educators can prepare counseling students to advocate for social justice. This article highlights a constructivist approach to social justice advocacy training called the Liberation Model. The principles of the Liberation Model are discussed, and recommendations for implementing the model in graduate counseling courses are provided. The purpose of the model is to help students develop the knowledge, awareness, and skills necessary for social justice advocacy.     

对学校发展性教育督导的再认识 ——考察英国学校督导工作引起的思考

英国的学校发展性教育督导经验对于我国的督导实践探索具有较强的借鉴意义。 结合对英国的督导学习考察经历,发现学校教育、依法督导、教育质量、督导活动、督导结果和督学队伍六个要素对于学校发展性教育督导的有效实施非常关键。 文章介绍了英国学校在这六个方面的具体做法,这些做法值得我们在督导实践中借鉴。本文还结合上述六个要素就我国的督导工作给出了建议。     

Managing Perceived Stress Among College Students: The Roles of Social Support and Dysfunctional Coping

The author examined the conditions (i.e., social support and dysfunctional coping) under which perceived stress predicted psychological well‐being in 459 college students. Hierarchical regression analyses indicated a significant 2‐way interaction (Perceived Stress × Social Support) and a significant 3‐way interaction (Perceived Stress × Social Support × Dysfunctional Coping) predicting well‐being. Low social support deteriorated the association between stress and well‐being. Only the frequent use of dysfunctional coping exacerbated the association between stress and well‐being across high and low social support. Implications for counseling college students are discussed.     

Counseling Supervision: A Reflective Model

The article presents a new model of counseling supervision that integrates reflective learning theory with the concurrent development of counselors-in-training and the supervision relationship. A pedagogical framework for applying this model is introduced.