Counselor Supervision Research Articles

Feelings and Experiences of Counseling Practicum Students and Implications for Counseling Supervision

This study focuses on Counseling Practicum students’ feelings and experiences during the Bachelor in Education program at International Islamic University. The students, who were in Guidance and Counseling specialization, had to go through two phases of training; practicum for seven weeks and internship for fourteen weeks. These training periods provide them an opportunity to apply related theories and techniques that they had learnt during three to four years of their studies. The participants for this study consisted of ten third year students from Guidance and Counseling course. This qualitative research adopted students’ journals, group counseling supervision, documentations, case presentation and interviews as the data resources to reveal rich description of the students’ feelings and experiences. The findings indicate five main themes derived for discussion which include nervousness, ability and counseling skills, negotiating students’ or clients’ perceptions, lack of confidence in application of theories, and task completion. Further, this study provides an insight for supervisors to highlight issues and challenges in assisting future trainee counselors. DOI: 10.5901/jesr.2013.v3n7p731

From Old School to the Use of ICT in Supervision of Counsellor Trainees in Nigeria

Things are changing. Better ways of doing things are been thought out and employed. Counsellor education and supervision is not left out in this wind of change. This paper specifically acknowledges this in the area of supervision of students on counselling practicum exercise. In Nigeria, counselling is taught from first degree to Ph.D. level. During the course of training of the counsellors at the first degree level, trainees are exposed to a two six-weeks practicum exercise. At the end of each of the practicum exercise, the trainee counsellors are assessed. Most times, the assessment is done post mortem from the review of tapes and reports. This paper submits that such exercises can be improved by employing the use of some ICT techniques for enhanced and more accurate assessment of trainee counsellors practicum experiences, hence the call for a shift from the old school to the use of ICT in supervision of trainee counsellors in Nigeria. INTRODUCTION The ways of doing things change from time to time in the face of emerging and prevailing circumstances. These ways of doing things which give way to new ways are in the parlance of the youth regarded as “Old School”. They are called ‘Old School’ because it is thought to belong to older and fading generation. The ways of teaching in counsellor education are changing. They are accommodating new ways. One of the ways is the use of information and communication technologies (ICT). The same can be said of supervision in counsellor education. Counselling has long been seen as a face to face professional and ethical relationship between a counsellor and a client. This concept of counselling has long given way to modern definitions. The modern definition accommodates the fact that counselling can be done from a distance and via the use of technology by not restricting it to face to face interaction. ACA International Journal of Academic Research in Business and Social Sciences August 2013, Vol. 3, No. 8

All Supervision is Multicultural: A Review of Literature on the Need for Multicultural Supervision in Counseling

This paper discusses several aspects of multicultural supervision, reviews current research literature on cross cultural supervision, which would explain why it is important to be competent in multicultural supervision. The paper also describes the roles of the supervisor and supervision techniques that facilitate multicultural supervision. A Case example is provided for a better conceptualization of the techniques involved in multicultural supervision. The paper also addresses areas that need more research and literature within the field of cross-cultural supervision.

Proposed Guidelines for Operating Counselor Education and Supervision Training Clinics

The purpose of this article is to justify and present a set of guidelines for the effective and ethical administration of counselor education and supervision training clinics. Responding directly to a call for creating guidelines, the authors address core issues surrounding their development. Benefits for clear and accessible guidelines and risks associated with their absence are covered. Drawing upon existing contributions from the field and related professions, guidelines are proposed along with a plan for their approval and implementation in counselor education training clinics.

Parenting and the parallel processes in parents’ counseling supervision for eating-related problems

This paper presents an integrative model for supervising counselors of parents who face eating-related problems in their families. The model is grounded in the theory of parallel processes which occur during the supervision of health-care professionals as well as the counseling of parents and patients. The aim of this model is to conceptualize components and processes in the supervision space, in order to: (a) create a nurturing environment for health-care facilitators, parents and children, (b) better understand the complex and difficult nature of parenting, the challenge counselors face, and the skills and practices used in parenting and in counseling, and (c) better own practices and oppose the judgment that often dominates in counseling and supervision. This paper reflects upon the tradition of supervision and offers a comprehensive view of this process, including its challenges, skills and practices.

Standardizing the Pre-Licensure Supervision Process: A Commentary on Advocating for Direct Observation of Skills

The present paper advocates for standardized regulations and laws for supervision of pre-licensed counselors in the United States, particularly for direct observation of clinical skills. A review of regulations by the American Counseling Association's (ACA) Professional Affairs Division (2012) reveals that only two states (Arizona and North Carolina) specify requiring supervision interventions that include the use of reviewing audio or videotapes, or live supervision modalities, to help evaluate pre-licensed counselors competence. Literature on the current state of regulations as well as extant research in supervision practices, and effects on satisfaction with supervision and self-efficacy is presented and framed in terms of standardized policy.Keywords: pre-licensed counselors, regulations, laws, satisfaction with supervision, self-efficacy, direct observationA review of regulations by the American Counseling Association (ACA) Office of Professional Affairs (2012) reveals that all fifty states require the practice of counseling under supervision for two or more years after the completion of the master's degree prior to licensure. However, there are no unified national standards that govern post-master's degree supervision (e.g., ACA, 2012 Borders & Cashwell, 1992). Supervised counseling experience ranges from 1000 to 4500 hours (ACA Office of Professional Affairs), with the amount of face-to-face clinical supervision occurring either in an individual or group setting varying greatly (ACA, 2007). Furthermore, only two states (Arizona and North Carolina) specify requiring supervision interventions that include the use of reviewing audio or videotapes, or live supervision modalities to help evaluate pre-licensed counselor competence (ACA Professional Affairs Division). Some studies have investigated supervision in this counselor pre-licensure stage, including factors related to counselor effectiveness such as self-efficacy and satisfaction (e.g., Bernard & Goodyear, 2004; Fall & Sutton, 2004; Magnuson, Norem, & Wilcoxon, 2002). The use of direct observation of skills in supervision is noted to lead to more positive effects in terms of counseling performance and outcomes. Standardization of required direct observation of clinical skills is especially necessary. The literature indicates that observation of skills is crucial to counselor professional development and practice (Herbert & Trusty, 2006). Moreover, standardization of required direct observation of clinical skills is a key factor in licensure policy The following review calls for such standardization, with a summary of current regulations, extant research in counseling outcomes and supervision practice, and recommendations and advocacy for regulation.Supervision Background and StandardsACA, the Association for Counselor Education and Supervision (ACES), and the American Association of State Counseling Licensure Boards (AASCB) have all attempted to define best practices in counselor supervision. The ACA Code of Ethics standard F. 1 .a, discusses a primary obligation of supervisors in the role of monitoring services of counselors-Neal in-training. This monitoring consists of case notes, samples of clinical work or live observation of the trainee (Herlihy & Corey, 2006). In 1990, model legislation for licensed professional counselors was developed by the American Counseling Association to promote acceptable professional standards within the realm of counseling. This proposed licensure bill recommended state licensure boards consider what is the nature of the supervision co-therapy, direct observation, audio and/or videotaping (Bloom et al., p. 520). ACES also addressed this issue in two different documents. First, the Ethical Guidelines for Counseling Supervisors states that supervisors are responsible for actual work samples via audio or videotape or live observation... which should be reviewed by the supervisor as a regular part of the ongoing supervisory process (ACES, 1995, p. …

Supervision in the helping professions: Making the case for support and supervision for career counsellors

The case for supervision for career counsellors has been made strongly. However, there is still a distinct lack of formal support and supervision for career practitioners in the UK and elsewhere. This paper begins by defining support and supervision in the helping professions. It goes on to report the findings of a research project undertaken with a group of supervisors working in the context of ‘youth support’ and considers how the results might be applied to the career counselling profession. The hope is that the debate concerning the need for supervision for career practitioners is reignited.

Counseling Supervision Within a Feminist Framework: Guidelines for Intervention

Feminist supervision is based on the principles of feminist theory. Goals include sharing responsibility for the supervision process, empowering the supervisee, attending to the contextual assumptions about clients, and analyzing gender roles. This article explores feminist supervision and guidelines for providing counseling supervision interventions within a feminist framework.

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.

Chromosome 22q11.2 Deletion Syndrome Presenting as Adult Onset Hypoparathyroidism: Clues to Diagnosis from Dysmorphic Facial Features

We report a 26-year-old Thai man who presented with hypoparathyroidism in adulthood. He had no history of cardiac disease and recurrent infection. His subtle dysmorphic facial features and mild intellectual impairment were suspected for chromosome 22q11.2 deletion syndrome. The diagnosis was confirmed by fluorescence in situ hybridization, which found microdeletion in 22q11.2 region. The characteristic facial appearance can lead to clinical suspicion of this syndrome. The case report emphasizes that this syndrome is not uncommon and presents as a remarkable variability in the severity and extent of expression. Accurate diagnosis is important for genetic counseling and long-term health supervision by multidisciplinary team.

Clinical Supervision of Counselors-in-Training Working with Suicidal Clients: A Grounded Theory Investigation

The purpose of the current study was to generate an emergent theory of the process of counselor supervision for counselor trainees who work with suicidal clients. The researchers explored perspectives of five counselor supervisors, each of whom served as director of the counseling clinic/practicum training lab at his or her respective counselor preparation program. The emergent theory was titled Supervision for Suicidal Clients as an Immediate, Versatile Collaboration Between Counselor Trainees and Counselor Supervisors and captured participants' experiences of supervision as a complex, evolving process focused on client welfare and promoting counselor trainee growth.

Improving teacher instructional effectiveness in Nigeria with counseling model of supervision

This study investigated the use of counseling model of supervision in retooling instructional strategies for effective teaching and learning. Data were collected from 127 teachers from two schools after simple random sampling and which formed intact classes; 64 teachers served as treatment group and 63 teachers served as control group. The instrument used was a questionnaire - Teachers Instructional Effectiveness Rating Scale (TIERS) developed by the researcher that consisted of 26 items. The validity and reliability of the instrument were established using face and construct validation. Internal consistency and stability were also established using Cranach Alpha and Test Retest Procedure respectively. The Pearson's Product Moment Correlation procedure tested the reliability of the TIERS. Two research questions were asked and three null hypotheses were formulated for the study. Using mean and standard deviation the research questions were analyzed while the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results indicated that: (a) counseling supervisory model is more effective than traditional model of supervision. (b) There was no remarkable difference in effectiveness between male and female teachers exposed to counseling supervision model and (c) gender does not combine with model of supervision to affect instructional effectiveness of teachers. It was recommended that counseling supervision model be used to ensure Teacher Instructional effectiveness: This refers to the contributions of the teacher for maximum success in the classroom teaching and learning activities. It also has to do with the ability of the teacher in realizing the objectives of teaching and learning. Traditional method of supervision: This model is the regular school visits in which the supervisor rather engages in inspecting the physical appearance of the teacher, his classroom environment, and the facilities and so on. This model was used as a control in this study. Counseling supervisory model: This model believes in the expression of the person (teacher) whose psychological changes bring about changes in teaching behavior, and in which supervision can help change a teacher's self concept especially as the solution to teacher problem lies within the teacher. It was used in this study as a treatment. TIERS: Teachers Instructional Effectiveness Rating Scale (TIERS) is the instrument developed by the researcher and used to elicit information from the respondents on the classroom effectiveness of teachers exposed to Counseling Supervisory model and those not so exposed.

Assessment of Counselors’ Supervision Processes

The aim of this study is to investigate elementary and high school counselors’ supervision processes and efficiency of their supervision. The interview method was used as it was thought to be better for realizing the aim of the study. The study group was composed of ten counselors who were chosen through purposeful sampling method. Data were collected via an interview form prepared for this study and analyzed using the descriptive analysis method. Findings were grouped under nine themes: informed supervision, meeting, construction of supervision process, the focus of supervision process, communication, interaction, assessment, period, and effectiveness. According to the results of the research: education supervisors and ministerial supervisors’ activities related to the supervision are not compatible with the aims of supervision and they act in a similar manner. So supervision of counselors working at primary and high school is not effective.

Age, Gender, and Ethnicity of Counsellor Trainees and Corresponding Counselling Self-Efficacy: Research Findings and Implications for Counsellor Educators

This study explored the counselling self-efficacy of students in a counsellor education programme, in regard to age, gender, and ethnicity characteristics. To assess counselling self-efficacy, the Counselling Self-Estimate Inventory (COSE) of Larson et al. (Counsellor Education & Supervision 41: 120–130, 1992) was administered at the end of a semester to counselling students engaged in different stages of a counsellor training program. No significant differences were found in regard to gender and age-group categories, but significant differences were found among ethnic groups. It was found that Asian and White students generally had similar and also lower counselling self-efficacy means than the other ethnic groups in the sample in regard to several counselling-specific categories. Implications for counsellor educators in training counselling students of diverse characteristics are discussed.

Perspectives on Creativity, Counseling, and the Contributions of Counselors and Entertainers to Mental Health: The Rogers

In the 20th century, a group of talented individuals with the surname Rogers made creative contributions to American society. This article examines the most noted of these personalities and their effect on the mental health of a nation. Although it is unlikely that a group with the same last name will be as prominent again, it is crucial for counselors to be mindful of the therapeutic impact of entertainers, as well as counselors, to wellness. PERSPECTIVES PERSPECTIVES is a special feature included in this issue of Journal of Creativity in Mental Health that provides mental health professionals with an opportunity to discuss their positions on a variety of creativity-related topics. In this column, Samuel T. Gladding and Melanie Drake Wallace share their perspective and reflections of the contribution of notable entertainers and counselors with the surname Rogers on 20th century American society. Samuel T. Gladding is Professor and Chair of the Department of Counseling at Wake Forest University. Dr. Gladding is former president of the American Counseling Association, Association for Counselor Education and Supervision, and the Association for Specialists in Group Work. He has published in the areas of creativity, family therapy, group counseling, and professional development. Melanie Drake Wallace is Assistant Professor at Jacksonville State University. Dr. Wallace is past President of the Alabama Counseling Association. She has published and presented in the areas of creativity, grief and loss, and counselor supervision.

A Model for Peer Experiential and Reciprocal Supervision (PEERS) for Genetic Counselors: Development and Preliminary Evaluation Within Clinical Practice

A model for practising genetic counselors to obtain clinical supervision via reciprocal peer observation and feedback was developed and trialled. The model was developed in response to a perceived lack of opportunity for immediate observational feedback for practising genetic counselors. The aims reached by consensus were to facilitate learning new approaches and skills, to revitalise current ways of practising, and to enhance supervision skills in a two-way process, where the observer learnt from the counselor, and vice-versa. The genetic counselors agreed on a process of paired reciprocal observation whereby the observer was present in the room during the counseling session, and a reflective feedback discussion was arranged within 24h of the session. Four main themes emerged from analysis of the recorded discussions were (i) "I wasn't sure if I-": voicing of doubts or internal questions that occurred during session for the counselor conducting the session, (ii) "I really liked that": positive feedback and validation from the observer, (iii) "I wonder whether-": offering of alternative views, insights and strategies by the observer, and (iv) "That's a real thing for me to take away and think about": evidence of learning by both observers and counselors.

Counseling Supervision for Counselor Development in Malaysia

A mounting body of research confirms the clinical wisdom that supervision is a critical component of counselor development. Recent supervision research has unraveled some of the important elements of supervision that can contribute to the effectiveness of and satisfaction with counseling supervision. The process and characteristics of counseling supervision have been extensively studied in the western countries and many theoretical approaches and models of supervision have been developed. Notwithstanding the broad acceptance of supervision, there has been little empirical investigation in the local context that explores this topic. This lack of normative information makes it difficult for Malaysia to develop its own model of counseling supervision that is agreed upon by most institutions. Encouraging news for the supervisors is that the Malaysian Board of Counselors or Lembaga Kaunselor Malaysia has taken the initial step in training supervisors suggesting an awareness of the importance of quality supervision. This paper draws on recent literature to illustrate the need for quality research in counseling supervision to contribute to counselor development. Some issues and challenges in developing the Malaysian model of supervision are also discussed. Suggestions for future research are also presented to tie-up the whole discussion. Keyword - Counselor Education, Supervision, Malaysian counseling, professional development.

The Elements: A Model of Mindful Supervision

Mindfulness, based on an ancient spiritual practice, is a core quality and way of being that can deepen and enrich the supervision of counselors. This model of mindful supervision incorporates Buddhist and Hindu conceptualizations of the roles of the five elements—space, earth, water, fire, air—as they relate to adhikara or studentship, the ongoing experience of a beginner's mind. By extending the invitation to studentship and outlining a flow through the elements, this model cultivates a stance of “not knowing,” wonder, curiosity, and openness. We explore the contributions and dynamic interplay of each of these elements in promoting mindful supervision.

Effects of Second Language Usage on Genetic Counseling Training and Supervision

We conducted an exploratory study of the experiences of genetic counselors who have either trained or supervised in a second language to assess the relevance of this issue to genetic counseling training and supervision. Two hundred-thirty NSGC members, CAGC members and genetic counseling students completed the online questionnaire. Many of the respondents reported that training and supervision differed when another language was involved. Supervisors reported difficulty in assessing students' counseling skills and discomfort with an incomplete understanding of session content. Students described a greater focus on vocabulary at the expense of psychosocial dimensions. Despite this, most felt that using another language enhanced their training experience. As such, training programs might consider increasing support to these learners and supervisors by explicitly acknowledging the challenges they face, providing students with language tools to aid in their acquisition of basic skills and providing supervisors with new methods for assessing student counseling skills when using other languages.

Comfort and challenge: A thematic analysis of female clinicians’ experiences of supervision

The supervision of counsellors, counselling psychologists, and psychotherapists is generally perceived to be an invaluable component of training and practice. The present study analysed this process to explore the meanings of supervision and to consider implications for clinical practice and training. This study presents the accounts of 19 psychological therapists who experienced supervision while working at a London-based women's therapy centre. Demographic information was collected by questionnaire, and semi-structured interviews were conducted to explore aspects of the supervisory experience. The qualitative data were thematically analysed. Supervision has complex and paradoxical meanings, and it impacts on clinical counselling practice in multifarious ways. Dominant themes highlighted were the usefulness of supervision, specifically support, empowerment, and joining; fear of exposure in supervision versus gaining new information; the comfort versus the challenge of supervision; and supervision as a containing space. An experiential model of supervision was developed from the data. This model complements existing models in the field. It could be evaluated and used alongside existing models in various training and supervision contexts. Findings are discussed in relation to the literature on clinical supervision.