Experience Of Supervision Research Articles

Exploring training and supervision experiences of facilitators of men's behaviour change programmes: A qualitative study

Exploring training and supervision experiences of facilitators of men's behaviour change programmes: A qualitative study

Exploring sonographer emotional well-being: NHS sonographers' experience of the restorative function of professional supervision.

Following recommendations of the Francis report (2013), healthcare professional groups have formalised restorative supervision within practice in order to maintain emotional well-being among staff and provide quality of care for patients. There is a scarcity of research available on how professional supervision is utilised as a restorative device within current practice for sonographers. An online cross-sectional, descriptive survey was used to gain qualitative details and nominal data on sonographer experiences of professional supervision. Themes were developed through thematic analysis. A total of 56% of participants did not identify professional supervision as part of their current practice; 50% of participants felt emotionally unsupported within their work. The majority felt 'unsure' of how professional supervision would affect their working day; however, they highlighted that a restorative function would be valued equally as professional development functions of practice. The barriers to professional supervision as a restorative function demonstrate that an understanding of what sonographer needs are should be considered in approaches to professional supervision. This study found that participants identify professional supervision in its formative and normative functions more commonly than its restorative functions. It also found that sonographers are found wanting of emotional support, with 50% of sonographers feeling unsupported and identifying a restorative supervision need to their working practice. The need to establish a system that supports the emotional well-being of sonographers is highlighted. This should help with retention of sonographers in a career where burnout is evidenced.

University peer health coaches’ perceptions of learning and applying motivational interviewing

Introduction: Peer-led health coaching is a realistic and sustainable way to support health behaviour change on university campuses. Motivational Interviewing (MI) is an effective framework to guide behaviour change conversations in peer health coaching sessions. However, research on the perceptions of peer coaches who provide health coaching using MI is scarce. Objective: The aims of this study were to examine (1) university peer health coaches’ experiences as peer educators after participating in the training and implementation of MI; and (2) university peer health coaches’ supervision experiences as they learn to use MI for health coaching. Design: Cross-sectional in-depth qualitative study using Interpretative Phenomenological Analysis (IPA). Setting: Peer health coaching programme in a mid-sized southwestern US university. Method: Five peer health coaches were interviewed about their training, implementation and supervision of using MI in a university health coaching programme. IPA was used to analyse the findings. Results: We identified four main themes: (1) learning MI, (2) using MI, (3) challenges of time and availability and (4) supervision and peer support. Results illustrated the developmental processes peer health coaches perceive as they develop their MI skills. Individual and group supervision supported MI growth and development while also building a sense of community. Conclusion: Apart from challenges in learning and using MI, supervision was an important factor that helped peer health coaches develop. Future research should investigate training methods and supervision strategies to improve the quality of peer health coach programmes.

초심상담자의 심리검사 수퍼비전 경험에 대한 내러티브 탐구

The purpose of this study was to investigate the experience of psychological test supervision and its meaning in novice counselor. The narrative inquiry method was administered for novice counselors whose counseling career after acquiring a second-level counseling psychologist qualification is less than three years and the analysis results were divided into Pre-psychological test, Process, and Change Experiences. The Pre-psychological test Experience included ‘wandering steps and need for help’; the Process Experience included ‘parts I missed, understanding of client that becomes clear after focusing on them, importance of theory examining inside client, relief of thirst for integrative interpretation and counseling application, and best experience’; and the Change Experience included ‘To hold and contain’ and ‘To promise for professional growth’. In addition, the meaning Psychological test Experience was revealed as ‘To meet oneself’ and ‘To obtain power for holding and containing’. The psychological test supervision is, for novice counselors, a process of meeting oneself becoming a mature human, and means growth and change to become a counselor who endures and embraces clients. They, through the experience of psychological test supervision, have developed their abilities to interpret the psychological examination in an integrative way for in-depth understanding of cases and to apply them to counseling. Finally, based on the results of this study, a discussion on the stage of counselor development and the direction of psychological test education according to the educational needs was presented.

상담수퍼비전에서 수퍼바이지의 실제관계(real relationship) 경험에 관한 사례연구

The purpose of this study is to find out and understand in-depth real relationship experiencein counseling supervision through qualitative case study methods. Accordingly, three participantswho have been receiving supervision until recently and have an understanding of realrelationship were recruited as a purposeful sampling and conducted in-depth interviews. Theelements of the real relationship experience in supervision that three participants experienced in common were found to 5 categories and 15 subcategories in 2 areas. The real relationshipexperiences commonly found during supervision in each case were found in 'supervisor'sattitude and behavior' and 'supervisee's experience', and the influence after the real relationshipexperiences were found in 'as a counselor', 'in counseling', and 'in supervision'. The elementsof experience characteristically appearing in each case were 'involvement in life', 'influencingother areas of life', and 'experience achieved together'. This study is meaningful in that itprovides academic and clinical knowledge of the real relationship in counseling supervision byexploring what the real relationship experiences by supervisees.

사례개념화 기반 독서치료 수퍼비전 경험에 대한 내러티브 연구

Objectives The study addresses in-depth exploration of a professional bibliotherapist’s experience via case conceptualization-based supervision, by way of the narrative study methodology. Methods The above-mentioned bibliotherapist has more than 10 years of experiences offering bibliotherapy and more than 50 hours of supervision experiences. Data were collected over a 3-month span, by way of three supervision and in-depth interview sessions. Results Analyzed out of the data were 3 domains and 9 lower categories that are related to temporality. Lower category for the first domain (‘pre-supervision pressure’) was ‘preparation of supervision at a loss.’ Lower categories for the second domain (‘shifting of perspective via supervision’) were ‘training for whole-hearted understanding,’ ‘completely melted bibliotherapist’s medium, not part of it,’ ‘going from winding alley to boulevard,’ ‘change of interactions with added trust trust,’ ‘proactive motivation of using media for bibliotherapy,’ and ‘bibliotherapy with shifting of perspective applied.’ Lower categories for the third domain (‘growth via supervision’) were ‘using bibliotherapy to improve counseling effect’ and ‘ruminating myself.’ Conclusions The results of this study will contribute to recognizing the meaning of the case conceptualization-based bibliotherapy supervision experience and preparing concrete evidence for how the case conceptualization training of bibliotherapy supervision is systematized and effectively carried out.

사회복지상담원의 상담개입 경험에 관한 사례연구

The purpose of this study is to explore the positive factors for social welfare counselors to overcome the dilemma of counseling intervention, to secure academic basic data, to set a direction for social welfare counselors to promote counseling intervention efficiency, and to establish a practical foundation for social welfare counseling education. would like to provide In order to achieve the objective, individual in-depth interviews were conducted with 5 managers with experience in counseling intervention and supervision at an institution specializing in elder protection, and an exploratory case study method was used. The research results are as follows. first, three essential themes and 16 revealed themes were derived: clash of values ​​and reality: values ​​of social welfare practice, lack of counseling intervention ability: metamorphosis, seeking the need for professional counseling intervention work. second, in the narratives of the social welfare counselors at an institution specializing in the protection of the elderly, it was possible to find respect for the lives of the elderly and efforts to align the values ​​of social welfare practice with their own lives. third, It was confirmed that the problem of values, which is one of the main factors of counseling practice, has a great influence on the performance of roles and functions, as they try to maintain consistency that is not different from the values ​​of social welfare practice in their lives. This study has theoretical and practical implications in that the educational content and direction necessary to nurture experts in the field of social welfare counseling practice where the demand for experts is rapidly increasing and professionalism is required was presented.

Assessing students interprofessional competence using a Swedish version of the Interprofessional Collaborator Assessment Rubric

ABSTRACT Valid instruments to assess interprofessional competence in students during clinical studies are needed, especially considering an increasingly pressured healthcare environment where supervisors have various experience of supervision and assessment. The aim of this study was to explore the applicability of a Swedish version of the Interprofessional Collaborator Assessment Rubric (ICAR) in different clinical education contexts from both student and supervisor perspectives. The study used a qualitative design. Data was collected using focus group discussions with students (n = 35) and individual interviews with supervisors (n = 8). Data was recorded, transcribed verbatim, and analyzed using content analysis. The findings show that the instrument was perceived as a relevant working tool for assessing interprofessional competencies. The importance for learning was highlighted, which included an increased understanding and insight about different professions’ roles and responsibilities, created opportunities of self-reflection and stimulated discussion about students’ individual assessments. In terms of the interpretation and understanding of included concepts and user instructions, different suggestions for clarification emerged. Views about time for assessment varied between students and supervisors. In this study, the Swedish version of ICAR was considered an adequate assessment tool for assessing students’ progression of interprofessional competencies in relation to course specific learning outcomes.

Community service nurses in primary healthcare clinics: Experiences of supervision and support from professional nurses.

Newly qualified nurses in South Africa are required to undertake a compulsory 1-year community service (CS) in a public healthcare facility. They are not yet competent to work alone and require supervision and support from senior professional nurses. This study aimed to explore and describe the experiences of community service nurses (CSNs) regarding supervision and support from professional nurses at primary healthcare clinics (PHC). The study was conducted with CSNs who were working in PHC clinics in Nelson Mandela Bay (NMB). A qualitative, explorative, descriptive and contextual study was conducted using semi-structured interviews with 10 CSNs. Purposive sampling was used. Data were analysed using Tesch's coding method of content analysis. Two themes and six sub-themes emerged, the key themes being participants' diverse needs related to CS placement at PHC clinics and participants' social interaction with the professional nurses during CS. Supervision and support for the CSNs during their CS rotation was inadequate at most clinics in this study. Recommendations, based on findings, were made for an improved CS experience and further research. The CSNs require supervision and support in the CS year, particularly in PHC clinics, clearly presented in this study. The findings of the study can be used to improve the experience of CS for CSNs in the PHC setting in NMB.

Students’ Perceptions of Postgraduate Research Supervision at Botswana Open University

Research supervision in higher education is considered essential in promoting lifelong learning and the creation of knowledge. At Botswana Open University (BOU) research supervision is conducted at a distance. However, this mode of supervision is not without its challenges. The purpose of this study was to investigate the perceptions of students on research supervision in three master’s programmes namely: Master of Education (Educational Leadership), Commonwealth Executive Master of Business Administration and Commonwealth Executive Master in Public Administration. The problem was that despite graduate students being allocated supervisors there continued to be a significant number of students who fail to complete their research on time or even failed to complete their programme of study due to the incomplete dissertation. This study was situated within the theory of Transactional Distance by Moore (1991). The study adopted a qualitative approach to gather data and purposive sampling was preferred to gather data from students who were in their final year of the identified programmes. A thematic approach comprising students- supervisor relations, supervision models, and research support was adopted for analysing the data. Some of the key findings revealed that students encountered a series of challenges regarding supervision, indicating that their experiences were varied. There were variations in student supervisor relations and student research support for the different programmes. Education students had a positive supervision experience while Business students indicated having had challenges with their supervision. In conclusion, the study recommends possible strategies that could enhance graduate research supervision experience and student research completion.

Working with and through Neoliberalism: Envisioning Research Supervision as a Pedagogy of Care in a Context of “Privileged Irresponsibility”

The report of the Ministerial Committee on Transformation and Social Cohesion revealed that exclusionary practices are commonplace in South African universities. They remain a compelling factor that contributes to student attrition in Master’s and doctoral programmes, and they were a trigger to the #RhodesMustFall movement. Universities, oblivious to their doublespeak, have institutionalised curriculum decolonisation and delivery, yet simultaneously enforce neoliberal performative principles (fast-tracking increased numbers despite different levels of student readiness). The extent to which traditional, hierarchical research supervision models (with their genesis in an asymmetrical master-apprentice power dynamic) have responded to the needs of the euphemistically coined “non-traditional” student is moot. In a context of unprecedented increase in research supervision workloads and pressure to decolonise, there is limited research-informed knowledge as to how research supervisors navigate these contradictory conditions. This article reports on a study informed by a Freirean “pedagogy of care” as it attempts to address this lacuna by exploring the research supervision experiences and practice of a sample of 18 research-active professors in a College of Humanities at a research-led university in South Africa. Data was generated through in-depth interviews and subjected to reflexive thematic analysis. The findings indicate that a deep sense of care exists among the sampled supervisors and it manifests in various ways as supervisors actively work with and through neoliberal protocols.

Setting up the Superb-Vision Network: Establishing a “dispersed learning community”

As universities gradually re-open to face-to-face teaching, innovative approaches that encourage engagement and stimulation in the “new normal” have been readily welcomed. The Superb-Vision Network (SVN) was a response to such a call: a series of student-led workshops to support doctoral students in enhancing their supervision experience. This article is a reflection on the process of setting up the network. We will explain the decisions and actions taken and explore several critical incidents which demonstrate what collaboration between those with dissimilar perspectives and backgrounds can look like in practice. Considerations around sustainability, inclusivity, and safety posed additional challenges that vastly shaped our thinking and plans, allowing us to find balance in our social and educational outcomes. Informed by the notion of “distributed” learning (Lea & Nicolle, 2013) and “dispersed” pedagogic system (Boud & Lee, 2005), this article advocates facilitating a “dispersed” learning community for doctoral students with an emphasis on peer learning (Boud & Cohen, 2014). We hope that this interesting case study will motivate and inspire others to use opportunities, however small, to add value to their community.

A qualitative investigation into perceptions of scientist-practitioner competence within supervision during psychology training programmes

ABSTRACT Objective Clinical supervision plays an important role in competency development during psychology practitioner training. How the scientist-practitioner competency is operationalised, disseminated, and evaluated in supervision is unclear. This study aimed to explore supervisor and trainee attitudes, opinions, and perceptions of scientist-practitioner competence. It also sought to understand what supervisors are doing in supervision to develop and assess the scientist-practitioner competency, as well as how trainees demonstrate the competency in supervision. Method Three focus groups comprised 12 trainees and a total of 12 supervisor individual telephone interviews were conducted, where participants reflected on their supervision experiences, responding to questions about the scientist-practitioner competency. Results A thematic analysis resulted in the identification of core themes and subthemes. Core themes identified were 1) Scientist-Practitioner Model as a Foundation to Professional and Ethical Practice; 2) The Translation of Science into Real-World Practice; 3) Flexibility to Learn/Change within the Scientist-Practitioner Model; 4) Supervision as the Route to Developing Scientist Practitioner Skills and Knowledge; and 5) Barriers and Challenges to Bridging Science and Practice. Conclusions Findings reveal specific ways supervisors and trainees can acquire and demonstrate scientist-practitioner competence in supervision during professional training. This may assist with self- and other evaluation of scientist-practitioner competence in supervision. Implications for training, education, and supervision are discussed.

Training School Professionals in a Global Pandemic: Insights From Elementary Education and Speech-Language Pathology.

The purpose of this research was to explore the preparation of practitioners from two disciplines-speech-language pathology and elementary education-who often work together in a school setting to identify ways to best support future professionals in their educational practicum settings. The primary research questions guiding this investigation were as follows: Did the student teaching and supervision experiences of preservice K-6 teachers (PSTs) and their mentors and speech-language pathology graduate student clinicians and their supervisors differ during the COVID-19 pandemic, and if so, in what ways? A total of 54 participants from one university participated in this study from four groups: 15 graduate student clinicians in a speech-language pathology program, 14 speech-language pathology supervisors, 14 PSTs, and 11 teacher mentors. Survey questions were designed to capture the perceptions of students and supervisors in the fields of speech-language pathology and elementary education who were in the school setting during the fall 2020 semester. Quantitative and qualitative questions were included to obtain information related to the following areas: planning, environment, supervision preferences, team experiences, professional development, and telepractice. Speech-language pathologists and teacher mentors reported being able to successfully mentor and supervise students in the school setting despite significant challenges presented by the global pandemic. Findings also identified several significant differences in the experiences of PSTs and speech-language pathology graduate student clinicians who were in the schools for field experiences. Overall, speech-language pathology graduate student clinicians and their supervisors as well as PSTs and their teacher mentors reported adequately navigating their field experiences during the COVID-19 pandemic. Implications for how these findings can inform professional preparation programs to optimize future educational and therapy outcomes for students are discussed.

The Mediating Effects of Self-reflection in the Influence of Supervsion Experiences on Countertransference Manangement Ability of Play Therapists

The purpose of this study is to verify the mediating effects of self-reflection in the influence of supervision experiences on countertransference management ability of play therapists. For this purpose, The Supervision Experience Questionnaire, Counselor Self-Reflection Scale, and Countertransference Factors Inventory(CFI) were used. The subjects of this study are 138 play therapists who have received the individual supervision at least three times. The results of this study can be summarized as follows. First, play therapists’ supervision experiences, the total score of Self-reflection and its sub-factors (self-understanding of counselor, counselor-client interaction), countertransference management ability had a positive correlation. Second, the total score of Self-reflection and its sub-factors (self-understanding of counselor, counselor-client interaction) had significant mediating effects on the relationships between play therapists’ supervision experiences and countertransference management ability. In conclusion, this study confirmed the mediating effects of self-reflection in the influence of supervision experiences on countertransference management ability of play therapists. Through this, the importance of the self reflection training in the play therapists’ supervision scene can be suggested.

Contributors

Previous articleNext article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreBoróka Bó is assistant professor of sociology at the University of Essex. Her research delineates the mechanisms linking sociotemporal disparities and inequalities in well-being. She is currently writing a book on the relationship between the social experience of time and our individual and collective emotions.Jennifer W. Bouek is assistant professor in the Department of Sociology and Criminal Justice at the University of Delaware. Her research interests broadly include families, inequality, and the state. She is currently writing a book on the American childcare system and its role in widening economic inequality.Jennifer A. Jones is associate professor of sociology at the University of Illinois Chicago. Her research lies at the intersection of the sociology of race, immigration, and politics with an emphasis on the relationship between categorical ascription and meaning making. She is the author of The Browning of the New South (University of Chicago Press, 2019).Celene Reynolds is currently a Presidential Postdoctoral Fellow at Cornell University with research and teaching interests in law and organizations, comparative and historical sociology, gender and sexuality, and higher education. She is also an affiliate of the Center for the Study of Inequality and a postdoctoral associate in the Department of Organizational Behavior. Her research centers on understanding inequality in organizations and the laws designed to reduce it. (SA)Daniel McArthur is a lecturer (assistant professor) in Education at the University of York, where he works at the intersection between education, sociology, and political science. He studies the institutional causes and political consequences of economic inequalities, with a particular interest in the role that geography plays in the reproduction of advantageAaron Reeves is a sociologist and associate professor in the Department of Social Policy and Intervention at Oxford University, a fellow of Green Templeton College, and a visiting senior fellow in the International Inequalities Institute at the London School of Economics and Political Science. He is working on the political economy of health and social stratification and is currently writing a book on the British elite.Mike Vuolo is associate professor in the Department of Sociology at Ohio State University and current editor of Sociological Methodology. His research interests include crime, law, and deviance as well as health, work and education, substance use, the life course, and statistics and methodology.Lesley E. Schneider is a Ph.D. candidate in the Department of Sociology at Ohio State University. Her research focuses on criminal record stigma and discrimination, reentry and supervision experiences, responses to legal change, and bureaucratic aspects of charging and sentencing.Eric G. LaPlant is a survey statistician at the Veterans Health Administration’s Healthcare Analysis and Information Group. His research reporting focuses on healthcare-based program evaluations and surveys aiming to inform policy recommendations. Previous articleNext article DetailsFiguresReferencesCited by American Journal of Sociology Volume 128, Number 2September 2022 Article DOIhttps://doi.org/10.1086/722503 © 2022 The University of Chicago. All rights reserved.PDF download Crossref reports no articles citing this article.

Upskilling Australian registered nurses to enhance students’ clinical placement experiences: a contemporary discussion

Objective: To present and discuss options for upskilling registered nurse supervisors to ultimately improve the quality and consistency of nursing student placements. Background: Many studies have examined clinical learning in nursing, with evidence that student learning and registered nurse clinical supervision experiences can be improved. An independent review of nursing education in Australia confirmed gaps in the preparation and support of supervising registered nurses that may negatively impact students’ learning. Study design and methods: This paper discusses contemporary insights around 1) the current situation in Australian nursing student clinical placements regarding learning, 2) registered nurse clinical supervisor experiences and 3) professional options for recognising role excellence, offered by Australian and international nursing and healthcare specialities. Discussion: Nursing students’ placement experiences are at times sub-optimal. One way to improve learning experiences could be to offer clinical supervisors professional development programs. Now is the time to consider a certification process to recognise excellence in registered nurses’ education capabilities and to better support students’ clinical learning. Conclusion: Upskilling registered nurses for clinical supervision may be assisted through formal and informal education programs specific to the professional nursing context in Australia. Implications for research policy and practice: Upskilling registered nurse clinical supervisors should be a priority on the national agenda of improving students’ clinical learning experiences. This commentary provides contemporary insights to the current situation regarding Australian students’ clinical placement and supervisor experiences. The ways that some nursing specialities recognise excellence in practice are discussed as options for improving clinical supervision. What is already known about the topic? Nursing students’ clinical placements need improvement; students continue to report less than optimal experiences. There are no requirements in Australia for registered nurse clinical supervisors to undertake assessment of capability for the role. National and international processes exist to recognise supervisor capabilities and role excellence. What this paper adds: Options for recognising capability and practice excellence in nursing clinical supervision. A discussion around clinical supervisors engaging with formal and informal education and processes that recognise excellence in role capabilities.

Profiles of doctoral students’ experience of ethics in supervision: an inter-country comparison

The purpose of this study was to examine variation in doctoral students’ experiences of ethics in doctoral supervision and how these experiences are related to research engagement, burnout, satisfaction, and intending to discontinue PhD studies. Data were collected from 860 doctoral students in Finland, Estonia, and South Africa. Four distinct profiles of ethics experience in doctoral supervision were identified, namely students puzzled by the supervision relationship, strugglers in the ethical landscape, seekers of ethical allies, and students with ethically trouble-free experiences. The results show that the profiles were related to research engagement, satisfaction with supervision and studies, and burnout. Not experiencing any major ethical problems in supervision was associated with experiencing higher engagement and satisfaction with supervision and doctoral studies and low levels of exhaustion and cynicism. Similar profiles were identified across the countries, yet with different emphases. Both Estonian and South African PhD students were overrepresented in the profile of students with ethically trouble-free experiences, while the Finnish students were underrepresented in this profile. The Finnish PhD students were overrepresented among the seekers of ethical allies. Profiles provide information that can alert supervisors and administrators about the extent of the risk of burnout or discontinuing of PhD studies based on students’ negative experiences of the ethics in supervision.

Enhancing the clinical supervision experience of staff members working within primary and community care: a best practice implementation project.

The project aimed to assess compliance with evidence-based criteria regarding the use of clinical supervision amongst district nurses and to improve knowledge and engagement in clinical supervision activities within the workplace. It is important to provide clinical support to all healthcare workers that provide opportunities to develop and be listened to in a supervised environment. Clinical supervision is seen as a key element to provide this support. It provides a professional working relationship between two or more members of staff where the reflection of practice and personal emotion can be discussed, which is outlined in many policies and guidelines. A baseline audit was carried out using the JBI Practical Application of Clinical Evidence System program involving 16 participants in one district nursing team in South Wales. The first step involved the development of the project and generating the evidence. Following this, a baseline audit was conducted, and educational training on clinical supervision was undertaken followed by clinical supervision sessions. A postimplementation re-audit was conducted following implementation. A total of 16 participants enrolled on the project. Receiving basic training and participating in clinical supervision was much higher than the baseline audit with both increasing to 100% compliance. Furthermore, 94% of participants were aware of clinical supervision activities and 88% knew of existing records on clinical supervision. The project results show a large increase in compliance with all of the criteria. Overall the implementation project achieved an improvement in evidence-based practice regarding clinical supervision in primary care.

Career-long clinical supervision among counselors in Turkey: Current experiences, needs, and preferred practices

Career-long clinical supervision is still not common and is a relatively new study area in the counseling profession. Thus, this study aims to describe the current supervision experiences, needs, and preferred practices among counselors in Turkey, as well as the factors affecting their supervision experiences. For this purpose, cross-sectional survey design study was used and a total of 402 counselors participated in the study by using convenience sampling. The Supervision Experiences and Needs Online Survey Form developed by researchers was also used for data collection. The descriptive statistics and chi-square analyses conducted to analyze data. The results indicated that current supervision experiences are varied though very limited. Twenty-three percent (n=92) of the participants reported to receive supervision. They received mostly psychotherapy/counseling training supervision, and then work setting supervision and volunteer supervision respectively. The most common reasons for receiving supervision were developing interviewing/counseling skills (n=83); developing intervention skills for client’s needs and problems (n=83); and learning a therapy/counseling approach (n=81). Besides, age, educational degree, work setting, work experience, and the professional organization membership was found to be the factors of receiving supervision. The supervision needs, methods, techniques, and supervisor characteristics were varied with respect to current and preferred practices. Most participants (n=381) want to receive regular, monthly, and face-to-face supervision from supervisors as professionally trained and experienced counselors with supervisor training. Overall, this study highlights the necessity of developing accessible, affordable supervision opportunities as well as the development of a pool of trained supervisors.