Counselor Supervision Research Articles

Promoting Reflective Practice: Exploring Access to Supervision in European Genetic Counselling Programmes.

Genetic Counselling Supervision (GCS) plays an integral role in professional development, stimulating reflective practice and helping to prevent burnout. Nevertheless, evidence points to insufficient practice of GCS. This study aimed to explore the current state of counselling supervision access during MSc training, along with barriers and facilitators for its implementation. MSc coordinators of the current EBMG accredited programmes were invited to participate in this study via email, with the request to fill out a questionnaire. The qualitative data obtained was reviewed using thematic analysis, while descriptive statistics was used for the quantitative data. GCS was considered crucial for fostering professional development, safe practice, and emotional support for the future professionals. While all MSc programmes included counselling supervision in their course curricula, its implementation was highly heterogeneous. Students have access to GCS during clinical placements in 62,5% of the programmes, facilitated by institutional support and EBMG guidelines. Several barriers hindered its broader implementation, as was the case of a shortage of senior genetic counsellors and the lack of professional recognition in some countries. This study compiled evidence of the insufficient practice of GCS across Europe and its limited integration in MSc programmes. Therefore, we recommend educational pathways actively promote genetic counselling supervision routines to ensure graduates enter the workforce with the necessary tools to provide care with the expected standard of safety and quality, while maintaining a reflective practice.

The Examination of the Counseling Supervision Effect on Personal and Professional Development of First-Time Supervisees

The study investigated how clinical supervision affects the personal and professional development of first-time supervisees. The explanatory sequential mixed methods research design was employed in the study. Quantitative data was collected using a single group pretest-posttest experimental design to evaluate the impact of supervision on the personal and professional development of counselors in training. Individual interviews were conducted with 51 volunteer participants who were counselors in training at a state university in western Türkiye. Paired-sample t-tests were used to analyze the quantitative data, while content analysis was employed for the qualitative data. The findings showed that supervision significantly enhanced the counselors in training's effective counselor characteristics and self-awareness management strategies. However, there were no significant differences in hindering self-awareness and professional disposition. The qualitative analysis revealed that counselors in training who participated in supervision gained a deeper understanding of counseling procedures and techniques, increased trust in the profession, and improved self-efficacy. Counselors in training also highlighted the positive impact of their supervisor and group supervision format on their development. The results of the study suggest the significance of supervision in counselor education. It is recommended that the variables included in the current research and the effect of supervision should be examined in more studies.

Enhancing vocational school counseling program supervision through data-driven feedback

This study aims to explore the effectiveness of a data-driven structured feedback mechanism in the supervision of guidance and counseling (BK) programs in vocational high schools (SMK) in Central Java, Indonesia. Using a quasi-experimental design with pretest-posttest control group approach, the study involved 10 vocational high schools, with 5 schools each in the experimental and control groups. The experimental group comprised 5 supervisors and 10 counseling teachers, while the control group had the same number of participants. Results showed a significant improvement in supervisory effectiveness in the experimental group, with a mean difference of 1.25 (p < 0.001), compared to a minimal increase of 0.15 in the control group. The findings highlight the importance of integrating data in educational supervision and contribute to the development of more effective supervision models.

Introducing the discrimination model for acceptance and commitment therapy supervision

AbstractThe Discrimination Model for Acceptance and Commitment Therapy Supervision represents a combined model that integrates six core processes of acceptance commitment therapy (ACT) with the multi‐dimensional structure of the Discrimination Model (DM). Based on empirical evidence of ACT and DM, respectively, we present guidelines and case vignettes to demonstrate the implementation of DMACTS in counselor supervision.

Introducing an Approach for Interdisciplinary Supervision in Vocational Rehabilitation Counseling

Effective clinical supervision is a key element of professional rehabilitation counseling. While there is much overlap, the provision of clinical supervision to those with master’s degrees in rehabilitation counseling is different from supervising individuals who do not have a master’s degree in rehabilitation counseling. The passage of the Workforce Innovation and Opportunity Act (WIOA) permits individuals to work in the position of rehabilitation counselor without a master’s degree, leaving supervisors to provide clinical supervision to those with and without master’s degrees in rehabilitation counseling. The purpose of this conceptual paper is to introduce an application of explicit instruction to the supervision of non-master’s-level supervisees. The principles of explicit instruction will be applied to the supervision process within the scope of practice for rehabilitation counselors. Implications for practice and research will be provided.

Supervision Impact on Rehabilitation Counselor Job Satisfaction and Intent-to-Quit

In the public vocational rehabilitation (VR) program, recruitment and retention of rehabilitation counselors remains a persistent concern that has broad implications for employee working conditions and the capacity to effectively serve individuals with disabilities. Rehabilitation counselor supervision models have commonly included clinical supervision, administrative supervision, and supervisory working alliance (SWA) variables, though there is limited empirical research exploring how these factors relate to counselor outcomes. A sample of 192 practicing rehabilitation counselors from state VR agencies were surveyed to investigate how these factors contribute to counselors’ job satisfaction and intent-to-quit. Results showed that clinical supervision practices contributed to higher job satisfaction and lower intent-to-quit, with evidence that this effect was mediated through the SWA. Administrative supervision was not a significant contributor to outcomes in multivariate models. Findings suggest that regular supervision sessions that incorporate clinical concerns and balance administrative demands may support counselor retention.

“A problem shared is a problem solved:” integrating human-centered design and implementation science to optimize lay counselor supervision in Western Kenya

“A problem shared is a problem solved:” integrating human-centered design and implementation science to optimize lay counselor supervision in Western Kenya

초심상담자들의 자해 및 자살 위기 상담 수퍼비전 경험 분석 : 합의적 질적 연구법(CQR)을 중심으로

This study explores novice counselors’ experiences in receiving supervision for self-harm and suicide crisis counseling and identifies critical components of supervision to enhance crisis competency. Ten novice counselors who underwent crisis counseling supervision were interviewed about their expectations, positive outcomes, and disappointments. Using Consensual Qualitative Research(CQR), the study identified 20 categories across three areas. The counselors’ primary expectation was to receive a clear, specific crisis intervention plan and verify the appropriateness of their crisis response. Positive outcomes included support for crisis intervention challenges, validation of their efforts, medical/practical knowledge provision, and deeper client understanding. Disappointments centered on the lack of a concrete plan to apply supervision guidelines, which often did not align with clients’ unique needs and increased tension from assessment critiques. The findings inform the essential elements that crisis counseling guidance for novice practitioners should encompass.

DINAMIKA SUPERVISI DALAM MANAJEMEN BIMBINGAN DAN KONSELING SEKOLAH

The aim of this research is to describe the dynamics of implementing guidance and counseling supervision management. The research method employed is literature review. Content analysis is used as the data analysis method. The research findings reveal that the implementation of guidance and counseling supervision experiences various dynamics such as mismatched qualifications of supervisors, inconsistency in conducting supervision, and lack of motivation and support in its implementation.

Humanistic principles for providing culturally sensitive corrective feedback in supervision

AbstractCorrective feedback can be a difficult endeavor in supervision. This article focuses on the following six principles of humanistic education that can facilitate corrective feedback: a nonthreatening environment, affective bias, self‐evaluation, connectedness, self‐determination, and personal growth orientation. These principles offer a framework for providing culturally sensitive supervision and corrective feedback. Implications for counseling supervision are included.

Counseling Service Activities to Improve Guidance and Counseling Supervision in Vocational High Schools

Differences in the perceptions of guidance and counseling teachers and subject teachers cause student learning activities to be less than optimal. The limitations of guidance and counseling teachers in providing classical services have an impact on the potential for academic activities in schools. The aim of this research is to improve the performance of guidance and counseling teachers by supervising guidance and counseling activities. Guidance and counseling supervision activities are to develop the potential of guidance and counseling teachers so that they can carry out counseling services effectively and efficiently. The general implementation is to conduct direct contact sessions with the individual being analyzed over several time periods. This research approach uses qualitative methods using a phenomenological approach . The data collection instrument technique uses periodic interview and observation instruments . The research location was carried out at SMK N 2 Kuningan . S main subject in study This that is consisting of Supervisors , Principals and subject Guidance Teachers . Data analysis techniques use analytical techniques descriptive . The results of this research illustrate that BK supervision activities are running well based on the school's vision and mission. ISO limitations provide changes to the service instrument. The implementation of BK supervision with individual counseling services is going well. Collaboration between students, guidance and counseling teachers, supervisors is carried out in accordance with work program guidelines and instruments.

Thirty-years of genetic counselling education in Europe: a growing professional area.

Genetic counselling education and training in Europe spans a continuum of 30 years. More master programs are opening due the demand for qualified genetic counselors. This report describes the evolution of training in Europe and the current state of genetic counselling training programs. Directors of master programs in Europe were invited to complete an online survey describing their program, including year of commencement, course duration, number of students and frequency of intake and number graduating. Results of the survey were presented at a closed meeting at the European Society of Human Genetics conference in 2022 along with a facilitated stakeholder engagement session in which 19 professionals participated to understand the challenges in delivering genetic counselling education in Europe. A total of 10 active programs exists in Europe with the first training program starting in 1992. The majority of training programs have a 2-year duration, with just over half of programs having an annual intake of students. Up to May 2022, 710 students have graduated from genetic counseling training programs across Europe. Of these, 670 students graduated from European Board of Medical Genetics-registered programs. Arranging clinical placements, clinical and counseling supervision of students, research collaboration for MSc research projects and incorporating genomics into the curriculum were identified as current challenges for genetic counseling education. Genetic counseling is still a developing profession in Europe and this historical and current view of the European genetic counselor pathways, allows for educational and professional standards to be examined as the profession evolves into the future.

Perspectives of genetic counseling supervisors regarding genetic counseling students' attainment of practice-based competencies in clinical care through remote supervision.

There are limited studies regarding the attainment of the Accreditation Council for Genetic Counseling Practice-Based Competencies by genetic counseling students who complete clinical rotations in an in-person setting versus in a remote setting that incudes telephone and/or video patient encounters. This study explored the perceptions of 17 patient-facing genetic counselors who had served as supervisors for genetic counseling students regarding student attainment of practice-based competencies in in-person compared to remote rotations. Participants were recruited through an American Board of Genetic Counseling eblast and were required to have at least 2 years of clinical experience and experience providing genetic counseling supervision for at least one in-person rotation and one remote rotation. Four focus groups were created comprising genetic counselors from various practice disciplines. Discussion focused on potential differences and similarities in supervisor perceptions of student attainment of each clinical practice-based competency, and whether there were any concerns about students being able to attain each competency in remote rotations. Overall, participants discussed that genetic counseling students' attainment of clinical competencies through remote rotations was comparable to in-person rotations; however, 15 themes were identified illustrating differences reported by participants in how they observed these skills being performed by students in in-person versus remote clinical settings. The findings of this study highlight important considerations when developing a remote rotation, as well as ways in which certain clinical skills may be further enhanced through a combination of both in-person and remote clinical experiences. A noted limitation of remote rotations is that students have less of an opportunity to interact with other providers, and so may require other opportunities for interprofessionalism and to understand their role as part of a larger organization. Further study is required to elucidate differences between telephone and video clinics, as well as potential differences pertaining to various specialty areas of practice.

Counselor candidates’ experiences regarding counselling supervision

Supervision process, which plays a critical role in the professional development of counselor candidates, is an important part of counselor education. In this sense, an increasing number of studies have focused on understanding the supervision process in recent years. Thus, this research, designed as a case study, aimed to investigate counselor candidates’ experiences during individual counseling supervision process. The study group included ten female and five male senior students in guidance and counseling undergraduate program. The participants carried out six to eight individual counseling sessions with their clients under supervision. During the supervision process, both individual and group supervision sessions were carried out and the supervisees took feedback from the supervisors and their peers. Study data were collected with an evaluation form containing 11 open-ended questions to obtain student experiences. Content analysis results yielded four themes: a) challenges, b) facilitative elements, c) professional and personal development, and d) suggestions. The findings were discussed in the light of existing literature and recommendations for counseling supervision were presented.

Telesupervision in genetic counseling education during COVID-19 and beyond.

The COVID-19 pandemic led healthcare organizations to pivot to telemedicine, precipitating the shift to telesupervision, defined as supervision over video-conferencing platforms and telephone, for genetic counseling students. This study aimed to (1) characterize the impact of the COVID-19 pandemic on genetic counseling supervision, (2) ascertain genetic counseling supervisor experiences with telesupervision, and (3) examine the association between years of genetic counseling experience and preferences related to supervision modality. Certified genetic counselors were recruited through the National Society of Genetic Counselors (NSGC), Pennsylvania Association of Genetic Counselors (PAGC), and Association of Genetic Counseling Program Directors (AGCPD) listservs and by purposive sampling via emails to Genetic Counseling Program Directors in program-rich regions. An investigator-created survey was administered online to elicit descriptions of supervision during the pandemic, including modifications to rotations, changes to the number of students supervised, and mode of supervision preference. The survey was completed by 122 genetic counselors. The 54-question survey included multiple-choice, ranking, and open-ended questions. The majority (95.9%) of the participants were female, with an average age of 32 years. Most (86%) of participants reported changes in their supervision practices due to COVID-19, including sole use of telesupervision (54.4%), decreases in rotation lengths (25.4%), and delays in rotation start dates (24.6%). Interestingly, 19.3% (22/114) supervised more students than before the pandemic, and 18.4% (21/114) of participants supervised fewer students. Approximately two thirds (67.5%) of supervisors preferred supervising students in-person, while 2.6% preferred telesupervision, and 29.8% had no preference. Those who preferred to supervise in-person had fewer years of experience than those who had no preference (median = 4 years vs. median = 7 years respectively, Wilcoxonp-value = 0.0418, effect size rpb = 0.19, small). Given the persistence of telemedicine beyond the pandemic, telesupervision may be necessary to train genetic counseling students. However, additional research is needed to determine the effectiveness of telesupervision in facilitating student skill development and attainment of the Accreditation Council for Genetic Counseling (ACGC) Practice-Based Competencies (PBCs).

Need for a New Framework for Supervision of Counsellors in the Indian Context: A Review

Need for a New Framework for Supervision of Counsellors in the Indian Context: A Review

Government efforts to tackle ilegal mining in Madura Island

Madura is an island consisting of four districts which are part of the regional government of East Java Province, In Madura there are many illegal mining problems which are still operating and there is no solution to resolve them, From the research results, there are several reasons that illegal mining occurs in Madura, namely economic, social and law enforcement. Solutions and recommendations to the local government to overcome illegal mining, namely Law Enforcement carried out by Carrying out Enforcement Raids and Legal Sanctions, Increased Supervision by means of Integrated Supervision and use of Supervision Technology, Education and counseling by providing mining education to the community and providing alternative jobs other than mining, and Inter-Institutional Collaboration by Coordinating with Non-Governmental Organizations.

The Culturally Informed-Social Justice School Counselor Supervision Model

School counselors cultivate spaces of equity and inclusion for all students however, many school counselors lack preparedness to fulfill these responsibilities. During training programs, school counseling graduate students are provided practical opportunities to develop skills to examine school policies and practices. However, site supervisors are not always adequately prepared or trained regarding the theory and practice of supervision to facilitate fieldwork experiences. Program faculty are called to provide support for site supervisors to strengthen their ability to fulfill this role. The authors discuss and outline their designed comprehensive culturally informed, social justice-oriented supervision model for school counselor site supervision and training. Practice examples and implications for counselor educators and site supervisors are provided.

Genetic counselling supervision: Luxury or necessity? A qualitative study with genetic healthcare professionals in Portugal

In recent years, there has been a significant technological evolution in the field of genetics, leading to an increase in the number of professionals working in medical genetics and, consequently, a tremendous growth in genetic counselling. At the same time, there has been a growing recognition of the parameters on which to base a safe practice, not only regarding the technical skills of the professional but also regarding their counselling skills, including relational and empathy skills and the acknowledgement of the emotional impact that genetic counselling practice can have. However, despite this growing knowledge, there are still significant differences between the various European countries, and one area where this discrepancy is particularly evident is genetic counselling supervision. Thus, if there are countries where genetic counselling supervision is not even known by the professionals, there are others where it is mandatory for practice. This research had as an objective to understand if and how genetic counselling supervision is provided in Portugal, to identify routines, challenges and impacts of genetic counselling that should be explored in a supervision process and comprehend how professionals believe supervision should be conducted to be effective. A total of sixteen medical geneticists from main Portuguese genetic services were present in two online focus groups. None of the participants had access to genetic counselling supervision as a programmed routine and there was a consensus that a service of this kind would be particularly important for the professionals as genetic counselling has frequently challenging and emotional moments. Aspects regarding clinical supervision, the characteristics of the supervisor and the practical aspects of genetic counselling supervision implementation were also mentioned during the discussions. These results highlight the relevancy of the establishment of GC supervision routines and standardized guidelines in our country, as well as a need for evidence-based research focused on its impact at professional and practice level.

Counselor Performance Test Instrument: Validity, Reliability, and Implications for Group Guidance Services

The development of counselor performance assessment instruments, especially for group guidance services, is still being developed independently by each higher education institution. It tends to be non-standard and not entirely in line with the need to create counselor competency in implementing school group guidance services. This research aims to create a performance test instrument for group guidance services for school counselors that is valid and reliable by adapting the development model from Borg & Gall at three stages of development. By involving 5 subjects as testers for the acceptability of performance instruments, namely 2 lecturers and 3 school counselors. Thirty-nine construct validity and reliability testing subjects consist of 2 lecturers, 12 school counselors, and 20 practical students. This development resulted in a set of counselor performance assessment instruments in group guidance services consisting of 13 statement instrument items on the planning aspect and 27 on the practice aspect, tested as valid and reliable based on SPSS 26 analysis. Furthermore, experts and users have also validated the assessment instrument by meeting acceptability criteria (applicable, feasible, and appropriate). Thus, it can be concluded that the counselor performance test instrument product in group guidance has met the development objectives and can be used for assessment in the planning and practice of group guidance services in schools or clinical counseling supervision activities.