Download or read book A Phenomenological Exploration of the Development of Master s Level Counseling Supervisors who Were Trained in the Field written by Suzanne Gibson Semivan and published by . This book was released on 2012 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the experience of eight Master's level supervisors who received their counselor supervision training within the field. The research focused on the lived experiences of becoming a supervisor and strived to understand meaningful and formative influences, as well as the technical and supportive nature of those forces to determine the extent or manner participants grew in their knowledge and skill. The methodology employed was qualitative, from a phenomenological perspective, which employed a pilot study, audits with outside reviews, triangulation and analysis of reported experiences using Moustakas' (1994) inductive analysis for coding and identification of themes. Results revealed two core themes that emerged from participant narratives. The first core theme, evolution, included two subthemes (a) vicarious learning and (b) previous experience. The second core theme, transformation, included two subthemes (a) professional self-efficacy and (b) change. In addition to identifying potential areas for future research, implications for counselor education and supervision preparatory practices were discussed that align with trends within the field as well as regulatory, professional and programmatic mandates.
Download or read book A Phenomenological Exploration of the Experiences of Master s Level Counselor Trainees in Expressive Arts Group Supervision written by Martha Howe Rossi and published by . This book was released on 2010 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Expressive arts group supervision is the use of music, stories, movement, poetry or prose, role-play or psychodrama, art, guided imagery, or play to help trainees develop reflective skills (Wilkins, 1995), express thoughts and feelings (Knill, Levine & Levine, 2005; Lahad, 2000), develop new perspectives (Gladding, 2005), increase communication between trainees and supervisors (Fall & Sutton, 2003), create success and cohesion (Neswald-McCalip, Sather, Strati, & Dineen, 2003), develop self-understanding (Lett, 1993,1995), and foster creative skills (Lahad, 2000). Its use in counselor trainee supervision is relatively recent, and the research that explores its use with master's level trainees is limited. This study explored, through a phenomenological study, the in-depth experiences of master's level trainees in expressive arts group supervision to gain a better understanding of their feelings, thoughts, attitudes, understandings, and process through their rich, thick descriptions. These descriptions were obtained through reflection papers, observations, and individual interviews. The data was analyzed through Moustakas's (1994) phenomenological method, and the themes of expressive arts group supervision were explicated. The findings indicate that expressive arts group supervision is a holistic reflective process that occurs in four phases (a) initial reaction, (b) arts engagement, (c) reflection, and (d) transformation. Trainees experienced expressive arts group supervision as contributing to their personal and professional growth."--Leaf vi.
Download or read book Encounters in Multicultural Supervision a Hermeneutic Phenomenological Exploration of the Language Used by Counselor Supervisors written by Jacob A. Wheatley and published by . This book was released on 2019 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Counselor educators and supervisors are called on to promote and ensure competent and ethically sound training of students within a master's-level program (ACA, 2014; CACREP, 2016; Bernard & Goodyear, 2016). This gatekeeping process can be difficult to navigate, especially when there are multiple elements involved in a student's resistance and the perceived behavior that is unacceptable to counseling programs and the faculty therein (ACA, 2014; Bernard & Goodyear, 2016; Hutchens, Block, & Young, 2013). This creates barriers when multicultural issues and concerns are not adequately addressed.Counselor educators and supervisors can find guidance in both the ethical standards of the American Counseling Association (ACA, 2014) and the Council of Counseling and Related Education (CACREP, 2016) standards. The ACA code of ethics requires an acknowledgment and separation of values while CACREP necessitates an elimination of the prejudices and discrimination that stand in the way of competent counseling practice (ACA, 2014; CACREP 2016). Examining how these terms are defined and interpreted through supervision gives an opportunity to uncover possible definitions and themes. Prior to examining obtaining this data, the areas of multicultural competencies and supervision is necessary to develop an idea of the problem.
Download or read book Two Sides to the Coin written by Chiara Papile and published by . This book was released on 2013 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical supervision is one of the most important aspects of a trainee's development as a professional psychologist, as it fosters the refinement of knowledge and skills necessary for competent and ethical practice (Falender & Shafranske, 2010). It combines teaching, consulting, and supporting (Bernard & Goodyear, 2009), and has recently been recognized as a core competency in the field of psychology (Falender & Shafranske, 2007). The Integrative Developmental Model (IDM; Stoltenberg & McNeill, 2010) offers an intuitive and comprehensive framework for understanding the growth process of psychologists-in-training, positing that effective supervision techniques must align with the trainee's level of development. This study aimed to explore the critical incidents within the supervisory process that help or hinder supervisee's sense of competence as psychologists-in-training. Masters- and doctoral-level trainees as well as clinical supervisors were interviewed using the Critical Incident Technique (CIT). The emerging incidents were grouped into categories that best reflected their shared commonalities. Helpful incidents were grouped as follows: (1) direct support, (2) feedback, (3) empowerment and encouragement, (4) process-based supervision, (5) supervisor as teacher and role model, and (6) supervisor vulnerability. Hindering incidents were grouped as follows: (1) feeling unsupported, (2) critical and attacking behaviours, and (3) conflicts with feedback and evaluation. Results from this study did not lend support for the IDM; rather, they were explained best by social role theories positing that supervisors take on specific roles during the supervisory process. Results from this study will contribute to the growing pool of information regarding effective and ineffective supervisory behaviours, techniques, and skills. Implications for training, research, and practice are discussed.
Download or read book First time Practicum Students Lived Experiences of Case Presentations in Group Supervision written by Jason Blakely Fischer and published by . This book was released on 2020 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although best practices of group supervision advise that supervisory methods match the developmental level of supervisees, research has shown that novices typically receive group supervision in the same manner as more experienced trainees. The prevalent use of case presentations in group supervision regardless of learners' level of clinical experience suggests contemporary practicum courses may be overlooking beginning students' unique, developmental characteristics and needs. Fifteen counseling students enrolled in CACREP-accredited master's degree programs across the United States were interviewed for a phenomenological study exploring their experiences of case presentations in practicum. Synchronous interviews conducted over video conferencing examined participants' emotional experiences throughout practicum, perceptions of the value of case presentations' structural components (i.e., write-ups, recordings, feedback processes), and recommendations for improvement. Findings showed that participants shared similar emotions throughout practicum and appreciated the value of informal discussions and check-ins. Perceptions of the value of formal case presentations varied dramatically. Three conclusions emerged from the study: (a) practicum group supervision would be improved by maximizing the use of informal discussions; (b) formal case presentations may not be developmentally ideal for practicum due to problems relating to students' clinical inexperience, time management, and quality of feedback exchange; and (c) practicum group supervision may be improved by developing students' ability to provide and receive meaningful feedback. These conclusions have implications for counselor educators, supervisors, counseling programs, and practicum students. Modifications to practicum group supervision that are based on the findings of this study may improve students' experiences and the outcomes of counselor training.
Download or read book Getting the Best Out of Supervision in Counselling Psychotherapy written by Mary Creaner and published by SAGE. This book was released on 2013-12-10 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: Getting the Best Out of Supervision in Counselling & Psychotherapy does exactly what it says on the tin! Supervision is an essential part of counselling training and ensuring you know exactly how to get the very most out of supervision is important, whatever their level of study. Exploring how to begin, maintain and end a supervisory learning relationship in the context of existing theory and best practice guidelines, the author will introduce your trainees to: Models and forms of supervision The skills informing good supervision What to expect from supervision Key professional issues in supervision ? Written in a lively and engaging style, this book will enable both supervisors and supervisees to get the best they can from the supervisory experience.
Download or read book Counselor Supervisor Development and Self efficacy written by Susan L. Williams and published by . This book was released on 2010 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The counseling and mental health professions rely on the clinical supervisor to train new counselors in the requisite clinical and professional skills necessary to promote the welfare of the client, the ultimate consumer of counseling services. However, there is a lack of empirical evidence about what influences a clinical supervisor's competence. Supervisor competence for this study is defined as a supervisor's level of development and perceived self-efficacy. This study investigates the relationship between different types of supervision-specific education, training, and experience, and a supervisor's level of development (i.e. role integration) and self-efficacy (i.e., mastery in performing the tasks of supervision). Using non-probability sampling, data were collected through a nationally distributed, on-line, web-based survey. Members of the American Counseling Association (ACA) and the Counselor Education and Supervision List-serve (CESNET) were solicited via randomly selected e-mail addresses. Clinical supervisors (N = 298) from academic and non-academic work environments completed a 63 item Clinical Supervisor Survey, which included a 17 item Psychotherapy Supervisor Development Scale (PSDS; Watkins et al., 1995), 18 items selected from the Counselor Supervisor Self-Efficacy Scale (CSSES; Barnes, 2002), and 28 demographic questions. Correlation, independent t -test, ANOVA, and regression analyses were used to determine which factors influenced a clinical supervisor's level of development and self-efficacy. Results found that: (a) the years of supervision practice, (b) the availability of helpful supervision in a supervisor's development as a counselor/therapist, (c) supervision-specific education, workshops or seminars, and (d) the more recent the exposure, or relative frequency of this additional education and training, significantly predicted (p
Download or read book The Contemporary Relational Supervisor written by Robert E. Lee and published by Routledge. This book was released on 2013-07-18 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Contemporary Relational Supervisor is an empirically based, academically sophisticated, and learner-friendly book on the cutting edge of couple and family therapy supervision. Appropriate for master’s and doctoral level students, as well as experienced clinicians who wish to learn about supervision, it emphasizes system and relational thinking and intervention, while privileging the diversity of training system members, their realities, experiences, and interpretations of life. The authors are attuned throughout the text to how and where clinical training and services are provided, and to whom, and provide detailed literature reviews for readers. These factors assist their discussion of the socio-historic development of the AAMFT supervision designation, and the fundamentals, contexts, philosophy, relationships, and pragmatics of CFT supervision. They also discuss major models and approaches, evaluation, ethical and legal issues, and therapist development. Perhaps most important is their presentation of methods that help tailor and extend supervision practices to meet the clinical, institutional, and economic realities that CF therapists navigate. Readers are engaged by the discussions and exercises at the end of each chapter, which help them to feel more grounded in a topic, to have their own voices heard, and to be granted insight through experiencing multiple realities. This valuable reference prepares the next wave of cutting-edge CFT supervisors–those who are knowledgeable, skilled, and realistically confident.
Download or read book A Phenomenological Study of Faculty Members Experiences with Attempting to Integrate Religion and Spirituality Into Counseling Psychology Doctoral Training written by Theresa M. Nutten and published by . This book was released on 2020 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: eligion and spirituality (R/S) are two of several multicultural variables salient to some clients seeking counseling, therefore psychologists are expected to be sensitive to and respectful of R/S in professional duties (APA, 2017a; APA, 2017b). However, research has shown that the integration of topics of R/S into the training of psychology graduate students has been minimal at best (Brawer et al., 2002, Hage et al., 2006, Saunders et al., 2014; Schafer et al., 2011; Schulte et al., 2002; Vogel et al., 2013). There are potential logistical and personal barriers to the inclusion of religion and spirituality into mental health training curricula, and many psychologists debate the best practices for training (Adams et al., 2015; Crook-Lyon et al., 2012). Moreover, counseling psychology is well-known for emphasizing a multicultural focus and social justice advocacy in doctoral training (CCPTP, 2013; Scheel et al., 2018), but this field tends to prioritize other factors of cultural identity over R/S (Adams et al., 2015; Hage, 2006; Schulte et al., 2002). Given the limited information about the specific ways in which topics of R/S are integrated into counseling psychology doctoral training, this study attempted to fill a gap in the literature by exploring the perspective of faculty members who are responsible for implementing the training. The central research question investigated the experiences of faculty members at APA-accredited counseling psychology training programs regarding their attempts to integrate topics of religion and spirituality into counseling psychology doctoral training. Two sub-questions sought to understand contextual influences on participants' attempts, including professional and personal values and attributes. Given the qualitative nature of the questions posed the Interpretative Phenomenological Analysis (IPA) method (Smith et al., 1999) was used to collect and analyze data. Data were collected from ten participants across the United States using a demographic screening survey, an initial interview, and a member check interview. The researcher’s interpretation of participants’ stories revealed five themes related to their attempts to integrate religion and spirituality in training. Participants’ descriptions of their attempts revealed that they were thoughtful around the planning and execution of their attempts. Participants named various constituents that they were serving (professional organizations, institutions, departments, programs, and students) and described the complexity of meeting the needs of each entity. Additionally, participants felt varying levels of support for their efforts, which led to experiences of tension and pressure when making attempts. However, participants' personal values, and desire to give their students tools they would need to provide culturally sensitive clinical care around topics of R/S, helped participants in making attempts despite these challenges. This research contributes to the field of counseling psychology by providing information about the integration of topics of R/S across a range of courses, topics participants presented on during attempts, and methods that were used in attempts made. Results of this study contributed to ideas for future training, research, and practice around topics of R/S. These include intervening at various levels: professional, institutional, departmental, training program, and individual.
Download or read book Supervision in Psychodrama written by Hannes Krall and published by Springer Science & Business Media. This book was released on 2012-08-24 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supervision plays an essential role in the process of learning and professional development in psychotherapy and training. High quality in supervision is a crucial part of the training to support and to guide trainees and to be a reliable point of reference in terms of practice and theory, technical and methodological standards, ethical issues, research and evaluation. Therefore, the main purpose of this book is to share ways of doing supervision in psychodrama among supervisors and trainers in different countries and to stimulate further discussion and development.
Download or read book Understanding the Relationship Between Counselor Supervisor Self efficacy the Supervisory Working Alliance Supervisee Performance in Supervision and Time Spent Utilizing Technology assisted Supervision written by Täna Marie Arnold and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As higher education continues to integrate technology as a learning platform so has the counselor education field (Carlisle et al., 2017). This study examined how time spent in technology-assisted supervision influenced counselor supervisor self-efficacy, the supervisory working alliance, and supervisee performance in supervision using Social Cognitive Theory (SCT; Bandura, 1986) as the theoretical framework for the study. Participants in the study were 40 counselor supervisors who were either counselor educators or doctoral students in counselor education and provided weekly supervision to master's level counselors in training enrolled in either a practicum or internship course. Data were collected by an online survey consisting of a demographic form and three instruments (i.e., Counselor Supervisor Self-Efficacy Scale, Supervisory Working Alliance Inventory, and Counselor Evaluation Rating Scale). Supervisors were encouraged to complete instruments on more than one supervisee; a total of 57 sets of instruments were completed and used for the analysis. The results of the simple linear regression for each of the research questions found no statistical significance of time-spent in technology-assisted supervision predicting counselor supervisor self-efficacy, the supervisory working alliance, or supervisee performance in supervision. The implications of these findings, limitations of this study, and recommendations for future research and practice are described.
Download or read book A Phenomenological Exploration of Counselors Experiences in Personal Therapy written by Cynthia Bevly and published by . This book was released on 2017 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Professional counselors may choose to increase self-awareness and/or engage in self-care through the use of personal therapy. In particular, counselors may feel reluctant to pursue personal therapy due to stigma related to their professional identity. To date, researchers have paid limited attention to the unique concerns of counselors in personal therapy. The purpose of this phenomenological study was to explore counselors' experiences and decision-making in seeking personal therapy. I addressed the following questions: What contributes to counselors' decision to seek personal therapy? How do counselors make meaning of their experiences in utilizing personal therapy? Participants included 13 licensed professional counselors who had attended personal therapy with a licensed mental health professional in the past three years. I identified six emergent themes through adapted classic phenomenological analysis: presenting concerns, therapist attributes, intrapersonal growth, interpersonal growth, therapeutic factors, and challenges. Participants reported positive changes in personality and relationships, as well as several barriers specifically related to their counselor identity. Findings inform mental health professionals and the field of counselor education and supervision about the personal and professional needs of counselors. Limitations and future research directions are discussed.
Download or read book Feminist Supervision Supervisor Nulticultural Competence and Supervisee Counseling Outcomes written by Rachael N. Dabkowski and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supervision in the field of psychology is an essential practice that has significant implications for a supervisee's success in their academic program, therapist identity and ability to become an independent professional. This study explored the perceptions of supervisees of how multiculturally competent they believed their supervisor to be and how much they believed their supervisor utilized feminist principles in supervision. Limited research has suggested that the modality of supervision and competence of a supervisor can be important factors in determining supervisee outcomes. Important to the current study were supervisee counseling self-efficacy, client empowerment, active commitment, and satisfaction in supervision. Data was collected using a quantitative online survey. The sample included 155 participants who self-identified as women, aged 18 and older, and were enrolled in either a master's level or doctoral level counseling or clinical psychology program. Canonical correlation analysis revelated a significant correlation between supervisor variables of feminist supervision and multicultural competence with the supervisee variables of satisfaction in supervision, client empowerment, and active commitment. Results supported the importance of clinical supervision in supervisee outcomes. This research has advanced the field of education and training in psychology by exploring the importance of supervisor variables in supervisee development.
Download or read book Counselling Supervision in Context written by Michael Carroll and published by SAGE. This book was released on 1998-12-28 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: `The book is written in such a way as to challenge and educate through the use of exercises, scenarios and activities. Something it does rather well.... A well-written, practical and informative publication... of value to supervisees, supervisors and all those involved in counsellor and supervisor training′ - Counselling Psychology Review `This book... argues that the social context is important for the individual client, supervisee and supervisor, as is the context in which the work and supervision are done... it is a clear, well-written and enjoyable book, containing helpful information for both supervisees and supervisors′ - Transformations, The PCSR Journal There is an increasing awareness of the impact of individual factors on therapeutic work, both with clients and with their counsellors in supervision, but the influence of social contexts on this work has been less clearly articulated. This book provides counsellors with practical information about supervising specific types of clients and in specific organizational settings. Part One addresses four essential aspects of the individual - race, gender, disability and sexual orientation, exploring their influence on the therapeutic relationship and the supervision of trainee and experienced counsellors. Part Two assesses the impact of the organizations where counselling takes place - how different kinds of settings affect work with clients and thus the work of supervision. By highlighting context as a potential source of difficulty for the client, the book encourages trainees and supervisors to look beyond the individual and avoid placing the burden of responsibility for problems upon the client.
Download or read book Constructing Professional Identity Through an Online Community Distance Supervision in a Graduate Counseling and a Graduate Marriage and Family Therapy Program written by C. Wayne Perry and published by Universal-Publishers. This book was released on 2011-07-11 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: While distance education is solidly entrenched in the American educational scene, clinical training using distance learning technology is not yet so clearly accepted. A review of the literature found very few studies of the use of Internet technology for clinical training. This study used semi-structured interviews combined with Giorgi's method of phenomenological analysis of experiences of students and site supervisors involved in the Amridge University clinical training program. The purpose of the study was to examine the process by which master's degree students are able to construct their professional identity in a virtual environment. Both supervisors and students reported phenomenological evidence that professional identity can in fact be constructed through group interactions based in an Internet class experience.
Download or read book Bridging the Gap written by Judy Hildebrand and published by Routledge. This book was released on 2018-06-19 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book opens a very important debate for the family therapy field. At a ie of treatment rationing and standard setting, it aptly draws our attention to an issue of increasing importance: training the highest-quality family therapists. In addition, it offers trainers and supervisors an invaluable “howto-do-it” guide to tried-and-tested methods of taking trainees through a programme of personal and professional development. Judy Hildebrand is known throughout the family therapy who has always spoken for integrating formal aspects of with personal development, and she has designed and run for courses in Britain and Europe for many years. But the picture would be incomplete without understanding the effect that the exercises have on personal development, and for this volume she is joined by Collette Richardson and Frankie Zimmerman, two colleagues and ex-trainees, who have collated the experiences of a range of trainees from several courses and are able to complement Hildebrand’s ideas with the voice of the trainee.
Download or read book Mapping Expert Supervisors Cognitions written by Gulsah Kemer and published by . This book was released on 2012 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Since the essential role of counseling supervision for counselor growth and effectiveness was emphasized in several seminal articles in the 1980s (Blocher, 1983; Loganbill, Hardy, & Delworth, 1982), many researchers have investigated the complex factors involved in effective counseling supervision. However, within this large body of work, very few researchers have sought to describe the master, or expert, supervisor. When researchers have studied supervisors, typically participants were supervisors under training and relatively inexperienced supervisors (Borders & Fong, 1994; Luke, Ellis, & Bernard, 2011). Very few researchers have studied more experienced supervisors (Nelson, Barnes, Evans, & Triggiano, 2008). Although these studies were informative, none were focused on expert supervisors. Thus, an investigation of expert supervisors is considered to be crucial for furthering our understanding of effective counseling supervision practices as well as improving supervisor training efforts. Hence, the specific focus of this study was to explore expert supervisors' cognitions and cognitive structures through a mixed-method approach called concept mapping. Data were obtained through three rounds of data collection. In the first round, participants generated statements through an open-ended internet survey. In the second round, the researcher mailed out the edited and synthesized statements to participants for the sorting and rating tasks. In the third round, an online focus group session was conducted with a subgroup of participants. A total of 18 expert supervisors completed at least one round of data collection procedure. Expert supervisors generated 479 statements, or cognitions/thoughts, regarding their thinking while they were planning for, conducting, and evaluating their supervision sessions. These statements were edited and synthesized into a final set of 195. Analyses and the focus group session resulted in summarizing these statements into 25 clusters or cognitive categories/domains. These cognitive categories/domains indicated that expert supervisors' thinking involved many different supervision components. Supervision Models, such as the Discrimination Model (Bernard & Goodyear, 2009), Developmental Models (Stoltenberg, 1981; Loganbill et al., 1982), and the Systems Approach to Supervision Model (Holloway, 1995), were represented in the results of the present study. However, the representation of these models was at the statement level and none of the cognitive categories/domains were named after these models. Furthermore, five separate but related regions appeared on the cluster map based on the conceptual similarities of these cognitive categories/domains. These regions were Assessment of the Supervisee and His/Her Work, Supervisory Relationship, Supervisor Self-Assessment and Reflection, Conceptualization of Supervision and Intervening, and Administration Considerations. Lastly, expert supervisors appeared to be giving more importance or higher priority to almost all of the cognitive categories while they were working with challenging supervisees when compared to easy supervisees. Expert supervisors' ratings also indicated that "Supervisee Development," "The Client and the Counseling Session," and "Supervisor's Goal Setting/Agenda Setting" clusters were in the higher importance/priority list for both easy and challenging supervisees. The findings of the present study provide direction for future research and useful implications for supervisors and supervisor training programs."--Abstract from author supplied metadata.
