Shaping Supervisory Working Alliance From a Distance

As technology advances, more counselor education programs are implementing options for students to complete clinical experiences at a distance from campus which requires distant supervision. Although distance supervision has the benefit of flexibility, it also has challenges such as building rapport and establishing effective communication. Supervisors would benefit from understanding the influence of delivery method on supervisory working alliance in order to monitor supervisee growth and development.This article explores the influence of supervision delivery method on supervisory working alliance. Recommendations for future research and counselor education supervisory practice are provided

The Supervisory Relationship: How Style and Working Alliance Relate to Satisfaction among Cyber and Face-to-Face Supervisees

Online supervision, or cyber supervision, is an emerging field in counselor education, however, little is known about the differences of the relationship of FtF and cyber supervision. The purpose of this dissertation study was to examine counseling supervisees perceptions of satisfaction with the supervisory relationship and how those perceptions compared for supervisees in face-to-face (FtF) and online, or cyber, supervisees. In doing this, the variables that relate and/or predict satisfaction were studied. These variables were those from the Supervisory Styles Inventory (SSI) and the Supervisory Working Alliance Inventory (SWAI). The dependent variable of satisfaction came from the Supervisory Satisfaction Questionnaire (SSQ). Correlation analyses indicated that all variables were highly correlated with each other and to satisfaction with supervision. Two-tailed t-tests were then conducted for each independent variable and the dependent variable along with comparison by format of supervision (i.e., cyber or FtF). Results indicated that cyber supervisees reported higher satisfaction ratings than their FtF counterparts. Lastly, a series stepwise regression analyses indicated that the independent variables of rapport, interpersonally sensitive, and attractiveness were predictors of satisfaction for FtF supervisees, while the independent variable of interpersonally sensitive was the only predictor of satisfaction for cyber supervisees. Discussion of findings, implications for counselor educators and supervisors, and future research were discussed

Counselor Education Unplugged? An Exploration of Current Attitudes Surrounding the Use of Online Learning as a Modality in Graduate Counselor Education

This dissertation qualitatively investigates counselor education faculty perceptions regarding online courses or programs and the overall perception of counselor education faculty regarding the effectiveness of online learning. A total of 154 counselor educators completed the CEATOLS instrument, a survey designed to capture demographic information, perceptions of effectiveness of online learning in counselor education, and concerns related to online learning in counselor education. Results indicate that, overall, counselor educators have a markedly lower perception of the effectiveness of online counselor education courses than of traditional Analysis of the concerns expressed by counselor educators reveal a five-factor structure similar to that which was hypothesized in the development of the CEATOLS instrument. Results indicate a need for further refinement of the CEATOLS instrument and additional study to better capture the specific factors that may be impacting the counselor education community’s perception of online learning as an effective medium of course delivery

Counselor Education Students\u27 Fear in Online and Traditional Research Courses

Two sections of research methods were offered to Master’s level Counselor Education students during the same semester; one section was a traditional classroom setting and the second section was a web/hybrid course. Students were surveyed about their fears surrounding the academic requirements of a research methods course and fears about the type of instruction for the course at the beginning and at the end of the class. Data showed that students in the web-hybrid course indicated higher levels of fear than the students in the traditional classroom setting. Implications for counselor educators include normalizing the fear associated with the academic requirements of a research methods class and acknowledging the fear students may have about using an online learning platform

Examining Face-To-Face and Online Supervisee Disclosure Within the Supervisory Alliance

The purpose of this research was to examine face-to-face and online supervisee disclosure within the supervisory alliance. Just as client care pivoted to online platforms, as a result of the COVID-19 pandemic, so did clinical supervision, which was uncharted territory for many, including those familiar with online counseling. The methodology used was consensual qualitative research (CSR). Eight participants were recruited as a sample of convenience, and semistructured interviews were conducted via Zoom. Results indicated domains such as important characteristics of the supervisory relationship, importance of communication, supervisor characteristics related to self-disclosure, positive aspects and negative aspects of online supervision, and positive and negative aspects of face-to-face supervision. In addition, relevant categories were identified. This study is relevant for counselors in training, counselor educators, and supervisors who are engaged in and considering online and face-to-face supervision. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)

AN EXPLORATION OF SUPERVISORS’ EXPERIENCES OF SUPERVISORY WORKING ALLIANCE AND SESSION FACTORS WHEN FACILITATING DISTANCE-DELIVERED CLINICAL SUPERVISION

This dissertation examined supervisors’ experiences of factors that may affect the facilitation of distance-delivered clinical supervision. Factors impacting the facilitation of face-to-face supervision such as supervisory working alliance, session factors, and specific approaches and techniques were used as a guide for future exploration of these same factors in distance-delivered clinical supervision. This study utilized a phenomenological approach to analyze supervisor interviews conducted via teleconference. The primary researcher and an independent analyst used a combination of open and axial coding procedures to analyze data. Study results were presented textually and graphically, illustrating potential relationships between themes and subthemes illuminated from the data

A Qualitative Examination of Master\u27s Level Counseling Students\u27 Experiences of the Supervisory Working Alliance and the Use of Online Supervision

Supervision is essential to counselor development and the selection of a supervision model, as well as appropriate uses of interventions, are critical to an effective supervisory relationship. As there may appear to be several factors and models that can play a significant role in outcomes of supervision, the relationship between supervisor and supervisee is critical to the effectiveness in the process of growth and change. Counselor educators and faculty supervisors are charged with the task of evaluation and facilitation of the knowledge acquired through learning and application in the field. Recent trends of supervised practice have included technology. Technology and online supervision can broaden the scope of supervision through various methods of communication, evaluation, and accessibility to resources. It is imperative to examine effective strategies for online supervision and impact on counselor development. A basic interpretative qualitative approach was used to explore the impact, if any, on the supervisory working alliance for counselors-in-training. Four final themes emerged as a result of this study. Six master\u27s level counseling students engaged in online individual interviews to discuss their perceptions of online supervision. Key findings were presented on how themes may be utilized in implications for counselor education and supervision, suggestions for online supervision, and future research

Multicultural Competency in Online Counseling Courses: Before and After a Multicultural Counseling Course

The importance of multicultural counseling training received much attention for decades, however, studies on effective training focused on multicultural counseling training in a face-to-face environment with minimal focus on online training environments. These studies found that face-to-face interactions had the most impact on multicultural training. Therefore, the current study was an evaluation of online master\u27s counseling students\u27 and graduates\u27 multicultural attitudes to determine the effectiveness of online multicultural training using Banks\u27 transformative approach. The research questions focused on the significant difference in participants\u27 recalled multicultural attitude scores (know, care, and act) before an online multicultural counseling course as compared to recalled multicultural attitude scores after an online multicultural counseling course as measured by the Multicultural Attitude Scale Questionnaire (MASQUE). A quantitative survey design was used with a convenience sample of 129 students enrolled in online counselor education programs to measure their multicultural attitude changes before and after a multicultural counseling course. Results were analyzed using MANCOVA with group designs and interpreted using a one-tailed F-test to determine if there were statistically significant differences in the multicultural attitude scores of students before and after completing an online multicultural counseling course. The results indicated a statistically significant difference in Knowledge scores (F(1, 112) = 59.23, p \u3c .001) and Care scores (F(1, 112) = 73.57, p \u3c .001) from before as compared to after taking the course. Ultimately, the results established the effectiveness and reputation of online counselor education programs and multicultural counseling training

Doctoral Students\u27 Experience with Using the Reflecting Team Model of Supervision Online

Evidence of the increasing use of technology in counselor education is indicated by the increase in journal articles, programs, websites, and books on this topic (Albrecht & Jones, 2001; Layne & Hohenshil, 2005). The Internet has emerged as an important tool in the training and supervision of counseling students (Conn, Roberts, & Powell, 2009; Watson, 2003). The purpose of this investigation was to explore doctoral students\u27 experience with using the reflecting team (RT) model of supervision online as part of the supervision they received for their internship experience. Five doctoral students and a course instructor from an accredited counselor education and supervision program were the informants for this study. Emerging from the personal narratives of the participants and the subsequent data analysis were several themes related to doctoral students\u27 experience with using the RT model of supervision online. The findings suggest that users\u27 experience of technology, prior supervision experiences, and individual supervisee factors influenced the meaning made of online RT supervision. The results of the study are discussed within a social constructivist framework and provide a foundation for future discussion and future research related to the distance education and supervision of counselors in training. Limitations, implications, and recommendations for counselor educators and supervisors using online RT supervision are provided

Do Lay Christian Counseling Approaches Work? What We Currently Know

Paraprofessional counseling has received empirical evidence of its effectiveness, yet the status of lay Christian counseling models remains unknown. The authors review the current research on such approaches. A few models evidence practitioner surveys, client satisfaction research, quasi-experimental studies, or outcomes- based case studies. One eclectic approach had a randomized waiting list control group study. Preliminary evidence for the effectiveness of Freedom in Christ (the Neil Anderson approach) and Theophostic Prayer Ministry was noted. In all studies reviewed, the authors identified methodological limitations; therefore, the broad need for well-designed efficacy and effectiveness research on every model is clear. With current data, we cannot say definitively that lay Christian counseling works. Consequently, the authors make recommendations on potential improved research designs and encourage further investigations