Differences in Perceptions of Supervisee Contribution: Supervisors’ vs. Supervisees’ Evaluations

Supervisees’ behaviors contribute to or detract from effective supervision. The purpose of this study was to compare supervisors’ evaluations of supervisee contribution behaviors with that of supervisees’ self-assessments using the Adapted Supervisee Utilization Rating Form (SURF). Statistically significant differences in the ratings indicate that supervisors perceive their supervisees as more proactive and open than supervisees perceive themselves. To create a milieu in which supervisees feel safe enough to share their work with supervisors and encourage supervisees to take initiative in their own learning, the researchers make the following recommendations: (1) following ACES best practices for monitoring and assessing supervisees, (2) using appropriate supervisor self-disclosure, and (3) adopting a solution-focused approach to supervision

Differences in Perceptions of Supervisee Contribution: Supervisors’ vs. Supervisees’ Evaluations

Supervisees’ behaviors contribute to or detract from effective supervision. The purpose of this study was to compare supervisors’ evaluations of supervisee contribution behaviors with that of supervisees’ self-assessments using the Adapted Supervisee Utilization Rating Form (SURF). Statistically significant differences in the ratings indicate that supervisors perceive their supervisees as more proactive and open than supervisees perceive themselves. To create a milieu in which supervisees feel safe enough to share their work with supervisors and encourage supervisees to take initiative in their own learning, the researchers make the following recommendations: (1) following ACES best practices for monitoring and assessing supervisees, (2) using appropriate supervisor self-disclosure, and (3) adopting a solution-focused approach to supervision

Empowering Teachers Through Instructional Supervision: Using Solution Focused Strategies in a Leadership Preparation Program

The purpose of this study was to determine how students in an educational leadership preservice program perceived the effectiveness of solution-focused supervision (SFS) taught in an instructional supervision class. Interviews, observations, and artifacts, and a case study design, were applied to address two primary research questions. Findings revealed the use of solution-focused (SF) strategies produced positive outcomes, but required dramatic paradigm shifts from study participants. Moreover, the researchers found that respondents used a wide range of SF strategies in the clinical cycle exercise. Participants, furthermore, affirmed that SF structures and language promoted reflection, conversation, and empowerment of teachers. These positive dispositions toward solution-focused supervision, however, did not come without difficulties and initial doubt

The Impact of Dual Roles in Mentoring Relationships: A Mixed Research Study

In the field of counselor education, mentors often are involved in varying roles with mentees, such as being mentor, dissertation chair, and or chair to the mentee. Due to the various roles, both the mentor and mentee need to recognize how each of these roles impacts the development of the mentee and the overall mentoring relationship. The purpose of our study was to examine the relationship between perceived dual roles of the mentor and the impact on the mentoring relationship. We found that counseling students and faculty who had experienced dual roles in their mentoring relationships had high career-related functions than did their counterparts who had not experienced dual mentoring relationships

Determining Mentoring Needs in Counselor Education Programs

This article describes the development and initial score validation of the Mentoring Needs in Counselor Education Scale (MNCES), designed to evaluate the mentoring needs of counselor education students and pre-tenured faculty. Exploratory factor analysis (n = 278) yielded a 32-item, five-component solution with strong score reliability as indicated by Cronbach’s alpha values above .70: Career and Professional Development (.82), Research and Scholarship (.86), Growth and Support (.83), Multicultural and Environmental Issues (.84), and Practitioner Role (72). The MNCES provides a tool for facilitating conversations regarding mentorship expectations between mentees and mentors in the field of counseling

Determining Mentoring Needs in Counselor Education Programs

This article describes the development and initial score validation of the Mentoring Needs in Counselor Education Scale (MNCES), designed to evaluate the mentoring needs of counselor education students and pre-tenured faculty. Exploratory factor analysis (n = 278) yielded a 32-item, five-component solution with strong score reliability as indicated by Cronbach’s alpha values above .70: Career and Professional Development (.82), Research and Scholarship (.86), Growth and Support (.83), Multicultural and Environmental Issues (.84), and Practitioner Role (72). The MNCES provides a tool for facilitating conversations regarding mentorship expectations between mentees and mentors in the field of counseling

Examining Resiliency in Adolescent Refugees Through the Tree of Life Activity

Grounded in both resiliency science and positive youth development, the research team set out to understand the strengths and resources of adolescent refugees living in northeast Texas. In coordination with a local refugee services agency, members of the research team conducted the Tree of Life activity with 16 participants ranging in age from 13 to 20 years. Identifying 16 codes in the qualitative analyses of participants’ drawings, they organized these codes into 3 themes: self-efficacy, values, and relationships. The authors recommend the use of Tree of Life and other creative arts activities to facilitate the discovery of strengths and resources in adolescent refugees, by which they may progress beyond survival of adversity to resiliency and thriving

The Contribution of Cancer Incidence, Stage at Diagnosis and Survival to Racial Differences in Years of Life Expectancy

African Americans have higher cancer mortality rates than whites. Understanding the relative contribution of cancer incidence, stage at diagnosis and survival after diagnosis to the racial gap in life expectancy has important implications for directing future health disparity interventions toward cancer prevention, screening and treatment. We estimated the degree to which higher cancer mortality among African Americans is due to higher incidence rates, later stage at diagnosis or worse survival after diagnosis. Stochastic model of cancer incidence and survival after diagnosis. Surveillance and Epidemiology End Result cancer registry and National Health Interview Survey data. Life expectancy if African Americans had the same cancer incidence, stage and survival after diagnosis as white adults. African-American men and women live 1.47 and 0.91 fewer years, respectively, than whites as the result of all cancers combined. Among men, racial differences in cancer incidence, stage at diagnosis and survival after diagnosis account for 1.12 (95% CI: 0.52 to 1.36), 0.17 (95% CI: −0.03 to 0.33) and 0.21 (95% CI: 0.05 to 0.34) years of the racial gap in life expectancy, respectively. Among women, incidence, stage and survival after diagnosis account for 0.41 (95% CI: −0.29 to 0.60), 0.26 (95% CI: −0.06 to 0.40) and 0.31 (95% CI: 0.05 to 0.40) years, respectively. Differences in stage had a smaller impact on the life expectancy gap compared with the impact of incidence. Differences in cancer survival after diagnosis had a significant impact for only two cancers—breast (0.14 years; 95% CI: 0.05 to 0.16) and prostate (0.05 years; 95% CI 0.01 to 0.09). In addition to breast and colorectal cancer screening, national efforts to reduce disparities in life expectancy should also target cancer prevention, perhaps through smoking cessation, and differences in survival after diagnosis among persons with breast and prostate cancer