32 research outputs found

    Using Multivariate Concept Mapping to Examine Counselor Educators’ Implicit Model of the Profession’s Functions

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    This study employed multivariate concept mapping to examine counselor educator’s implicit conceptualizations of their possible professional functions. It was important as counselor educator’s implicit and explicit understanding of the field affect both the curriculum of counseling programs and the attitudes they convey to their students in the classroom. This approach netted seven discrete clusters of counseling functions. These clusters arrayed on two dimensions that were labeled cognitive versus affective and process focused versus structured interventions. Implications for counselor educators include suggestions for using counselor educator’s implicit maps of the professions many functions to individualize professional socialization, develop professional synergy and build social reciprocity. Using Multivariate Concept Mapping to Examine Counselo

    Factors That Limit Counselor Metacompetence and the Suggested Role of Supervisors

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    In some countries, including South Korea and the U.S., counselors are not required to receive supervision once they have been credentialed. The expectation is that they will have developed sufficient levels of metacompetence (the ability to assess what one knows and does not know; Falender & Schafranske, 2007; 2014) that they can be trusted to self-monitor their professional practice. But there are factors that limit metacompetence, some of which are normative (e.g., the tendency to overestimate competence; automaticity) and some are nonnormative (e.g., life crises or personal difficulties that the counselor might experience). This paper briefly discusses those limitations and then suggests career-long supervision as a mechanism to address them

    Supervision as Pedagogy: Attending to Its Essential Instructional and Learning Processes

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    The various supervision models each emphasize particular interventions. But to conceptualize supervision as a teaching-learning process permits a common framework and attention to supervision\u27s basic change mechanisms. This article discusses the four learning strategies of modeling, feedback, direct instruction, and self-directed learning through reflective practice, arguing that their effects are mediated by the quality of the supervisory relationship. As well, it makes the case that feedback grounds a developmental continuum that extends from direct instruction when supervisors are learning new skills to reflective practice, whick becomes increasingly prominent as the supervisee gains experience

    Using Accountability Mechanisms More Intentionally: A Framework and Its Implications For Training Professional Psychologists

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    Accountability plays an essential though underexplored role in ensuring quality psychology training. This article considers the accountability of not only training programs but also the people who are involved as faculty, supervisors, and trainees. It discusses the essential processes and purposes of accountability and then suggests a framework that might guide more intentional use of accountability mechanisms. The article then gives examples of how that knowledge might be used to improve psychology training. For example, it makes the distinction between process and outcome accountability and suggests ways in which the latter might be given more prominence

    South Korean Supervisees\u27 Experience of and Response to Negative Supervision Events

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    This study used a grounded theory approach to explore South Korean supervisees’ negative supervisory experiences in order to better understand and improve the current status of supervision practice in Korea. Many findings were consistent with those of similar studies conducted in Western countries. These included instances of supervisors dismissing supervisees’ thoughts and feelings, supervisees being reluctant to bring their concerns about such behavior to the supervisor, and supervisees experiencing such consequences as reduced motivation to participate in supervision and even personal distress. In addition, this study also highlighted the important role that culture can play. For example, the hierarchical nature of relationships in Confucian-influenced societies amplifies the issues of hierarchy that are inherent in supervision. The societal norms of indirect communication created challenges for supervisors and supervisees and the importance of saving face (chemyeon) sometimes added to supervisees’ distress. The conceptual model that was developed on the basis of these interviews may help increase sensitivity to these issues and inform supervisor training. [ABSTRACT FROM PUBLISHER]

    Assessing Supervision\u27s Clinical and Multicultural Aspects: The Supervision Outcome Scale\u27s Psychometric Properties

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    Relatively few measures are available to assess supervision’s impacts on supervisees and the clients they serve, despite the potential value of information from those measures in improving supervisors’ practice. This article describes the development of the Supervision Outcome Scale (SOS) and reports its psychometric properties. Results from the exploratory and confirmatory factor analyses with 2 independent samples of counseling and clinical psychology doctoral students indicated that SOS measures 2 distinct constructs related to impacts of supervision: clinical competence outcome (decrease in client symptoms, improvement in supervisee competence) and multicultural competence outcome (improvement in supervisee multicultural competence). SOS was also found to have adequate internal reliability and concurrent validity, as it correlates significantly with supervisory working alliance. Research and training implications on SOS as a useful tool to track both supervisee and supervisor development are discussed

    Fundamentals of Clinical Supervision

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    Fundamentals of Clinical Supervision, 6th Edition offers a comprehensive, interdisciplinary approach that makes it the most highly cited publication in the field and an authoritative resource for anyone seeking certification as an Approved Clinical Supervisor. Readers gain a thorough view of clinical supervision as they explore central themes from a variety of mental health professions, as well as the important topics of supervision models and modalities, administrative issues, and professional concerns.Retaining its accessible style, the 6th Edition includes additional coverage of multicultural supervision and competence, emerging supervision models, use of technology in supervision, new sections on group work and ethics, increased attention to client outcomes, and a significant focus on supervision beyond training. A new appendix includes supervision examples to help readers connect theory to practice. Its one-of-a-kind supervision toolbox, scholarly approach, and thorough topic coverage sets Fundamentals of Clinical Supervision apart.https://inspire.redlands.edu/oh_books/1016/thumbnail.jp

    A Global Portrait of Counselling Psychology

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    Drawing on data collected through a survey of professionals in eight different countries, this volume considers both ways in which the specialty of counseling psychology is distinctive within each of the eight countries, as well as that which is characteristic of counselling psychology across them all. This survey of the international character of counselling psychology examines the emergence and the history of the field; the training, preparation and credentialing of professionals; and the practices and practice settings of counselling psychologists. This book was originally published as a special issue of Counselling Psychology Quarterly.https://inspire.redlands.edu/oh_books/1052/thumbnail.jp

    Supervision of Mentoring

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    The premise of this chapter is that training and supervision will foster and enhance mentor competence, which will (a) have positive effects on those they mentor, and (b) in turn, this will increases the quality of service to the clients and organizations those mentees serve. It draws from the small existing literature on mentor supervision as well as the larger psychotherapy supervision literature.https://inspire.redlands.edu/oh_chapters/1060/thumbnail.jp