Effects of supervisor experience level on planning and in-session supervisor verbal behavior.

Examined the effects of supervisor experience level on presession planning and in-session supervisor verbal behavior. 30 supervisors representing no, low (1? to 3 yrs), and high (4 to 25 yrs) levels of experience (mean ages 27.3, 28.7, and 35.8 yrs, respectively) listened to a 30-min audiotaped counseling interaction and then recorded thoughts and strategies for supervision in a 30-min planning session. Ss then conducted a 30-min supervision session with the counselor. Analyses of audiotapes from the planning and supervision sessions revealed no significant differences between the 3 levels of supervisory experience in planning statements. However, significant differences were observed in the actual supervision session, with low- and high-experience Ss being similar to each other and different from the no-experience group on several dependent measures. Results also indicate that the counselor rated the low- and high-experience Ss more positively than the no-experience Ss. No relation was observed between statements generated during the planning session and those occurring during supervision. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A study of Hogan's model of counselor development and supervision.

The construct validity and developmental structure of R. A. Hogan's (see record 1966-00843-001) model of counselor development and supervision were studied using a sample of 141 counseling psychology graduate student trainees, interns, and professional staff in 20 university counseling centers. Counselor development questionnaire items were developed into 2 arrangements: one based on Hogan's concepts as he organized them into levels, and another derived empirically using factor analysis. The 2 configurations were compared for their ability to predict experience level of Ss using discriminant function analysis. Each empirical factor was also examined for relationship with experience by means of 1-way ANOVA with preplanned comparisons. Results indicate that counselor development is best described by a complex rather than a simple model and that it involves factors of Anxiety/Doubt, Independence, Method/Skills Training, Work Validation, Commitment Ambivalence, and Respectful Confrontation. Developmental profiles of these issues are described, and implications for supervision and training programs are discussed. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of supervision in assuring quality mental health services in university counseling centers.

Conducted a survey to explore the relation between the role of supervision and practitioners' experience, training, and certification and to determine how these factors affect quality assurance in university counseling centers. Ss were 185 counselors. Findings indicate that time spent in supervision was not significantly related to the dependent variables of educational level, experience, or licensure, and that unlicensed practitioners were less likely to seek supervision. The lack of supervision and licensed practitioners may be inconsistent with the value placed on supervision as a quality control procedure. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variation in supervision process across trainee experience levels.

Explored whether (a) practicing supervisors perceived themselves as varying their supervision process across 4 trainee experience levels and (b) whether several supervisor demographic variables were related to the degree to which some supervisors might vary the supervision process more than others. Four experience levels were identified: 1st practicum, 2nd practicum, advanced practicum, and predoctoral intern. 37 experienced supervisors rated the degree to which the supervision they gave varied across trainee levels. Results show that Ss significantly varied supervision between 2nd-practicum and advanced-practicum supervisees, but they did not vary the other levels. Also, psychodynamically oriented Ss in contrast to humanistic and other orientations (e.g., cognitive-behavioral) were most likely to make this discrimination across trainee levels. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do supervisors modify psychotherapy supervision according to supervisees' levels of experience?

Administered a questionnaire concerning goals, expectations, and procedures of supervision to 10 supervisors who had 1st-yr practicum students, 13 supervisors with 2nd-yr externship students, and 8 supervisors with interns who had at least 2 yrs prior clinical experience as psychotherapists. All Ss had an average of 10 yrs clinical experience and 5 yrs experience as supervisors. Results show no significant differences among the 3 groups of Ss who were supervising trainees with different levels of clinical development and skill, suggesting that supervisors may not modify their manner of providing supervision in accordance with supervisees' levels of experience. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Study of Hogan's Model of Counselor Development and Supervision: Correction.

Reports an error in the original article "A Study of Hogan's Model of Counselor Development and Supervision" by G. N. Reising and H. M. Daniels (Journal of Counseling Psychology, 1983, Vol. 30, No. 2, pp. 235-244). 244). Errors appear in the placement of asterisks (*) denoting significance level in Tables 1 and 2. Significance levels should read as follows: For the Table 1 comparison (A vs. B): Factor 1 = as shown. For the Table 1 comparison (C vs. D): Factor 1 = ns; Factor 2 = ** (p 1983-26518-001): The construct validity and developmental structure of R. A. Hogan's (see record 196600843-001) model of counselor development and supervision were studied using a sample of 141 counseling psychology graduate student trainees, interns, and professional staff in 20 university counseling centers. Counselor development questionnaire items were developed into 2 arrangements: one based on Hogan's concepts as he organized them into levels, and another derived empirically using factor analysis. The 2 configurations were compared for their ability to predict experience level of Ss using discriminant function analysis. Each empirical factor was also examined for relationship with experience by means of 1-way ANOVA with preplanned comparisons. Results indicate that counselor development is best described by a complex rather than a simple model and that it involves factors of Anxiety/Doubt, Independence, Method/Skills Training, Work Validation, Commitment Ambivalence, and Respectful Confrontation. Developmental profiles of these issues are described, and implications for supervision and training programs are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of trait labels in counseling supervision by experienced and inexperienced supervisors.

On the basis of attribution theory, it was hypothesized that as supervisors gain experience at counseling, they would attribute their supervisee's counseling behaviors less often to counselor traits than would supervisors who have little or no counseling experience. 10 min of an audiotaped counseling session were presented to 82 Ss in 4 groups: undergraduate psychology students, master's degree students in counseling and clinical psychology, post-master's degree students, and post-PhD counselors. The Ss then rated the degree to which the counselor could be described by 8 trait labels. As predicted, Ss with more counseling experience made weaker trait attributions than did those with little or no experience. It is suggested that this result is due to the increased empathy of experienced counselors. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical supervision: An intensive case study.

Used a rigorous case study methodology to examine one supervisory dyad's work together during one semester. The supervisee was a 33-yr-old female doctoral student with about 7 yrs counseling experience; the supervisor was a 41-yr-old male counseling psychologist with 12 yrs supervision experience. The "best–worst" strategy of several recent researchers, multiple sources of qualitative and quantitative process data, and the perspectives both of the Ss and of observers were used. Findings provide hypotheses to guide future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive strategies and the client conceptualization process.

Used perspectives from cognitive psychology to (1) examine the manner in which 27 doctoral-level counseling psychology students formulated conceptualizations of a client and (2) describe cognitive strategies employed to accommodate additional information about, and observations of, the client over time. Ss read a brief paragraph about and viewed a 5-min videotape of a client being interviewed. Ss then answered questions about the foci for counseling this client and the questions they would ask. Convergent or divergent conceptual strategies were identified and were found to be associated significantly with Ss' amount of previous counseling experience and with the extent of their formal training. Ss with more experience showed greater early convergence. Ss' confidence in their conceptualizations was related significantly to gender and to amount of exposure to the client. Females were consistently more confident than males. Findings are discussed in terms of cognitive capabilities and of students' self-perceptions and expectations. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of gender, supervision, and presenting problems on practicum students' preference for interpersonal power bases.

Tested whether 102 practicum students' preferences for the legitimate, expert, and referent power bases were affected by clients' gender, the amount of students' supervised experience, and the nature of the clients' presenting problems. 64 women and 38 men from 16 counseling and counseling psychology programs completed a questionnaire in which they were asked to estimate the utility of responses reflecting each of the 3 power bases in facilitating behavior change in client's presenting problems of either depression or anxiety. Results indicate that Ss with less supervised experience preferred the legitimate and referent power bases to a greater extent than did Ss with relatively more supervised experience. Neither gender nor type of presenting problem affected Ss' preferences. Results are discussed in terms of the relation between the levels of supervised experience and the stereotypic notions of the counselor's role. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between scores on the Omnibus Personality Inventory and counselor trainee effectiveness.

Compared the scores obtained on the Omnibus Personality Inventory by groups of relatively effective and relatively ineffective counselor trainees. The trainees (61 students in their 1st yr of a counseling psychology program) completed the tests prior to their 1st practicum experience and were evaluated by their practicum supervisors (PhD or master's-level counselors with more than 5 yrs of experience at supervision) at the end of each of their practica. Ss were classified as relatively effective, relatively ineffective, or indeterminant (ns?=?32, 30, and 12, respectively) on the basis of their practicum supervisor's evaluations. The scores of the relatively effective and relatively ineffective trainees were compared using 1-way analyses of variance. Data revealed significant differences in the personality characteristics of the groups. The relevance of these findings for the selection of counselor trainees is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conflict resolution within the supervisory relationship.

158 graduate students in clinical psychology were surveyed concerning the occurrence, handling, and outcome of conflicts in their supervisory experiences. 38% of the Ss with supervised experience reported a major conflict with a supervisor that made it difficult to learn from supervision. Ss described 3 areas of conflict—theoretical orientation or therapeutic approach, style of supervision, or personality issues. The degree to which conflicts were discussed and successfully resolved seemed to depend partly on the type of conflict; it was easier to resolve conflicts that centered on style of supervision than on personality issues. When conflicts were not resolved, Ss often sought support from others, altered their behavior to conceal difficulties, or appeared to comply with the supervisor. Implications for the learning process in supervision are discussed. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling supervision by developmental level.

Examined the validity of an elaboration of C. Stoltenberg's (see record 1981-06282-001) developmental counseling supervision model with 71 supervisors (mean age 37.5 yrs) and 107 supervisees (mean age 30.2 yrs) from 9 university counseling centers, resulting in 107 supervision dyads. A supervision level scale (SLS) was used to classify predominant developmental level of supervisees and supervision environments to avoid the use of training level as a proxy for developmental level. Supervisors completed the SLS, and supervisors and supervisees reported their satisfaction and opinion of supervisee's learning. Supervisors were found to generally match the level of their supervision to the level of the supervisee. Analyses of variance (ANOVAs) revealed that supervisee developmental level was related to mean semesters of supervisee supervised, but not nonsupervised, counseling experience. Supervision environment level was also related to mean semesters of supervisee supervised, but not nonsupervised, counseling experience. Mean satisfaction and learning ratings of supervisors and supervisees did not differ by person–environment congruency. Results provide support for conceptualizing supervisees and supervision environments developmentally, although not for congruency. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of matching treatment approaches and personality types in group vocational counseling.

40 university students were identified as either people oriented (PO) or task oriented (TO), on the basis of their responses to the Vocational Preference Inventory. Half of the PO Ss were given group vocational counseling using a learning through interaction method (LTI), and the other half were counseled through a learning through individual problem solving method (LTIPS). Similarly, half of the TO Ss were counseled through LTI and half through LTIPS. Counseling approaches that were congruent with personality types (i.e., LTIPS approach with TO Ss and LTI with PO Ss) were more effective than counseling approaches that did not match personality type. Effectiveness was measured in terms of amount of occupational information sought by Ss, Ss' evaluation of the group experience, and scores on the Attitude scale of the Career Maturity Inventory. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training activities and styles of beginning supervisors: A survey.

Used the Psychotherapy Supervision Questionnaire to assess activities and difficulties of 75 psychotherapy supervisors (aged 23–57 yrs) with 2 yrs or less experience in supervision. 29 Ss were employed in university graduate school programs; the remaining 46 were employed in predoctoral internship sites. There were expected differences in the level and the number of trainees supervised by the 2 groups, and they differed markedly in their theoretical orientations, with Ss from internship sites placing greater emphasis on psychodynamic approaches. All Ss reported frequent difficulties with perceived trainee resistance, with understanding the presented material, and with suggesting interventions. 32% had no formal training for supervision prior to beginning supervision. An overwhelming majority expressed interest in receiving more training in supervision. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counselors' feelings toward clients as related to intake judgments and outcome variables.

Investigated the relationship of the feelings of intake counselors to other judgments that they made as well as to clients' ratings of their counseling experience. Ss were 332 female and 175 male clients of a university counseling center. Results show that intake counselors' liking of clients was related to their rating of the realism of clients' goals, clients' motivation for counseling, and clients' physical appearance. Sex differences are discussed. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experimental prevention of underachievement among intelligent impulsive college students.

64 impulsive freshmen with Scholastic Aptitude Test scores of 1000 or more were assigned to 1 of 4 conditions: (a) paid counseling Ss were paid each time they attended a weekly counseling session; (b) paid math Ss were paid for passing a weekly math quiz; (c) paid control Ss were paid weekly with no contingent effort required; and (d) unpaid control there were no experimental interventions. 64 nonimpulsive freshmen served as controls in each of the 4 conditions. Results were that paying Ss to attend counseling sessions significantly improved their final grades. Paying Ss to study mathematics was only effective among the brighter impulsive students. It is concluded that both treatment conditions forced impulsive Ss to pay attention to their school progress on a continuing basis. (20 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implosive therapy treatment of heroin addicts during methadone detoxification.

Examined the effectiveness of implosive therapy with heroin addicts during detoxification from methadone. 24 Ss with comparable histories of heroin addicition and similar maintenance levels of methadone were assigned to an implosive therapy, eclectic counseling, or control group. The 2 treatment groups received 12 sessions of implosive therapy or eclectic counseling and were followed for a subsequent 6-wk period. The implosive therapy Ss were the only ones to reduce significantly their methadone level during treatment and the follow-up period. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)