Interpersonal influence process in real-life counseling: Investigating client perceptions, counselor experience level, and counselor power over time.

Examined the interpersonal influence process within an actual counseling context over an average of 8 sessions. Counselors were either beginning or advanced practicum students or doctoral interns (n?=?27); clients were 31 students who sought counseling at a university center. Before and after counseling Ss completed the Counselor Rating Form, the Expectations about Counseling measure, and the Counselor Perceptions Questionnaire. Results indicate that (a) the actual counselor experience level did not affect client perceptions of the counselor; (b) perceived counselor expertness, attractiveness, and trustworthiness changed over time, but not in the same direction across counselors; (c) different levels of client need did not affect clients' perceptions of counselor characteristics; and (d) counselors rated as highly attractive indicated they had more therapeutic power over clients than counselors rated as moderately attractive. (46 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)     

Relationship between supervisors' and trainees' cognitive styles and the supervision process.

33 beginning counseling practicum students and their supervisors rated their supervisory relationship and satisfaction with supervision; supervisors also evaluated their trainees. Ss' cognitive styles were determined through the Myers-Briggs Type Indicator (MBTI). The Barrett-Lennard Relationship Inventory, Counselor Evaluation and Rating Scale, and individual Likert scales were used as measures of the independent variables. Trainees' scores on certain indices (most notably the Sensing–Intuition index) were related to supervisors' perceptions of the interpersonal nature of their relationship, supervisors' satisfaction with trainees' performances, and supervisors' evaluations of trainees. On the other hand, supervisors' cognitive styles were not related to the independent variables. Cognitive style similarity between supervisor and trainees on specific MBTI scales was related to mutual perceptions of their interpersonal relationships. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multidimensional scaling analysis of supervisory dimensions and their perceived relevance across trainee experience levels.

The Level of Supervision Scale (LSS; R. D. Miars et al, 1983) was administered to 69 supervisors with experience supervising 1st-semester practicum and intern-level trainees. The structure of their responses to 28 LSS items assessing perceptions of supervision as they varied across these 2 trainee experience levels was examined using 3-way multidimensional scaling. A 4-dimensional solution was yielded, which accounted for 63% of the variance. The 4-dimensions are (1) enhancing dynamic understanding, (2) didactic instruction, (3) counseling vs supportive supervisory functions, and (4) authoritative vs collaborative style. The study demonstrated clear differences in the salience of the dimensions across supervisors' perceptions of the 2 trainee experience groups. Supervisors perceived the enhancing dynamic understanding dimension as most important in their supervision of interns, whereas didactic instruction was most salient in perceptions of supervising beginning trainees. No differences were found across experience level for the other 2 dimensions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reactance in relation to different supervisory environments and counselor development.

The purpose of this study was to examine counselor trainees' preference for structure in supervision as moderated by level of experience, reactance potential, and the content of supervision. Reactions of 78 practicum counselors to two of four audiotaped supervision sessions which varied on (a) amount of supervisor structure and (b) supervision content (suicidal client or client with relationship issues) were assessed. Beginning students preferred the structured supervision. The preference of structure for advanced students was moderated by reactance and content. For the relationship content, advanced students who were high on reactance preferred the low-structure supervision, while those with low reactance preferred the high-structure condition. In suicide content condition, advanced students preferred the structured supervision regardless of their level of reactance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervising international students: Relationship between acculturation, supervisor multicultural competence, cultural discussions, and supervision satisfaction.

The purpose of this study was twofold: (a) to explore the relationship between international trainees' acculturation level and cultural discussion on supervision satisfaction and (b) to examine the mediating effect of cultural discussions on the relationship between perceived supervisor multicultural competence and trainee satisfaction with supervision. One hundred and four international students from several clinical programs who have received clinical supervision participated in the study. Results revealed that students who had lower acculturation levels but greater cultural discussion showed more satisfaction with supervision. Furthermore, cultural discussion partially mediated the relationship between the perceived supervisor cultural competence and satisfaction with supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal interaction and supervisor perception in counselor supervision.

20 dyads of masters-level counseling practicum students (aged 23–52 yrs) and their supervisors (aged 28–51 yrs) were audiotaped during 1 supervisory session. The counselor trainee's and supervisor's verbal interaction in supervision was rated using a 15-category system for analyzing supervisor–teacher interaction. These scores were correlated with the trainee's perceptions of the supervisor on the interpersonal influence characteristics of expertness, attractiveness, and trustworthiness, as measured by a supervisor rating form. 45 Pearson correlations between measures were calculated, with 8 comparisons reaching the .05 level of significance. Significant relationships were found between some categories of verbal behavior and 1 or more perceived supervisor characteristics. It is concluded that a moderate relationship exists between the nature of the interaction in supervision and perceptions the counselor forms about the supervisor. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effective supervision as perceived by beginning counselors-in-training.

16 supervisors of beginning practicum counselors rated the importance to good supervision of 42 supervisor behaviors. At the end of their 1st semester of training, 31 beginning practicum counselors rated the frequency with which their supervisors actually performed each of the 42 supervisor behaviors. The counselors also rated the effectiveness of supervision on 3 dimensions: satisfaction with supervision, supervisor competence, and contribution of supervision to improved counselor ability. In general, supervisors perceived supervision as primarily providing feedback to supervisees. Beginning counselors rated their supervision as good, however, if (a) a personal and pleasant supervisor–supervisee relationship existed; (b) supervisors provided relatively structured supervision sessions, especially during early sessions; and (c) supervisors directly taught beginning counselors how to counsel (i.e., by using literature, and by didactic instruction) and then encouraged the new counselors to try out their new skills. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Style differences of beginning supervisors: An interactional analysis.

An interactional analysis system, A. Blumberg's (1970) system for analyzing supervisor–teacher interaction (BIA), adopted from research in teacher education, was used to characterize beginning supervisory style. Two dimensions were considered: (a) the amount of variance in supervisory interaction behaviors in a group of beginning supervisors and (b) the stability of interactional behavior of individuals across 2 interviews, each with 2 trainees. 24 supervision interviews, each with 2 trainees from each of 12 beginning doctoral students, were videotaped and later analyzed with the BIA. A repeated measures 2-way ANOVA was used to analyze the BIA scores. Results indicate that the interview content differed significantly between supervisors on 7 of the 11 BIA variables and that individuals differed significantly across 2 interviews on 3 of the variables. It is concluded that beginning supervisors have individual predilections for supervisory behaviors that are stable across interviews with different trainees. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-actualization level as a predictor of practicum supervision effectiveness.

20 counseling students at high and low levels of self-actualization (as measured by the Personal Orientation Inventory) were randomly assigned to high or low self-actualizing supervisors to assess the effects of such assignment on change in self-actualization during the course of the beginning practicum semester. A control group of 5 counseling students not enrolled in the practicum were also pre- and posttested to assess their change in self-actualization during the same semester. It was assumed that counselor growth in self-actualization would be affected by the level of self-actualization of the supervisor. Results do not support this assumption. Counseling students tended to gain in self-actualization whether or not they were enrolled in a practicum and regardless of the level of self-actualization of the supervisors to whom they were assigned. Evidence linking counseling effectiveness and self-actualization is advanced; speculation about supervision effectiveness and self-actualization requires further testing. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The In-Session Self-Awareness of Therapist-Trainees: Hindering or Helpful?

Although therapist self-awareness has been hailed as a critical component of psychotherapy, recent evidence suggests that therapists' in-session self-awareness may hinder rather than help the therapeutic process. The authors examined the in-session self-awareness of therapists in training (trainees) in relation to their interpersonal involvement and the reactions of volunteer student clients (volunteer clients). Trainee in-session self-awareness variables predicted over 50% of the variance in their interpersonal involvement and the volunteer clients' perceptions of the therapeutic alliance. Contrary to previous research, trainees' level of in-session self-awareness was generally helpful rather than hindering from both the trainee and student-client perspectives. Potentially hindering aspects of in-session self-awareness did emerge, however, in that trainees' increasing efforts to manage their self-awareness were related to decreased trainee involvement and lower volunteer client ratings of the therapeutic alliance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A cost/benefit analysis of the interpersonal process recall technique.

Examined interpersonal process recall (IPR), a supervisory technique, by a cost-benefit analysis. Cost was defined as the possible inhibitory effects on client self-exploration of the use of IPR; benefit was defined as client satisfaction, increased supervisor ratings, and increased counselor empathy levels. Counselors were 36 master's level trainees, clients were 36 undergraduate psychology students, and supervisors were 6 doctoral students in counseling. The IPR treatment consisted of 3 videotaped interviews followed by client, counselor, or mutual recall. The comparison treatment consisted of 3 audiotaped interviews followed by traditional supervision. Results indicate that IPR, when compared to traditional supervision, did not produce differential effects on counselors' empathy level, client satisfaction, supervisor ratings, or clients' self-reported inhibition. Method of supervision, however, did effect significant change in clients' level of self-exploration over time. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and validation of the Counseling Self-Estimate Inventory.

Describes the development of the Counseling Self-Estimate Inventory through 5 studies. A factor analysis (N?=?213) yielded 5 factors that reflect counselor trainees' confidences in using microskills, attending to process, dealing with difficult client behaviors, behaving in a culturally competent way, and being aware of one's values. Reliability estimates indicate that the items are internally consistent (α?=?.93) and stable over time. Initial validity estimates show that the instrument is (1) positively related to counselor performance, self-concept, problem-solving appraisal, performance expectations, and class satisfaction; (2) negatively related to state and trait anxiety; (3) minimally related to aptitude, achievement, personality type, and defensiveness; and (4) sensitive to change over the course of master's practicum and across different levels of counselors. Also, trait anxiety and counseling self-efficacy were significant predictors of counselor trainee performance. The development of a reliable and valid counseling self-efficacy instrument has training and research implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Approaching supervision from a developmental perspective: The counselor complexity model.

Presents a model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the trainee is described from the entry level counselor through the advanced master counselor stage. Characteristics of trainees at each of the 4 levels of the model are discussed, as are the appropriate supervision environments that encourage development to the next level. The supervisor skills of discrimination and the creating of environments are discussed in relation to trainee characteristics and the appropriate environments for the supervision process. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factors associated with clinical practicum trainees' engagements of clients in counseling.

The study was an examination of the relationship among clinical practicum students' Engagement Quotients (EQs), defined as the percentage of clients returning to each trainee for more than one session, and various measures of client session attendance at a university counseling center. Data were collected for 43 practicum students. Higher trainee EQs were associated with engagement of clients for more than 10 sessions. An additional analysis relating trainee EQs to academic admissions information yielded significant relationships between EQ on the Graduate Record Examination Verbal and Millers Analogies Test. EQ was also significantly and positively related to trainees' ages and grades in the clinical diagnostic course sequence. Results were discussed in relation to previous research that showed a relationship between EQ and therapists' ability to pick up on client problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Complementary interaction over time in successful and less successful supervision.

Over the course of supervision, the interaction sequence was examined in 6 supervision dyads. The dyads comprised 3 supervisors each meeting with 1 successful and 1 less successful trainee. The presence of D. J. Kiesler's (in press) hypothesized high-low-high pattern of complementarity over time for successful supervision was examined. Each speaking turn was categorized into 1 of the interpersonal circumplex quadrants, and the sequence of these quadrant responses was examined using loglinear analysis. Results indicate no support for the hypothesized 3-stage model of successful supervision, but there were differences in supervisor responding to trainee hostility across outcome. Results are discussed with respect to the definition and utility of the construct of complementarity to supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and validation of the Supervisory Styles Inventory.

Conducted a series of studies to develop and validate the Supervisory Styles Inventory (SSI) with parallel versions for supervisors and trainees. The instrument and validation procedures were based on a conceptual model of interrelated sources of variability among supervisors. Four separate analyses consistently revealed 3 factors among the perceptions of heterogeneous samples of trainees and experienced supervisors, which suggests that supervisory style is multidimensional. Scales constructed from these factors—Attractive, Interpersonally Sensitive, Task Oriented—demonstrated robust reliabilities and construct validity. In one study, SSI scales discriminated within and between expert supervisors with different theoretical orientations working with the same supervisee. These results were consistent with other evidence that a highly task-oriented style is endorsed by cognitive-behavioral supervisors, a highly interpersonal style by psychodynamic and humanistic supervisors. Furthermore, these supervisory styles seem to be differentially related to trainees' level of experience—supervisors are more task oriented with beginners, more attractive and interpersonally sensitive with interns. All 3 styles were strongly associated with trainees' reported willingness to work with different model supervisors and satisfaction with supervision. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)