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To assist the trainee in defining their professional identity and knowlegde and adherence to ehtical practice.
For the trainee to receive monitoring of their strengths and weaknesses as a counselor.
To acquire new skills in counseling.
To be able to identify personal issues involved with being a counselor.
To learn to develop and write case studies in a professional manner.
To be able to have a comfortable and supportive environment wherein sharing information, reactions and concerns can take place.
Knowing that individual, group, and seminar situations are important in providing a student optimal training it is also important to be able to recommend new situations wherein counselor training can be brought about. To this end, an area that has been overlooked in the past is using doctoral students to perform supervisory duties with respect to lower academic (masters) level counselor trainess. In order to shed light on this particular issue the following research investigative plan is being proposed:
Research Questions
How often should faculty meet with doctoral students who are engaged in master's level supervision?
How are doctoral to students to be monitored when supervising master's level students? What are the most effective monitoring strategies?
What are the most prevalent and required doctoral courses and experiences required before they can be effective supervisors?
Does there exist a difference in using doctoral students to perform supervisory duties between accredited and non-accredited CACREP academic programs?
Participants
50 accredited CACREP doctoral programs and 50 non-accredited CACREP programs liaison for each of the 100 accredited programs wherein each liaison will respond to a questionnaire.
Instrument
The Doctoral Students Supervision/Facilitation Survey will be used to obtain descriptive information about the use of doctoral students in the supervision of master's level students. For those doctoral students who do supervise master's students, the liaison will be asked in what capacity the doctoral student provides supervision and indicate what courses and experiences are required of the doctoral student before embarking upon a supervisory role. The survey also inquires of the liaison the monitoring practices used by faculty.
Procedure
The survey questionnaire along with a cover letter and return stamped-envelop will be mailed to each of the 50 selected program liaisons. Each liaison will be asked to complete and return the Doctoral...
A second mailing will sent to non-respondents six weeks later.
Data Analysis Procedure
The results of the questionnaire will be presented by employing descriptive statistics for each of the accredited and non-accredited groups. Comparisons between the two groups will be subjected to a Student "t" statistical analysis to determine if statistically significant differences exist between the two academic training programs.
Expected Results
The results anticipated will be that both programs use doctoral students to supervise master's level counseling students. However, differences, visa via questionnaire results are expected to show that CACREP programs are much more stringent in course and experience requirements of the doctoral students who perform supervisory duties. Hopefully, the results will also provide evidence that making use of doctoral students in supervisory roles is an effective manner in which to supervise master's level counseling students.
References
Graf, Noreen M. And Stebnicki, Mark a. (2002). Using e-mail for clinical supervision in practicum: A qualitative analysis. Journal of Rehabilitation. July-Sept.
Herbert, J.T., Ward, T.J., & Hemlick, L.M. (1995). Confirmatory factor analysis of the supervisory style inventory and the Revised Supervision Questionnaire [Special Issue].
Rehabilitation Counseling Bulletin, 36(4), 334-349.
Hillerband, E. (1989). Cognitive differences between experts and novices: Implications for group supervision. Journal of Counseling and Development, 67, 293-296.
Supervisory Relationship in Psychology In psychology, supervision is playing an important role in determining how effectively professionals are able to monitor their colleagues and ensure they are following the highest standards. This takes place by meeting with another associate inside the same discipline and field. The basic idea is to review the techniques that are utilized and seek out alternate avenues for enhancing professionalism. This occurs with both people serving as
al, 2003). Because of this it is important that supervisors establish an evaluation process that benefits supervisors and supervisee. One way to do this is by creating a 360-evaluation protocol that would allow supervisees to rate the supervisor in addition to any evaluation the supervisor offers the incumbent (Clark, et. al, 2003). More dynamic feedback analysis such as that afforded by a comprehensive 360 evaluation will help train supervisors and
Supervisory Relationship Counseling supervision entails that persons in a therapeutic role are supervised by a peer for the purpose of professional and personal development. The supervisor makes recommendations according to his or her observations, and helps the counselor to perform better or to make modifications for the benefit of the patients. Supervision could also occur in a group setting, where several therapists are involved in the supervisory role (Holloway 1995:
And the problem lies in the fact that there is a shortage of good teaching on the subject. "Students are left to discover ethical solutions by 'osmosis'" he asserts, because "simply providing ethical information is not enough, students end up without sufficient skills to make ethical decisions." As to what responsibility supervisors have in terms of their ethical duties towards supervisees, Carroll suggests supervisors not merely wait until issues arise
Although supervisors have an obligation to foster an atmosphere in which supervisees feel capable of being forthcoming with important information, we must also be concerned with the possibility that trainees may have predispositions toward nondisclosure, as well as the risk of liability associated with certain types of nondisclosure. Ellis & Douce (1994) believe that there are eight supervisory themes and issues tend to recur in-group supervisor supervision (i.e., supervisor anxiety,
Frankel (2008) argues that formal on-to-one supervision facilitates positive staff development. . Effective supervision practice promotes professional growth and development. An individual staff needs to interact always with a supervisor to enhance knowledge development. With the shortcoming identified in the supervision practice in various professions and my work place, the paper provides recommendations to enhance supervisory practice. Recommendations to enhance Supervisory Practice. Ideal supervisory practice requires good communication. Within a work