The purpose of this study was to examine the relationship between supervisor perceptions of their supervisory style and elements of the supervision process, including the supervisory working alliance and supervisor self-disclosure. Data from 137 counselor supervisors demonstrated a significant positive relationship between attractive, interpersonally sensitive, and task-oriented supervisory styles and the (al goals, tasks, and bond components of the supervisory working alliance and (bl frequency of supervisor self-disclosure. Limitations and implications for counselor supervision theory, research, and practice are addressed.Supervision theorists and researchers have recognized that supervisors work with their trainees using a variety of styles,
Interviews were conducted with 13 predoctoral psychology interns about an experience of sexual attraction toward a client, use of supervision to address the sexual attraction, and prior training regarding sexual attraction. Results indicated that sexual attraction to clients consisted of physical and interpersonal aspects. Therapists believed they were more invested and attentive than usual to clients to whom they were sexually attracted, and they indicated that sexual attraction created distance, distraction, and loss of objectivity. In terms of supervision, only half of the participants disclosed their sexual attraction to supervisors, and supervisors seldom initiated the discussion. Furthermore, trainees found it helpful when supervisors normalized the sexual attraction and provided the opportunity to explore feelings in supervision. Finally, trainees believed their training programs did not adequately address therapist sexual attraction.
The purpose of this study was to examine the commitment to career choices process for at-risk urban high school students. Data from 189 at-risk urban high school students were sampled. Results indicated that students' level of commitment to their career choices was related to their vocational identity, their need for occupational information, their perceived barriers to occupational goals, and the number of occupations they considered. The tendency to foreclose was related to the adherence to career myths. Implications and limitations for career theory, research, and practice are addressed.
This study examined the types of information counselor supervisors do not disclose to their trainees. Results from a national sample of 90 supervisors indicated that their nondisclosures fell into 12 categories, and that there were 9 reasons associated with these 12 types of nondisclosures.A primary role of counselor supervisors is to provide feedback to their trainees to enhance their learning and competence (Bernard & Goodyear, 1992;Blocher, 1983;Holloway, 1992). Because feedback could be limitless, yet time is limited, supervisors must choose to disclose only a subset of their reactions, thoughts, and feelings. Conversely, supervisors must choose to withhold or not disclose information to their trainees, presumably information that would detract from their learning. However, it is likely that, at times, supervisors do not share relevant growth-enhancing information with their trainees (e.g., salient information regarding the trainee's counseling skills or supervision behaviors), which could affect the efficacy of supervision. Although covert processes such as nondisclosures have been addressed generally in the counseling literature (e.g., Hill, Thompson, & Corbett, 19921, there has been little research on covert processes in supervision (Ladany, Hill, Corbett, & N u t t , 1996;Yourman & Farber, 1996). and no empirical studies that examine supervisor nondisclosures. Supervision theorists have to some extent addressed the role of covert processes in supervision. For example, Blocher (1983) noted that for supervision to be effective, communication patterns should be established through which both supervisor and trainee are able to express themselves with "minimal inhibitions and distortions" (p. 30). Bordin (1983) also indicated that to gain mutual trust and to build a stronger supervisory working alliance with the trainee, the supervisor should discuss her or his own experiences. Hence, if the supervisor is making very few disclosures in the supervision session, it is unlikely that an open and honest exchange is occurring.Alternatively, a reasonable argument could be made that not all supervisor nondisclosures should be disclosed. Some supervisor experiences, such as personal issues not relevant to supervision, even if thought about in supervision, would likely undermine the supervision process. Furthermore, supervisors who disclose too much information about themselves that has little to do with supervision, could weaken the supervisory relationship or negatively influence trainee growth. Therefore, supervisors must consider the effect that their nondisclosures could have on supervision effectiveness.We believed that the content of the thoughts, feelings, and reactions that supervisors do not disclose to their trainees would generally reflect aspects of the client-trainee-supervisor triad. Specifically, we reasoned that the content of the supervisor nondisclosures would generally pertain to the supervisor's personal issues and concerns (e.g., a personal family crisis), supervisor and trainee interactions (e.g...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.