The article reports the pilot study results of a Structured Group Supervision (SGS) model. The structured model of group supervision seemed superior in comparison with “control” group supervision.

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The present study compared a sample of American adolescents with a Spanish sample on a measure of video game addiction, the Problem Video Game Playing (PVP) survey developed in Spain. In addition, the study examined excessive video game playing and reported distress in social life, occupational activities, and school among high school students, college students, and adults. Samples taken from a large Eastern university, two suburban high schools, and an Internet survey were surveyed with an instrument developed by the authors and the PVP. Results show support for the PVP and a similarity between the Spanish and American samples but not for relationships between the PVP and assessments of distress in areas of daily functioning.

The purpose of the present study was to evaluate the preferences of supervisors and supervisees for 4 styles of counselor supervision and the perceived frequency of use of the 4 styles during a 10-week supervision experience. The styles are labeled directive teacher, supportive teacher, counselor, and consultant. Data collected using 90 doctoral student supervisors and 168 master's-degree student supervisees showed significant correlations among the styles. Implications for the process of counselor supervision are offered.To evaluate the effectiveness of supervision and to teach students to conduct effective supervision, counselor educators and supervisors must have clear definitions of the various approaches that can be used and a theoretical conceptualization into which these approaches are logically integrated. Empirical evidence concerning the behavior on which approaches or styles are based varies widely and includes sources of power that a supervisor might use (Holloway, 1995); the supervisor relationship or working alliance (Martin, Garske, & Davis, 2000); and what Neufeldt, Beutler, and Ranchero (1997) described as social influence attributes (e.g" expertness, trustworthiness, and attractiveness). It may be assumed, as advocated by Bernard (1997) and theorized by Stoltenberg, McNeill, and Delworth (1998) and Holloway (1995), that a counselor supervisor may begin with an expectation of a style of supervision to use, but the decision whether to use it and other styles depends on the supervisee's needs and the context of the supervision experience. An examination of this process from the point of view of both the supervisor and the supervisee was the purpose of the present study,The literature describing approaches to providing supervision (often termed style,function, or role of supervision, depending on the theorist) has been summarized by Bernard and Goodyear (1992).They found that the styles counselor-therapist and teacher were most often cited in the supervision literature, followed by consultant and then monitor-evaluator. Styles seem to include the terms

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