Despite the growing empirical evidence for developmental models of supervision, the need for reliable, valid assessment procedures for identifying a trainee's level of development exists. This study sought to address this need by administering an instrument designed to assess constructs relevant to Stoltenberg and Delworth's (1987) Integrated Developmental Model (IDM) to counseling and clinical psychology trainees of varying levels of graduate education, counseling, and supervision experience. Preliminary data provided support for the IDM and suggested construct validity for the Supervisee Levels Questionnaire-Revised because scores on the instrument differed for certain trainee groups who varied in amount of previous training and experience. BRIAN W MCNEILL received hisPhD from Texas Tech University in 1984. He is currently an associate professor in the Counseling Psychology program at Washington State University. CAL D. STOLTENBERG received his doctorate from the University of Iowa in 1981. He is currently the chairperson of the Department of Educational Psychology at the University of Oklahoma. JOHN S. C. ROMANS received his doctorate from the University of Kansas in 1990 and is currently an assistant professor in the Department of Applied Behavioral Sciences at
The incidence of stalking and stalking-related harassment experienced by university counseling center staff members was assessed by surveying a random sample of counseling centers in the United States that were accredited by the International Association of Counseling Services. Responses from 178 counseling center staff members showed that 5,6% of the sample had been stalked by a current or former client, 8% had had a family member stalked, and 10% had had a supervisee stalked. The survey also found that 64% of the sample had experienced some type of harassing behavior from a current or former client. The results are discussed in terms of implications for practice and training in university counseling centers. JOHN S. C. ROMANS received his PhD in Counseling Psychology from the University of Kansas. He is an associate professor in the Department of Applied Behavioral Studies in Education at Oklahoma State University. JONI R. HAYS received her PhD in Student Counseling and Personnel Services from Kansas State University. She is a senior clinical counselor and the coordinator of career and study skills at the University Counseling Services of Oklahoma State University. TAMIKO K. WHITE received her MS in Counseling and Student Personnel from Oklahoma State University. She has recently returned from the Oklahoma State University Kyoto branch campus, where she served as instructor and academic advisor.
This study surveyed the training directors of counseling, clinical, and school psychology programs accredited by the American Psychological Association on training and supervisory practices and perceptions of various modalities of supervision. Response rates were 74%, 56%, and 45%, respectively. Clinical and counseling psychology training directors reported that videotape review was the most used modality of supervision; school psychology training directors reported that self-report only was the most frequently used. The amount of time involved in conducting live supervision and cotherapy as supervision was seen as a moderate barrier to their use. Cotherapy as supervision was rated as having the most strengths by all program directors. Supervision is a central component in the training of graduate students in clinical, counseling, and school psychology. In the context of a supervisory relationship with a more experienced professional who oversees and assumes responsibility for the therapeutic work of the novice, a professional in training, the student is able to develop competence and confidence in the therapeutic role. It has been argued that supervision is "the critical teaching method" in the psychotherapeutic fields, and that "professional education depends on the supervisory process to facilitate the development of the student from the novice to the autonomously functioning professional" (Holloway, 1992, p. 177).Just as there are varied theories of counseling and psychotherapy, there are different theories and modalities of supervi-JOHN S. C. ROMANS received his PhD from the University of Kansas in 1990. He is currently an assistant professor in the Department of Applied Behavioral Studies in Education at Oklahoma State University. His research interests include supervision and career development issues. DONALD L. BOSWELL received his PhD from Indiana State University in 1987. He is currently an associate professor and director of training of the Counseling Psychology Program in the Department of Applied Behavioral Studies in Education at Oklahoma State University. His research interests include professional development of psychologists and personality assessment. ALFRED F. CARLOZZI received his EdD from the University of Houston in 1979. He is an associate professor in the Department of Applied Behavioral Studies in Education at Oklahoma State University. His major professional interests include supervision, ethics, and marital and family therapy, and he has conducted research on empathy and open mindedness in counselors and counselor trainees. DENNIS B. FERGUSON received his MS in counseling from Oklahoma State University in 1984 and is currently a doctoral intern in Counseling Psychology at the University of Denver. WE WOULD LIKE TO EXPRESS OUR APPRECIATION to Laura B. Barnes.
A random sample of 220 counseling center client records at a large Midwestern university, was used to assess reliability and validity of the Outcome Questionnaire-45.2 (OQ-45.2). The center uses the OQ-45.2 at intake. Internal consistency coefficients for the three subscales and the total score were acceptable, with high coefficients for the total score and Symptom Distress subscale and moderate coefficients for the Interpersonal Relations and Social Role subscales. Correlations among clients' presenting concerns and OQ-45.2 scores were computed and lend strong support for the validity of the OQ-45.2 total score and the Symptom Distress subscale. Weaker support was found for the Interpersonal Relations and Social Role subscales.
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