Although group supervision is practiced extensively, research on the subject remains scant. This study identified group supervision phenomena that hinder learning. Counseling and counseling psychology graduate students identified 61 group supervision experiences that they felt interfered with their learning. Then, 14 of the 49 original participants sorted the 61 phenomena on the basis of similarity. Hierarchical cluster analysis was used to identify 5 types of hindering phenomena: between-member problems, problems with supervisors, supervisee anxiety and other perceived negative affects, logistical constraints, and poor group time management. Implications for supervisors, supervisees, and training programs are discussed. KAREN CHICCA ENYEDY received her PhD in counseling psychology from the University of Southern California. She is a therapist at The HELP Group, a community mental health center in Sherman Oaks, CA. Her area of research is adolescent mental health. FERDINAND ARCINUE received his PhD in counseling psychology from the University of Southern California. He is a postdoctoral fellow at Pasadena City College. His areas of research are supervision and men's issues. NEERA NIJHAWAN PURI received her PhD in counseling psychology from the University of Southern California. She is a therapist in the Counseling Center at the University of California, Davis. Her research focuses on telemedicine, Asian American mental health, and women's issues. JOHN W. CARTER received his BA in religion from Pomona College and is now at the University of Southern California in the Division of Counseling Psychology. His areas of research are supervision, schizophrenia, and emotion theory. RODNEY K. GOODYEAR received his PhD in counseling psychology from the University of Illinois at Urbana-Champaign. He is a professor and training director in the Counseling Psychology Program at the University of Southern California. His research areas are training and supervision, the counseling process, and the use of test interpretation as an intervention. MICHELE A. GETZELMAN is a doctoral candidate in counseling psychology at the University of Southern California. Her research includes chemical dependency issues as well as supervision and training.

Univariate prediction models of schizophrenia may be adequate for hypothesis testing but are narrowly focused and limited in predictive efficacy. Therefore, we used a multivariate design to maximize the prediction of schizophrenia from premorbid measures and to evaluate the relative importance of various predictors. Two hundred twelve Danish subjects with at least one parent diagnosed in the schizophrenia spectrum (high risk) and 99 matched subjects with no such parent (low risk) were assessed on 25 premorbid variables in seven domains (genetic risk, birth factors, autonomic responsiveness, cognitive functioning, rearing environment, personality, and school behavior) when the subjects averaged 15 years of age. Twenty-five years later, 33 subjects had received lifetime diagnoses of schizophrenia. Discriminant function analyses were used to discriminate schizophrenia outcomes from no mental illness and nonschizophrenia outcomes on the basis of premorbid measures. Regardless of the comparison group used, schizophrenia was predicted by the interaction of genetic risk with rearing environment, and disruptive school behavior. Within the high-risk group, two-thirds of schizophrenia outcomes were correctly predicted by these premorbid measures; three-quarters of those with no mental illness were also correctly predicted. Prediction was enhanced among those with two schizophrenia spectrum parents, lending support to a multiplicative gene x environment model. Implications for early identification/primary prevention efforts are discussed.

No abstract

No abstract