An exploration of experiences, preferences and predictors of satisfaction in clinical supervision with play therapists. (Unpublished doctoral dissertation).

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This study explored the influence of social desirability (SD) on responses of non‐handicapped persons to three attitude‐toward‐disability scales under conditions that varied the personally evaluative nature of the testing situation. The design of the study was based on an adaptation‐level model. 280 undergraduates were divided into 3 experimental groups. All were administered the SD scale. Each group was then exposed to one of 3 sets of instructions that varied the emphasis on personal evaluation. Subjects were then administered 3 attitude‐toward‐disability scales that differed in degree of test structure. Results indicate that those who had high SD needs responded with significantly more positive attitudes toward the disabled on each of the attitude scales. Variations in test instructions were effective in modifying responses of high SD subjects on two of the scales.

This study examined the relationship between the facilitative dimensions of empathy, warmth, and genuineness and the variables of interpersonal attraction and experience within the relationship known as counseling supervision. A total of 71 supervisor subjects responded to an authorconstructed analogue of supervision, and their responses were rated utilizing a modified version of the Carkhuff Scales (1969). The results revealed that interpersonal attraction differentially affects the three facilitative dimensions and that experience mediates attraction differentially depending on the type rather than the amount of experience the supervisor has had.While a number of new techniques and experimental procedures have been introduced into counselor education programs, the most popular model for graduate education of counselors continues to be the didacticexperiential approach. This model assumes that the counselor trainee, to perform adequately in his role, needs a fundamental understanding of the counseling process, an acquaintance with counseling theory and technique, and an awareness of his interpersonal impact on clients. These understandings are generally acquired through a combination of classroom presentations of academic subject matter and one or more field experiences under the direct supervision of experienced counselors.Although there is ample information available concerning the academic curricula of various counselor education programs, little empirical data are available regarding the actual process of supervision which accounts, in large measure, for the experiential component of counselor education. A number of recent studies concerned with counselor training

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