Subjected research on Ivey's (1971) microcounseling program to a comprehensive meta-analytic review. A multistage sampling procedure resulted in the identification of 81 admissible studies. Glass's (1976) effect size (ES) statistic was used to estimate average effects for each study and across all studies, and the relation between ES and the sampling distribution of several important methodological and substantive characteristics was assessed. The most conservative overall ES statistic fell in the large-effect category. ESs were influenced differentially by the populations from which the subjects were drawn and by the type of client that subjects interviewed when data for ratings on dependent measures were acquired. There was some evidence that the dependent measures used in microcounseling research are limited, which led to a conclusion that research on the teaching of more complex skills may be delayed. The microcounseling program has made a contribution to counseling training and may have pointed the way to new training models.

Counseling self‐efficacy and counseling skills were examined over time in a graduate prepracticum class. Efficacy increased with training, but its relationship to performance of skills was weak.

The authors investigated C. E. Watkins's (1994) supervisor complexity model (SCM). The Psychotherapy Supervisor Development Scale (PSDS; C. E. Watkins, L. J. Schneider, J. Haynes, & R. Nieberding, 1995) was used to ascertain development over a 15‐week supervision practicum for 12 doctoral students and to compare their development with 7 doctoral students who had not yet begun their practicums. A set of retrospective interview questions produced responses that were used to investigate the viability of the 4 proposed discrete developmental stages in the SCM. The PSDS findings are congruent with theory. The retrospective interview findings, although interesting, are less definitive. Recommendations for research and training are presented.

The effectiveness of a preventive stress inoculation program for adolescents that consists of a blend of progressive muscle relaxation, cognitive restructuring, and assertiveness training was examined. Trainees were compared with an empirically derived control group on measures of anxiety, stress, and academic performance. Compared with controls, the training program participants showed significantly greater improvements on self-report measures of trait anxiety and stress-related symptoms at posttest. These improvements were maintained at a 4-week follow-up assessment. There were no significant differences between the two groups in academic achievement at either posttest or follow-up.

The authors discuss a thematic analysis of retrospective phenomenological interviews of 4 group counseling practicum participants. Implications for developmental supervision theory and future research are presented.