A study of the relation between group and individual counseling supervision and three relationship measures.

Fifty‐three in‐service employment and rehabilitation counselors, enrolled in supervised counseling practica, participated in a study to assess their subjective and physiological anxiety responses to counseling under different stimulus conditions. Participants were randomly assigned to one of four treatment conditions: a counseling session, a counseling session that was tape‐recorded, a counseling session that was tape‐recorded and evaluated by their supervisor, and a control condition in which participants read an article on counseling. Results of the 4 treatment conditions × 3 period analyses of variance for subjective (p <.001) and conductance data (p <.05) indicated that participants who counseled had higher anxiety levels than those who read the article. There was no treatment effect found for heart rate data. None of the counseling groups experienced significantly more anxiety than any of the others. It was concluded that tape‐recording and supervisory evaluation do not increase the anxiety levels of participants over the levels experienced while counseling without recording and/or evaluation.

mentioning

confidence: 99%

Effects of Tape‐Recording & Supervisory Evaluation on Counselor Trainee Anxiety Levels

Bowman

Roberts²

1979

“…As has been suggested in the literature, educators and supervisors in the counseling field might do well to look at different arrangements, roles, and theoretical approaches to counselor supervision other than the oneto-one supervison model (Lanning, 1971;Sansbury, 1982) or at approaches that focus on only one particular skill (Worthington, 1984) or that speak of supervision with little reference to the nature of supervision activities (Brammer & Wasmer, 1977). The dual-focus supervision model incorporates many of the suggestions made by Bartlett (1983), a blended developmental approach with the supervisor functioning as an integrator.…”

Section: Discussionmentioning

confidence: 99%

Dual‐Focus Supervision: A Nonapprenticeship Approach

McBride

Martin

1986

This article provides a professional model for practicum supervision using supervisors with equal responsibility and status. The authors discuss the influence of preprofessional guilds on practicum supervision and cite the major tenets that distinguish a profession from a guild. A model that attempts to meet some of the deficiencies identified in the literature on practicum supervision is proposed. With this model we stress the use of professional knowledge in both the content and process of practicum supervision. Dual‐focus supervision is seen as the integration and application of two approaches to practicum supervision. Theory congruency is defined as the ability to translate espoused theory into practice. Interpersonal dynamics refers to the ability to recognize and attend to the impact of the counselor's and the client's behavior on each other. The application of the model is described, and examples from the use of the model are given. Student comments tended to support their satisfaction with the dual‐supervision model. The model was seen to produce changes in trainee behavior and in supervisor behavior.

“…Although supervision is a key component in clinical practice in rehabilitation counseling, it lacks a standardized definition (Lanning, 1971). This deficiency represents a possible barrier to developing consistent field experiences for students.…”

Section: Defining Supervisionmentioning

confidence: 99%

“…In spite of the diverse definitions and potential problems that may occur, we are reminded by Lanning (1971) that a common elementthe nature of the interpersonal relationship-is usually found in all definitions of supervision. If Lanning's belief can be substantiated, rehabilitationists will be in a more advanced position to provide consistency in defining supervision.…”

Section: (P3)mentioning

confidence: 99%

“…Personal and professional development represent critical goals for supervisors and suggest that students' internal and external resources must interplay if effective development as a counselor is to occur. In addition, this purpose relates to Lanning's (1971) belief that the key to defining supervision is the development of a meaningful relationship between student and supervisor that allows for the creation of an environment where growth can occur. The second purpose described by Shorts provides support for the development of needed knowledge and skill to perform the duties of a rehabilitation counselor.…”

Section: Purposes Of Supervisionmentioning

confidence: 99%

See 1 more Smart Citation

Clinical Practice in Master's Level Rehabilitation Counselor Education

Atkins

1981

Clinical practice in rehabilitation education represents an essential component in the graduate student's course of study and serves as a transition between the didactic learning of the classroom and the employment of the student as a professional counselor. Although the value of clinical practice is well established in master's level rehabilitation education, a number of potential problems currently exist. The author examines several issues related to supervision in clinical practice and provides suggestions for clarification.Since the 1954 vocational rehabilitation legislation made funds available for partial teaching costs and student financial support in rehabilitation counseling, there has been a consistent expansion in the number of Rehabilitation Counselor Education (RCE) programs and in the basic curriculum. The curriculum for master's level education represents a broad spectrum of areas designed to equip graduates with the needed knowledges and skills to become effective rehabilitationists. Although it is difficult to isolate one aspect of the RCE master's curriculum as being the most important, all educators and practitioners agree that clinical practice is an essential component of the student's course of study.Clinical practice represents the real-life experience in which the graduate student may test the theoretical and didactic learning of the classroom in an attempt to provide for the needs of disabled clients. As a result, this experience takes place in an environment in which the student can learn to deal with the disabled clients' internal and external problems and the varied agencies that provide services to these consumers. Therefore, the major purpose of clinical practice is providing a transition between the university education program and placement as a professional rehabilitation counselor