An Integrative Approach to Teaching Consultation and Supervision

Drapela, Victor J.

doi:10.1002/j.1556-6978.1985.tb00495.x

Cited by 7 publications

(2 citation statements)

References 15 publications

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“…Variability caused by the lack of standardized training (Drapela, 1985;Leddick & Bernard, 1980) must be addressed. The myth of master counselor-effective supervisor is not a guarantee of quality service.…”

Section: Myth 7: Individuals Do Not Need Training To Supervisementioning

confidence: 99%

Myths of Supervision: Identifying the Gaps Between Theory and Practice

McCarthy¹,

DeBell

Kanuha

et al. 1988

Couns Edu & Supervision

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Seven myths about counselor supervisor roles and activities are identified. These include myths about theory, roles, process, and professional issues. Suggestions are given for improving the congruence between supervision literature and actual practice.Although the counselor supervision literature offers a rich source of information about supervise needs (cf. Whiteley, 1982;, it has given less emphasis to the clinical supervisor's issues. Some descriptions of supervisor roles exist, but they seem closer to myth than to reality because they do not match actual practice. In this article, we specify seven myths about supervision theory, roles, process, and professional issues, and offer suggestions for furthering knowledge of the supervisory relationship. The focus is on the clinical supervisor, that is, an individual who promotes the development of supervisee counseling skills (VanZandt, 1986).The myths presented in this article were developed from readings, dialectics, previous supervision experience, and our personal reflections stimulated by a formal course and practicum on supervision. They were further refined by comments from several colleagues also engaged in supervision. Some of these myths have been mentioned by previous authors (e.g., Leddick 8c Bernard, 1980; Styzynski, 1980), who referred to them as "assumptions." The term "myth" suggests a more extreme view, which might be justified if it focuses attention on these issues and stimulates possible solutions.

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Section: Myth 7: Individuals Do Not Need Training To Supervisementioning

confidence: 99%

Myths of Supervision: Identifying the Gaps Between Theory and Practice

McCarthy¹,

DeBell

Kanuha

et al. 1988

Couns Edu & Supervision

View full text Add to dashboard Cite

show abstract

“…Such variability presumably would affect how supervisees provide services. Discussion of such issues (e.g., Leddick & Bernard, 1980;Drapela, 1985) has not yielded consensus about training for supervision (e.g., methods, processes, course work, length, and depth).…”

Section: Introductionmentioning

confidence: 99%

Psychology Supervisors' Training, Experiences, Supervisory Evaluation and Self-Rated Competence

Robiner

Saltzman

Hoberman³

et al. 1997

The Clinical Supervisor

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Training in supervision, familiarity with the supervisory literature, and experiences as supervisors were surveyed in 62 supervisors at clinical psychology internships. Supervisors had received or obtained relatively little training in supervision, had read relatively little about supervision, and had limited supervisory experience. Supervisors' appraisals of both their own supervisory and evaluation skills and the skills of other supervisors are presented. Estimates about the incidence of various problems within supervision, including distress and impairment in interns, are also provided.The authors discuss a range of concerns regarding the establishment of standards for more extensive training in supervision for psychologists, including ethical issues, the need for additional and more substantive research in supervision, and the potential expansion of supervisors' roles. The development of guidelines for training and supervising supervisors is recommended. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678.

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Consultation Training in Master's Level Counselor Education Programs

Brown

Spano

Schulte

1988

Couns Edu & Supervision

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The purpose of this research was to update and extend the survey of training practices conducted by Splete and Bernstein (1981). More counselor education programs are offering individual courses in consultation to their master's students, but the preferred method of delivering consultation coursework still seems to be integrating it into other courses. Little consensus was found among program administrators regarding topics covered in didactic experiences. The majority of the respondents reported offering some fieldwork in consultation, either as a requirement or as an elective.

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An Integrative Approach to Teaching Consultation and Supervision

Cited by 7 publications

References 15 publications

Myths of Supervision: Identifying the Gaps Between Theory and Practice

Myths of Supervision: Identifying the Gaps Between Theory and Practice

Psychology Supervisors' Training, Experiences, Supervisory Evaluation and Self-Rated Competence

Consultation Training in Master's Level Counselor Education Programs

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