Applying the integrated developmental model to korean supervisees

Bang, Keeyeon

doi:10.1007/bf03036780

Cited by 8 publications

(19 citation statements)

References 23 publications

(19 reference statements)

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“…Finally, we aimed to explore associations between the SLQ‐R and therapist characteristics such as psychotherapeutic orientation, years since the beginning of psychotherapy training, number of conducted therapy sessions in an average week and total number of supervision sessions. In line with Leach et al (), Bang (), and the work of Stoltenberg and colleagues, we expected medium‐sized positive correlations between the SLQ‐R scores and therapeutic experience (years since the beginning of psychotherapy training) and supervisory experience (total number of supervision sessions).…”

Section: Introductionsupporting

confidence: 87%

“…Only the effects of education on the Motivation scale were not statistically significant (Bang, ). Furthermore, a principal component analysis with varimax rotation, including a review of eigenvalues of each factor and a scree plot, revealed three dimensions of the SLQ‐R (Bang, ).…”

Section: Introductionmentioning

confidence: 99%

“…Similar to a study by Tryon (1996), no significant change to the Motivation score was found (Lovell, 2002). Bang (2006) applied a translated version of the SLQ-R to Korean supervisees and found positive relationships between age, education (masters to post-doctoral level), counseling experience (ranging from 3 months to 15 years) and the IDM structures. Only the effects of education on the Motivation scale were not statistically significant (Bang, 2006).…”

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confidence: 99%

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Assessing therapist development: Reliability and validity of the Supervisee Levels Questionnaire (SLQ‐R)

2019

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Background Therapist development is a crucial target for clinical training in order to ensure high‐quality psychotherapy. A major challenge in examining therapeutic development is the assessment of developmental processes. The Supervisee Levels Questionnaire (SLQ‐R) was analyzed in this study to examine its validity, reliability, and underlying dimensional structure. Method Seven hundred and sixty therapists participated in an online survey concerning their current psychotherapy training. The factor structure as well as the validity of the SLQ‐R were investigated using exploratory and confirmatory factor analysis. Results In line with the results of the exploratory factor analyses, a Bifactor ESEM (exploratory structural equation modeling) model with two factors and one global factor provided the best fit to the data. The two factors were labeled professional self‐confidence and professional insecurity. Conclusion Empirical support for reliability and validity of the new factor structure of the SLQ‐R was found. The instrument is useful for assessing the therapist's developmental level.

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Section: Introductionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Assessing therapist development: Reliability and validity of the Supervisee Levels Questionnaire (SLQ‐R)

2019

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“…As noted in the Results section, some participants of this study relied on indirect feedback channels (e.g., supervisee's report on the helpfulness of supervisor's suggestions for his or her counseling work) regarding the content of the supervision. Furthermore, the combined results of this study and Bang's (2006) study on Korean supervisees' experiences indicate that there is no open channel of communication regarding supervision process between the supervisor and the supervisee. Korean supervisors seem to avoid posing direct questions to their supervisees, who in turn, out of respect for the authority of their supervisors, tend to refrain from voicing their opinions about the process of supervision even if they disagree with their supervisors.…”

Section: Discussionmentioning

confidence: 84%

Korean Supervisors’ Experiences in Clinical Supervision

Bang¹,

Park

2009

The Counseling Psychologist

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The demand for mental health services in Korea is increasing, and a corresponding rise in the number of trainees in counseling psychology results in a need for effective supervision. Using a grounded theory approach, this study explored Korean supervisors' experiences in supervision to better understand the current status of supervision practice in Korea. a model emerging from the data suggests that Korean clinical supervisors in mental health view teaching and explorations of supervisees' personal issues as the main activities of supervision. Both the method of supervision and the structure of supervision affected the way that supervisors' theoretical orientations and supervisees' developmental levels influenced the focus of supervisors' teaching and explorations of supervisees' personal issues. To compensate for lack of formal training in supervision, participants in this study engaged in selfdevelopment activities. The results of this study are discussed in the context of Korean cultural characteristics and the current status of counseling psychology in Korea. Implications for future supervision training in Korea and in the United States are discussed.

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“…Being able to give feedback to supervisors seems to be very unique to the Asian supervisee, because hierarchical relationships in teacher-student interactions have been emphasized in Asian culture, reflecting the Korean proverb, ''Students should not even step into the teacher's shadow.'' In the case of South Korea, one study found that supervisees actually do not have a process for discussing the supervisory relationship (Bang 2006) and that they tend to withhold their opinions about their supervisors or supervisors' feedback (Sohn 2005).…”

Section: Domain 2: Sojourn Experiencementioning

confidence: 97%

Experiences of Asian psychologists and counselors trained in the USA: an exploratory study

Goh

Yon

Shimmi

et al. 2014

Asia Pacific Educ. Rev.

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This study qualitatively explored the predeparture to reentry experiences of Asian international psychologists and counselors trained in the USA. Semistructured interviews were conducted with 10 participants from four different Asian countries. Inductive analysis with Consensual Qualitative Research methods was used to analyze the interview data. Three domains and 25 themes emerged from the analysis of the data, representing participants' key domains as motivation to study in the USA, various sojourn experiences, and multiple reentry challenges. Findings are discussed in terms of training applications for Asian counseling students as well as the crossnational application of US counseling training. Recommendations for educators, supervisors, and prospective international students are suggested.

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Applying the integrated developmental model to korean supervisees

Cited by 8 publications

References 23 publications

Assessing therapist development: Reliability and validity of the Supervisee Levels Questionnaire (SLQ‐R)

Assessing therapist development: Reliability and validity of the Supervisee Levels Questionnaire (SLQ‐R)

Korean Supervisors’ Experiences in Clinical Supervision

Experiences of Asian psychologists and counselors trained in the USA: an exploratory study

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