Counseling Supervision for School Counselors' Professional and Personal Growth

Kern, Carolyn W.

doi:10.1080/15564223.1996.12034478

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…Rather, participants appeared to rely heavily on consultation to acquire information regarding clients' sexual concerns/problems. The training literature certainly encourages peer consultation, presuming that the consultant has expertise in the area (Benshoff, 1993;Kern, 1996). This raises the question of the adequacy of this consultation.…”

Section: Sex Education Methods and Topicsmentioning

confidence: 98%

Psychologists' Continuing Education and Training in Sexuality

Miller

Byers

2009

J. of Sex & Marital Therapy

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The current study explored whether psychologists are receiving continuing education that may assist them in providing intervention to clients with sexual issues. One hundred and five clinical and counseling psychologists completed an Internet survey. Results suggest that observational opportunities are underutilized and that more training related to sexual problems, as opposed to healthy sexuality, appears to be occurring. Participants with more continuing education were more likely to directly ask about and treat clients' sexual concerns/problems. Nonetheless, in general, participants appeared reluctant to directly ask about and treat sexual issues. The implications of these results for designing continuing education programs are discussed.

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Section: Sex Education Methods and Topicsmentioning

confidence: 98%

Psychologists' Continuing Education and Training in Sexuality

Miller

Byers

2009

J. of Sex & Marital Therapy

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“…Another objective of this study was to uncover specific themes emerging fro m the discussion on the WBPDG and to see the extent to which the content of the group reflected common issues present in traditional group supervision. The six emerging themes Pro fessional Identity and Development, Case Conceptualization, Supervision, Interpersonal Issues, Ethics, and Therapeutic Technique reflect co mmon topics found in the research and theoretical literatureon supervision [34], [35], [36], [37].Forexamp le, we were very interested in seeing if counselor trainees in supervision gain awareness of their interpersonal issues and interactions. Researchers [39] found that skill, technique development, and the ability to diagnose were rated the most valuable skills among supervisors.…”

Section: The Wbpdg As a Form Of Peer Group Supervisionmentioning

confidence: 99%

Evaluation of a Web-Based Peer Discussion Group for Counselor Trainees

Yeh¹,

Chang²,

Kowalewska-Spelliscy³

et al. 2012

IJPBS

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The present study examined the development, content, and outcome of a two-semester Web-Based Peer Discussion Group (WBPDG) for 20 counselor trainees. Outcome measures determined that participants felt significantly more open and co mfortable using the WBPDG at posttest in comparison to pretest. In addition, counselor trainees significantly reported a preference for using aliases online versus their real names in order to foster more sharing. Grounded theory[1] was used to analyze the 824 W BPDG messages revealing the fo llo wing themes: Therapeutic Technique, Case Conceptualizat ion, Professional Identity and Development, Supervision, Interpersonal Issues, and Ethics. Participation in the WBPDG also correlated with outcomes measured in face-to-face supervision. Imp lications for online peer supervision, practice, research, training and education in professional psychology are addressed.

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“…Yager (1987) recognized that "in the absence of regular supervision, today's counselors must meet mounting demands for accountability by demonstrating competence and expressing professional autonomy" (p. 2). A lack of supervision is even more pronounced in the school context, with many school counselors positioned in relative isolation from other professional counselors (Donnelly & Glaser, 1992;Kern, 1996;Yager, 1987).…”

Section: Descriptions Of Self-supervisionmentioning

confidence: 99%

Toward Discursive Presence

Monk

Sinclair

2003

The Clinical Supervisor

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Many approaches to self-supervision are conducted within a liberal humanist framework which configures the individual as an autonomous unitary being. From this perspective, the self is located within an individualistic framework, dislocated from the socio-cultural and socio-historical context. As a result, the impact of culture on the self-supervisor can sometimes be ignored or underestimated leading to culturally inappropriate actions with clients. This article introduces a social constructionist metaphor, demonstrates its relevance to the field of self-supervision, and highlights its value as an orientation to enhance the cultural sensitivity of therapy. In addition, a social constructionist metaphor offers a new range of self-supervision practices that pay special attention to the multiplicity, contextuality, and active construction of meaning. a series of practical tools are presented to assist therapists to become more critical, intentional, reflexive and socially just in their work. [Article copies available for a fee from the haworth document delivery service: 1-800-HAWORTH. E-mail address: Website:

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Counseling Supervision for School Counselors' Professional and Personal Growth

Cited by 5 publications

References 23 publications

Psychologists' Continuing Education and Training in Sexuality

Psychologists' Continuing Education and Training in Sexuality

Evaluation of a Web-Based Peer Discussion Group for Counselor Trainees

Toward Discursive Presence

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