Current Trends in Practicum Supervision Research

Kaplan, David M.

doi:10.1002/j.1556-6978.1983.tb01738.x

Cited by 18 publications

(14 citation statements)

References 45 publications

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“…During the 1960s, only 25 articles concerning counselor supervision were published; 29 appeared between 1970 and 1975; between 1975 and 1982, the number jumped to 42 (Kaplan, 1983). As we have seen, this research is neither exhaustive nor definitive, and researchers are far from being able to draw broad generalizations about standard developmental stages or the behavioral characteristics of experienced versus novice supervisors.…”

Section: Afîerviewmentioning

confidence: 85%

Research on the Supervision of Counselors- and Teachers-in-Training: Linking Two Bodies of Literature

Kagan

1988

Review of Educational Research

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This paper begins with the assumption that the process of supervising counselorsin-training is analogous to that of supervising student teachers. Although the field components in each field are not comparable in terms of length or context, each is a form of professional apprenticeship during which the generic trainee-supervisor relationship is of crucial importance. Fifteen years ago, a shift occurred in the research on counselor education, as researchers turned their focus to the process of supervising trainees. What emerged is a cohesive body of empirical literature that used a common set of instruments and theoretical models. No comparable research initiative can be found in the field of teacher education. Instead, we have an unwieldy set of studies that span 20 years and are difficult to distill, because of their lack of consistent focus and instrumentation. A collaborative research agenda, described in detail, would enhance our understanding of professional preparation in each of these fields. at Bobst Library, New York University on June 13, 2015 http://rer.aera.net Downloaded from Linking Two Bodies of Literature and cognitive complexity in beginning counselors. . Critical incidents in the supervision of student teachers: A cluster analysis of the perceptions of graduate transfer students. Alberta Journal of Educational Research, 52(3), 212-222. Brown, R. V., & Hoffman, M. J. S. (1966). A provisory model for analyzing and describing verbal interaction between college supervisors and student teachers during supervisory conferences. Unpublished doctoral dissertation, Columbia University, New York. Calderhead, J. (1981). A psychological approach to research on teachers' classroom decision making. British Educational Research Journal, 7, 51-57. Christensen, P. S. (1987, April). The nature of feedback student teachers receive in post observation conferences with university supervisors. A. (1977). Cognitive complexity, social perception, and the development of listener-adapted communication in six-, eight-, ten-, and twelve-year-old boys. Communication Monographs, 44, 326-345. . Differences among supervisees at different levels of training: Implications for a developmental model of supervision. Journal of Counseling Psychology, 31, 76-90.

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Section: Afîerviewmentioning

confidence: 85%

Research on the Supervision of Counselors- and Teachers-in-Training: Linking Two Bodies of Literature

Kagan

1988

Review of Educational Research

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“…In the discussion it is important to help the trainee focus on no more than three or four leadership skill areas and to be as specific as possible (Kaplan, 1983). This approach to feedback is assisted if the counseling session can be videotaped.…”

Section: Strength Challenge As a Methods Of Supervising And Giving Feementioning

confidence: 97%

“…The trainer discusses with the counselor-in-training the situation in which the trainee will be leading the group and the areas in which feedback is requested. In the discussion it is important to help the trainee focus on no more than three or four leadership skill areas and to be as specific as possible (Kaplan, 1983). This approach to feedback is assisted if the counseling session can be videotaped.…”

Section: Step 1: Setting the Context For Supervisionmentioning

confidence: 99%

“…A basic foundation of these approaches is to focus on what needs to be improved, often by centering the feedback sessions to varying degrees on what did not work well in client/counselor interactions. Methods like alignment (Alberts & Edelstein, 1990;Bernstein, 1982;Hansen, Robins, & Grimes, 1982;Kaplan, 1983), "the sandwich" (Davies & Jacobs, 1985;Stockton & Morran, 1980), and force field analysis (Egan, 1975) juxtapose positive and negative comments in the provision of feedback. Others center directly and fairly exclusively on specific behaviors and attitudes that need to be changed (Baron, 1990;Scallan & Kalinowski, 1990;Tamminen & Smaby, 1981).…”

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confidence: 99%

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Strength Challenge as a Process for Supervision

Borgen

Amundson²

1996

Couns Edu & Supervision

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“…Thus, the review is a tutorial in that the author (a) defines and clarifies the problem; (b) summarizes previous research; (c) identifies the relations, contradictions, gaps, and inconsistencies in the literature; and (d) recommends the next steps in solving the problem. Although the theoretical and empirical literature related to counselor education and supervision have been reviewed (Baker & Daniels, 1989;Ellis, Ladany, Krengel, & Schult, 1988;Garb, 1989;Hansen, Pound, & Petro, 1976;Hansen, Robins, & Grimes, 1982;Hansen & Warner, 1971;Holloway, 1987;Holloway & Wampold, 1986;Kaplan, 1983;Kurtz, Marshall, & Banspach, 1985;Leddick & Bernard, 1980;Liddle & Halpin, 1978;Loganbill, Hardy, & Delworth, 1982;Matarazzo & Patterson, 1986;Russell, Crimmings, & Lent, 1984;Worthington, 1987), few met all of these criteria satisfactorily. In general, the reviews tended to (a) fail to build on previous reviews, (b) suffer from sampling biases, (c) be fairly circumscribed, and (d) adhere to the traditional narrative and subjective approach to conducting integrative reviews (see Cooper, 1982Cooper, , 1989, for the limitations of this approach).…”

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confidence: 99%