Facilitative and hindering factors regarding the supervisory relationship based on supervisors’ and undergraduate supervisees’ opinions

Abstract

The purpose of the present study was to examine Turkish counseling supervisors’ and undergraduate supervisees’ opinions about the supervisory relationship. Upon completion of Individual Counseling Practice course, semi-structured individual interviews were conducted with four voluntary supervisors (two female and two male) and their four voluntary undergraduate supervisees (four female) in a case study design. Content analysis results revealed three main categories of supervisors’ and supervisees’ opinions on the supervisory relationship: a) facilitative factors, b) hindering factors, and c) effects. The findings were discussed in the light of the relevant literature and recommendations regarding developing strong supervisory relationship with undergraduate supervisees are presented.

Examining the Experiences of Counselor Trainees towards Practices in Individual Counseling Practicum Course

“…The problems of the trainees regarding the supervision are lack of communicating with the supervisor, negative attitudes of the supervisor and audio-recording of the sessions. These results seem to be consistent with previous research (Büyükgöze-Kavas, 2011;Hill et al, 2007;Meydan, 2019;Meydan & Denizli, 2015;Özteke-Kozan, 2018). The results are also in line with the second phase of Rønnestad and Skovholt's (2003) therapist/counselor development model: beginning student phase.…”

Turkish First-Time Supervisees’ Disclosure and Nondisclosure in Clinical Supervision

“…For instance, supervisor disclosure (Knox et al, 2008;Knox et al, 2011;Ladany & Lehrman-Waterman, 1999;Ladany et al, 2001) and encouragements for disclosure (Nelson et al, 2008) facilitate the supervisee disclosure. Additionally, Turkish first-time supervisees generally expect their supervisors to be polite, relieving, caring, humorous, supportive/encouraging, sincere, understanding, soothing, fair, helpful, and respectful (Aladağ, 2014;Meydan, 2019;Meydan & Denizli, 2018;Meydan & Koçyiğit, 2019) and to use interventions such as disclosure, open-ended questions, active listening, supportive confrontation (Meydan, 2019;Meydan & Denizli, 2018;Meydan & Koçyiğit, 2019). In this context, it could be asserted that the supervisor is important for first-time supervisees in several aspects.…”

“…For example, in a study by Meydan and Denizli (2018), first-time supervisees reported that as basic developmental need, they needed to be supported about their clinical issues and as intermediate developmental need to discuss their personal issues in supervision meetings. In another study (Meydan, 2019), first-time supervisees noted that both supervisors' some interventions, personal characteristics and their own attitudes toward supervision and personal characteristics could affect the supervisory relationship.…”

Psikolojik Danışman Adaylarının Süpervizyon Deneyimlerine İlişkin Değerlendirmeleri: Bir Karma Yöntem Çalışması

“…Benzer şekilde süpervizyon ilişkisinin sadece süpervizor ve aday psikolojik danışman arasındaki ilişki olarak algılanmaması gerektiği, danışanın da süpervizyon ilişkisine etkileri olduğu ve aday psikolojik danışman tarafından süpervizyon ortamına bu etkinin taşındığı düşünülmektedir (Meydan ve Koçyiğit-Özyiğit, 2016). Bununla birlikte aday psikolojik danışmanların ve süpervizörlerin; süpervizyon ilişkisine dair görüşleri kolaylaştırıcı faktörler, zorlaştırıcı faktörler ve etkiler olmak üzere üç tema altında toplandığı görülmektedir (Meydan, 2019). Süpervizyon sürecinde süpervizörlerin ve aday psikolojik danışmanların görüşlerinin süreci anlamlandırmak için oldukça önemli olduğu söylenebilir.…”