Factors Influencing Supervisee Perceptions of Critical Feedback Validity

McKibben, William Bradley; Borders, L. DiAnne; Wahesh, Edward

doi:10.1002/ceas.12155

Cited by 11 publications

(4 citation statements)

References 30 publications

(71 reference statements)

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“…To support their supervisees, in the US, counsellor educators appeared to concentrate on counsellor well-being and self-care as a means of alleviating supervisee anxiety. For instance, in the US, a focal point was feedback acceptance, which has been identified in research as a key contributor to novice counsellor anxiety during supervision (McKibben et al, 2019; McKibben & Webber, 2017). Conversely, supervisors in Türkiye addressed novice counsellors’ anxiety by placing significant emphasis on fundamental counselling skills, such as micro-skills, and by imparting insights into specific theories and techniques through role-play exercises and lectures.…”

Section: Discussionmentioning

confidence: 99%

Supervision practices in school counsellor education: A comparison across two countries

Yöntem,

Aydogan,

Sarıkaya

2023

Journal of Psychologists and Counsellors in Schools

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Supervision is an essential part of school counsellor education training, particularly during internship and practicum experiences, as it plays a crucial role in assisting counsellor trainees in adapting to their new roles and identities. While essential to the profession, supervision literature lacks comparison studies across countries, leaving a significant gap in our understanding of whether, and to what extent, supervision is being effectively practised cross-nationally. In the current study, authors utilized a multisite analytic approach as a form of case study method to investigate similarities and differences in counsellor educators’ school counselling supervision practices in the US and Türkiye. The study sample included a total of four counsellor education programmes, consisting of two programmes from each country. The results indicated that while counsellor educators in the US pay more attention to crisis management, suicide assessment, feedback acceptance, multicultural issues, school counsellor self-care, and mindfulness, their counterparts in Türkiye focus on creating counselling goals, counselling micro-skills, theories, and techniques. The results also provided further support for an independent counsellor education accreditation body that could oversee the supervision practices across counsellor education programmes in Türkiye for a united counsellor training, supervision, and professional counsellor identity.

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Section: Discussionmentioning

confidence: 99%

Supervision practices in school counsellor education: A comparison across two countries

Yöntem,

Aydogan,

Sarıkaya

2023

Journal of Psychologists and Counsellors in Schools

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“…Evaluations must thus focus on knowledge acquisition and skill application. Considering the anxiety students often feel about evaluations (McKibben et al, 2019), programs that aspire to communitarian and multiculturally sensitive climates can construct evaluation policies that follow evaluation best practices for feedback: Evaluations should be transparent, frequent (though not too frequent), specific, and balanced (Heckman-Stone, 2004;James, 2015).…”

Section: Fair Evaluation Proceduresmentioning

confidence: 99%

Building program policies in a communitarian and multiculturally sensitive training culture.

Veilleux¹,

Scafe²

2023

Supporting Trainees With Competence Problems: A Practical Guide for Psychology Trainers.

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Picture two programs in health service psychology, both trying to navigate trainees with problems of professional competence (TPPC). One program is an internship with a leader who cares deeply about advancing equity and promoting multicultural sensitivity. At that internship, the trainee with problems of professional competence is included in the decision-making process, the trainers model engagement in critical self-reflection about their biases, and the trainee feels comfortable seeking advice and support from their trainers about their work and professional development. The second program is a clinical psychology doctoral training program where the director of clinical training would prefer to be doing research instead of running the program. The trainers at this doctoral training program frequently disagree about professional standards and fight over resources. Trainees who are identified as having competence problems rarely get corrective feedback but are hesitant to speak up because prior students who were vocal got negative evaluations and reduced funding.Which of these two programs could benefit from TPPC-related program policies focused on a communitarian and multiculturally sensitive ethos?

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“…In Bledsoe et al (2019), described in more detail below, the authors used an alternative to chi-square called a Fisher-Freeman-Halton test to examine whether there were relationships among the types of articles published (e.g., conceptual, empirical) and the journal outlet or the supervision topics addressed (e.g., modality, interventions). McKibben et al (2019) included deductively coded categories as predictor variables in a multiple regression model, along with survey data as a criterion variable.…”

Section: Hays and Mckibbenmentioning

confidence: 99%

Promoting Rigorous Research: Generalizability and Qualitative Research

McKibben

2021

Jour of Counseling & Develop

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Although generalizability is not typically considered a feature or goal of qualitative research, it is an integral part of applying findings to advance knowledge in the counseling profession. First, we describe types of generalizability, the use of trustworthiness criteria, and strategies for maximizing generalizability within and across studies, then we discuss how the research approaches of grounded theory, autoethnography, content analysis, and metasynthesis can yield greater generalizability of findings. We then describe six phases for aggregating qualitative research to conduct a metasynthesis, which can be applied as relevant to the metastudy approaches of formal grounded theory, autoethnography, and content analysis.

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Factors Influencing Supervisee Perceptions of Critical Feedback Validity

Cited by 11 publications

References 30 publications

Supervision practices in school counsellor education: A comparison across two countries

Supervision practices in school counsellor education: A comparison across two countries

Building program policies in a communitarian and multiculturally sensitive training culture.

Promoting Rigorous Research: Generalizability and Qualitative Research

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