Impact of Two Clinical Peer Supervision Models on Practicing School Counselors

Structured Peer Group Practicum Supervision: Supervisees' Perceptions of Supervision Theory

“…The participants' accolades about peer feedback offer support for Borders's (1991) position that honest and constructive feedback from peer group participants is crucial to the success of the groups. The findings also support those of Crutchfield and Borders (1997) whose data from qualitative interviews showed that for participants in peer supervision groups, feedback from peers was helpful.…”

Conversations on clinical supervision: Benefits perceived by school counsellors

“…Indeed, the present study has also revealed inadequate provision of clinical supervision for the participants (McMahon & Patton, 1998;McMahon & Solas, 1996). This less than desirable situation raises concerns about the counselling effectiveness of those who consistently receive inadequate supervision (Crutch® eld & Borders, 1997). For example, Crutch® eld et al (1997) suggest that school counsellors without supervision are not afforded the opportunity for adequate re¯ection on their practice.…”

“…In particular, the participants described being`in a rut',`losing touch with the norm' , and practice being stulti® ed' . Such descriptions raise concerns about the counselling effectiveness of those who are consistently unsupervised (Crutch® eld & Borders, 1997). This situation is of more concern for those new to the profession who may need further skill development and who spoke of experiences of`blundering along' as they found their way in a new profession.…”

Needs and Preferred Style of Supervision Among Israeli School Counselors at Different Stages of Professional Development

“…Moreover, there is empirical support for the desire of counselors to receive more supervision (Borders & Usher, 1992;Crutchfield & Borders, 1997;Roberts & Borders, 1994;Usher & Borders, 1993) of a developmental, system, or alternative type (Blocher, 1983;Borders & Dye, 1990;Holloway, 1995). In Israel, school counselors obtain supervision in a variety of forms: individual or smallgroup peer supervision for novices, training in developmental and prevention programs for all counselors, and professional training in supervision skills to advanced counselors.…”