Innovations in Counseling Practicum: A Progress Report

Dimick, Kenneth M.; Krause, Frank H.

doi:10.1002/j.1556-6978.1973.tb01598.x

Cited by 4 publications

(4 citation statements)

References 1 publication

(1 reference statement)

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“…The Counsellor's Competence Self-Evaluation Scale (CCSS) consists of 47 items based on counselling skills: (1) clinical skills used during counselling sessions, such as intake interview skills and process skills; (2) non-clinical skills, such as ethical practice and report writing; and (3) personal skills, such as professionalism and exhibiting self-assurance. These items were derived from Dimick and Krause's (1975) manual and a survey from Kress, Eriksen, Rayle, and Ford's (2005) research paper. The scoring was on a scale of 1 to 5, with 1 indicating that the respondents strongly disagreed with the statement and 5 as strongly agreed.…”

Section: Methodsmentioning

confidence: 99%

“…(2) non-clinical skills, such as ethical practice and report writing; and (3) personal skills, such as professionalism and exhibiting self-assurance. These items were derived from Dimick and Krause's (1975) manual and a survey from Kress, Eriksen, Rayle, and Ford's (2005) research paper. The scoring was on a scale of 1 to 5, with 1 indicating that the respondents strongly disagreed with the statement and 5 as strongly agreed.…”

Section: Counselling Competencementioning

confidence: 99%

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Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors

Tan

Chou

2017

J. Psychol. Couns. Sch.

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This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.

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Section: Methodsmentioning

confidence: 99%

Section: Counselling Competencementioning

confidence: 99%

Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors

Tan

Chou

2017

J. Psychol. Couns. Sch.

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“…There is general agreement among counselor educators that the key program element in the training of counselors is the importance of the supervised counseling experience. A number of different opinions, however, have been presented as to the nature of practicum supervision (Altucher, 1967;Dimick, 1973;Mueller & Kell, 1972). An important element present in most of these views is that the relationship in supervision closely resembles a counselor-client relationship and this element is the most critical element for both relationships.…”

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confidence: 99%

Value System Similarity and the Supervisory Relationship

Lemons

Lanning

1979

Couns Edu & Supervision

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This study assesses the value systems held by supervisors and supervisees in the counseling practice. The relation between value system similarity and two dependent measures was examined; the level of communication within and the overall satisfaction with the relationship. Participants included 37 student supervisees and seven supervisors in a master's program. Correlation coefficients were computed to establish the relationships between the dependent measures and between value similarity measures and the dependent variables. The results did not indicate a meaningful relation between the similarity of value systems for supervisee and supervisor and either dependent measure. The results, however, did indicate a strong relationship between the supervisee's satisfaction with the supervisory relationship and the level of communication that was developed in supervision.

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“…The second main approach, experiential supervision, focuses on a trainee's personal feelings as well as his or her functioning as a counselor. The nature and impact of the relationship that is formed by the supervisor and supervisee is crucial as a parallel therapeutic model for the actual therapy relationship (Altucker 1967 Arbuckle 1963;Dimick 1973;Margulis 1970;Moore 1969;Rogers 1957). Others use a combination of these two approaches in their supervision (Bales 1958;Buckheimer 1964Buckheimer , 1966Ivey et al 1968;Mueller & Kell 1972;Patterson 1964).…”

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confidence: 99%

Facilitation in Supervision as Related to Facilitation in Therapy

Karr

Geist

1977

Couns Edu & Supervision

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Little research has focused on the actual supervision session and its relationship to trainee functioning. Nineteen supervision dyads were selected to study this relationship. Tapes of supervision sessions and trainee therapy sessions were collected at three time intervals and rated by independent judges using the Carkhuff scales. Data were collected over a IS-week semester at the first.eighth, and fifteenth weeks. Supervisor dimensions of genuinesness, respect, and concreteness were significantly related to trainee level of functioning on these same dimensions for all time intervals, except for respect at T) and concreteness at T 2 . There was no significant relationship between supervisors' empathy level in supervision and trainees' empathy level in therapy. Trainee perceptions of supervisor offered conditions, as measured by the Barrett-Lennard Relationship Inventory, were not significantly related to their own level of functioning in therapy. The type of supervision offered (didactic or experiential) was not significantly related to higher levels of trainee genuineness and empathy at T 3 .

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Innovations in Counseling Practicum: A Progress Report

Cited by 4 publications

References 1 publication

Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors

Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors

Value System Similarity and the Supervisory Relationship

Facilitation in Supervision as Related to Facilitation in Therapy

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