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

Abstract

The study aimed to identify differential needs for supervision and preferred roles and style of supervision among 202 Israeli school counselors with varied experience levels. Results of multivariate analysis of variance procedures indicated that counselors with 7 or fewer years of experience consistently expressed significantly higher needs on all but one of the items studied, compared with more experienced counselors and counselor supervisors. The counselor supervisors were also different from the more experienced counselors. By contrast, in respect of roles and style of supervision, there was more agreement across all 4 levels of experience; all counselors placed important values on the counseling, process, and personalization components, suggesting a basic need for growth-oriented supervision.

The On‐Site Mentor of Counseling Interns: Perceptions of Ideal Role and Actual Role Performance

“…The role domains of the ideal mentor are less often mentioned as compared with the four categories indicated earlier, with the teacher role being at the top of the list. These findings are in keeping with previous research (Bernard & Goodyear, 1998;Hart & Nance, 2003;Shechtman & Wirzberger, 1999;Stoltenberg, McNeill, & Crethar, 1994), which indicates that novice counselors prefer the teacher role. The interns expected that the ideal mentor would primarily be a teacher who helps fledging counselors prepare for their new role, and so did the mentors.…”

“…B. Roberts & Borders, 1994;Shechtman & Wirzberger, 1999;Sutton & Page, 1994). Few research studies are focused specifically on the role of the school-based mentor counselor-on its unique role components and behaviors, training, or specific theoretical models and standardized guidelines for practice (Getz, 1999;Jackson et al, 2002;Kahn, 1999).…”

Supervisory Communication, Burnout, and Turnover Intention Among Social Workers in Health Care Settings

“…However, the effect of job-relevant supervisory communication on turnover intention may be more salient among social workers in the early stage of developmental process. Shechtman and Wirzberger (1999) concluded that workers differ in their expectations of supervision according to their professional stage of development. Similarly, Thomas (1982) presented stages of professional development in child care workers and suggested that the new worker is primarily concerned with survival through knowledge of agency rules and service policies and is especially dependent on the supervisor as the major source of knowledge.…”

The LGBTQ Responsive Model for Supervision of Group Work

“…Within the consultant role, the supervisor uses more bilateral interventions, such as brainstorming, turn taking, and hedged suggestions. Although supervisory research suggests this role tends to be used with more experienced supervisees, who may have Goodrich and Luke/LGBTQ GROUP SUPERVISION 31 greater knowledge, awareness, and skills in group counseling (Lazovsky & Shimoni, 2007;Shechtman & Wirzberger, 1999;Stenack & Dye, 1982, 1983, we have successfully utilized the consultant role with novice group leaders wherein structured choices have permitted the supervisee to experience more self-direction. An example of the supervisor using the consultant role includes, but is not limited to, the supervisor asking the supervisee to assist in brainstorming a list of potential group interventions that might address stagnation in their development that appears connected to underlying conflict between a gay male and bi-sexual male within the group.…”