Novice Supervisees' Self‐Evaluations and Their Perceptions of Supervisor Style

Steward, Robbie J.; Breland, Alfiee M.; Neil, Douglas M.

doi:10.1002/j.1556-6978.2001.tb01277.x

Cited by 20 publications

(21 citation statements)

References 15 publications

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“…Like Ladany, Marotta et al (2001), Fernando and Hulse-Killacky concluded that supervisors need to be proficient in all three styles and be flexible in their use. Steward, Breland, and Neil (2001) explored the influence of novice supervisees' preferences for supervisor style on their self-evaluations. The supervisees (n = 36, mostly White females) completed a non-standardized counselor competence rating scale at the end of the semester.…”

Section: Supervision In Counseling: Interdisciplinary Issues and Resementioning

confidence: 99%

Snapshot of Clinical Supervision in Counseling and Counselor Education

Borders¹

2006

The Clinical Supervisor

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Section: Supervision In Counseling: Interdisciplinary Issues and Resementioning

confidence: 99%

Snapshot of Clinical Supervision in Counseling and Counselor Education

Borders¹

2006

The Clinical Supervisor

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“…Extensive literature exists on the perceptions of supervisees regarding the supervision process and relationship (Ladany, Ellis, & Friedlander, 1999;Ladany, Walker, & Melincoff, 2001;Pearson, 2000;Schlosser & Gelso, 2001;Steward, Breland, & Neil, 2001;Sumerel & Borders, 1996). Very little is known, however, regarding the effects of different models of supervision.…”

Section: Abstract Supervision Supervision Models Individual/triadimentioning

confidence: 99%

Perceptions of Individual, Triadic, and Group Models of Supervision

Newgent¹,

Davis²,

Farley³

2004

The Clinical Supervisor

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This paper presents findings from a quasi-experimental study of fifteen students enrolled in Supervision of Counselors class regarding their perception of supervisory experiences. Considered were individual, triadic, and group models of supervision as measured by the Working Alliance Inventory, Supervisory Styles Inventory, Supervisory Working Alliance Inventory, and the Supervision of Supervision Evaluation. Overall results suggest that the sample perceived the individual and triadic models more favorably than the group model. Implications of the results for programmatic decision-making and future directions are discussed.

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“…The term style was used in the present study and is in agreement with the conceptualization of Ladany,Walker,and Melincoff (200 1), whose definition of supervision styles includes not only the "distinctive manner of responding to supervisees" but also the "different approaches the supervisors use" (p. 263). A line of research has identified support and direction as supervisor behavior that underlies all of the various styles of supervision (Bernard, 1997;Blocher, 1983;Holloway & Hosford, 1983;Steward, Breland, & Neil, 2001;Stoltenberg et al, 1998;Worthington & Roehlke, 1979). Support refers to those behaviors that show empathy and build rapport with the supervisee.…”

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confidence: 99%

Styles of Counselor Supervision as Perceived by Supervisors and Supervisees

Hart

Nance

2003

Couns Edu & Supervision

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The purpose of the present study was to evaluate the preferences of supervisors and supervisees for 4 styles of counselor supervision and the perceived frequency of use of the 4 styles during a 10-week supervision experience. The styles are labeled directive teacher, supportive teacher, counselor, and consultant. Data collected using 90 doctoral student supervisors and 168 master's-degree student supervisees showed significant correlations among the styles. Implications for the process of counselor supervision are offered.To evaluate the effectiveness of supervision and to teach students to conduct effective supervision, counselor educators and supervisors must have clear definitions of the various approaches that can be used and a theoretical conceptualization into which these approaches are logically integrated. Empirical evidence concerning the behavior on which approaches or styles are based varies widely and includes sources of power that a supervisor might use (Holloway, 1995); the supervisor relationship or working alliance (Martin, Garske, & Davis, 2000); and what Neufeldt, Beutler, and Ranchero (1997) described as social influence attributes (e.g" expertness, trustworthiness, and attractiveness). It may be assumed, as advocated by Bernard (1997) and theorized by Stoltenberg, McNeill, and Delworth (1998) and Holloway (1995), that a counselor supervisor may begin with an expectation of a style of supervision to use, but the decision whether to use it and other styles depends on the supervisee's needs and the context of the supervision experience. An examination of this process from the point of view of both the supervisor and the supervisee was the purpose of the present study,The literature describing approaches to providing supervision (often termed style,function, or role of supervision, depending on the theorist) has been summarized by Bernard and Goodyear (1992).They found that the styles counselor-therapist and teacher were most often cited in the supervision literature, followed by consultant and then monitor-evaluator. Styles seem to include the terms

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Novice Supervisees' Self‐Evaluations and Their Perceptions of Supervisor Style

Cited by 20 publications

References 15 publications

Snapshot of Clinical Supervision in Counseling and Counselor Education

Snapshot of Clinical Supervision in Counseling and Counselor Education

Perceptions of Individual, Triadic, and Group Models of Supervision

Styles of Counselor Supervision as Perceived by Supervisors and Supervisees

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