School Counselors as Supervisors: An Integrated Approach for Supervising School Counseling Interns

Abstract

This article proposes an approach for supervising school counseling interns. The approach integrates supervisor roles, intern skills, and stages of the supervision process.

Supervision Experiences of New Professional School Counselors

“…Samples of these recommendations include peer supervision (Agnew, Vaught, Getz, & Fortune, 2000;Borders, 1991;Crutchfield & Borders, 1997), peer consultation (Benshoff & Paisley, 1996), group supervision Gainor & Constantine, 2002), and clinical supervision (Henderson & Lampe, 1992;Sutton & Page, 1994). Several authors have focused their work specifically on theories, models, and modalities of supervision that attempt to address the practice of supervision for professional school counselors (Borders, 1989;Getz 1999;Nelson & Johnson, 1999;Page, Pietrzak, & Sutton, 2001;Peace, 1995;Protivnak, 2003).…”

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

“…The recommendation to train school counselors for the specific on-site mentoring role seems to be an imperative and is consistent with prior recommendations (e.g., Jackson et al, 2002;Kahn, 1999;Nelson & Johnson, 1999;Peace & Sprinthall, 1998;W. B. Roberts & Morotti, 2001;Studer, 2005;Sumerel & Borders, 1996).…”

“…Overall, the results of the analysis regarding the ideal mentor revealed that when given the opportunity to express their perceptions openly and at length, mentors and interns alike refer first and foremost to professional and personal traits, to the mentoring relationship, and to the mentor's attitudes toward the role. These seem to be essential preconditions and dispositions perceived as necessary to the role and are also mentioned in the professional literature (e.g., CACREP, 2001; Israeli Ministry of Education, Division of Psychological and Counseling Services, 2000; Nelson & Johnson, 1999;SINACES, 1993;Studer, 2005;Tentoni, 1995;White & Queener, 2003). The priority attributed to professional traits by both groups indicates that the respondents consider that the profession of counseling should be learned from highly effective, experienced, and well-established professional counselors.…”

“…In spite of wide disagreements about the operational definition of mentoring, a consensus exists regarding five components, which could be applied to mentoring in counselor education (Jacobi, 1991;Johnson, 1989;Nelson & Johnson, 1999) Jackson et al, 2002;Manzanares et al, 2004). In Israel, based on similar principles, an operational definition of the on-site mentor of school-based counseling interns was first published by the Israeli Ministry of Education, Division of Psychological and Counseling Services (2000), which monitors the preparation, allocation, and supervision of school counselors in Israel and plays a similar role to CACREP's role in the United States.…”

Development, Implementation, and Evaluation of an Equitable Futures Program for Urban Public Schools

“…The Make It Happen program was initially designed and implemented in a participatory way, in which students, university faculty, school staff, mentor counselors, and counselors in training partnered and worked together to design the group curriculum based on the students' needs and input (Nelson & Johnson, 1999;Smith, Davis, & Bhowmik, 2010). The initial curriculum was tested and improved through a pilot study at nine schools.…”