Self-actualization level as a predictor of practicum supervision effectiveness.

Deming, Anne L.

doi:10.1037/0022-0167.27.2.213

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…The POI has been used many times in academic settings to measure the effectiveness of therapeutic or didactic interventions (eg. Mullins & Perkins, 1973;Deming, 1980;Thompson, 1986). 5.…”

mentioning

confidence: 99%

Using the personal orientation inventory to measure change in student self-actualization

Fogarty

1994

Personality and Individual Differences

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“…The POI has been used many times in academic settings to measure the effectiveness of therapeutic or didactic interventions (eg. Mullins & Perkins, 1973;Deming, 1980;Thompson, 1986). 5.…”

mentioning

confidence: 99%

Using the personal orientation inventory to measure change in student self-actualization

Fogarty

1994

Personality and Individual Differences

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“…A second approach toward beneficial aspects of practicum su pervision revolved around supervisor characteristics. Deming (1980) found that the level of self-actualization in a supervisor did not have an effect on his or her ability to initiate self-actualizing changes within the trainee. As measured by the Personal Orientation Inventory, low self-actualizing supervisors were just as successful as high self-actualizing supervisors at obtaining self-actualizing growth in their students.…”

Section: Maximizing Effectiveness Of the Practicum Experiencementioning

confidence: 87%

Current Trends in Practicum Supervision Research

Kaplan¹

1983

Couns Edu & Supervision

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This article presents a conceptual framework and explores the results and implications of practicum research published from 1975–1982. Forty‐two studies were found pertaining directly to practicum supervision and were divided into two categories: maximizing effectiveness of the practicum experience and specific techniques in practicum supervision. Overall, practicum supervision was found to be a worthwhile and beneficial experience and a necessary part of counselor education programs. Focusing on the personality characteristics or value systems of supervisors or supervisees, however, produced mixed results in predicting training effectiveness. There was greater consistency in the examination of specific techniques in supervision with positive outcomes resulting from the utilization of microtraining, dual supervision, peer supervision, modeling, and IPR. The use of programmed instruction was not supported.

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Review of Research on Practicum Supervision

Hansen

ROBINS

GRIMES

1982

Couns Edu & Supervision

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This six‐year review of research on practicum supervision examines articles in terms of findings and the research designs employed. Research is classified according to (a) counselor—supervisor similarity, (b) training methods, and (c) evaluation. Conclusions from the review indicate: (a) the investigators found no support for matching counselors and supervisors according to similar traits; (b) there was some support for modeling, didactic, and experiential methods; (c) there was some support for peer supervision; and (d) an experimental design was used in only 4 of the 19 studies examined.

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Self-actualization level as a predictor of practicum supervision effectiveness.

Cited by 4 publications

References 9 publications

Using the personal orientation inventory to measure change in student self-actualization

Using the personal orientation inventory to measure change in student self-actualization

Current Trends in Practicum Supervision Research

Review of Research on Practicum Supervision

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