Style differences of beginning supervisors: An interactional analysis.

Abstract

An interactional analysis system, Blumberg's System for Analyzing Supervisor-Teacher Interaction (BIA), adopted from research in teacher education is used to characterize beginning supervisory style. Two dimensions of the supervisor's interaction with the trainee are considered: (a) the amount of variance in supervisory interaction behaviors in a group of beginning supervisors, and (b) the stability of interactional behavior of individual supervisors across two interviews, each with two different trainees. Twenty-four supervision interviews, two interviews with two different trainees from each of 12 beginning doctoral students, were videotaped and later analyzed with the BIA. A repeated measures two-way analysis of variance was used to analyze the BIA scores. The results indicated that the interview content differed significantly (p < .05) between supervisors on 7 of the 11 BIA variables and that individual supervisors differed significantly (p < .05) across two interviews on 3 of the 11 BIA variables. It was concluded that beginning supervisors have individual predilections for supervisory behaviors that are stable across interviews with different trainees. The implication of these "style" differences for the training of supervisors is discussed. Reavis, C. A. A test of the clinical supervision model.

Influence Strategies in the Supervisory Dyad: An Investigation Into the Effects of Gender and Age

“…In studies using Holloway's modified BlA, interrater reliability reports range from r = .72 to .81 (Granello et al, 1997;Holloway, 1982;Holloway & Wampold, 1983;Holloway & Wolleat, 1981). In the current study.…”

“…The BlA is the rating scale most frequently used by observers to rate supervisory interactions (Granello et al, 1997). In studies using Holloway's modified BlA, interrater reliability reports range from r = .72 to .81 (Granello et al, 1997;Holloway, 1982;Holloway & Wampold, 1983;Holloway & Wolleat, 1981). In the current study.…”

The Relationship of Supervisory Styles to Satisfaction With Supervision and the Perceived Self‐Efficacy of Master's‐Level Counseling Students

“…& Meltncoff, 2001). Holloway and Wolleat's (1981) study that examined supervisory responses and communication behaviors marked the beginning of the development of a systematic methodology for investigating supervisory processes in counselor education. They defined style as the interactional process between supervisor and supervisee.…”

Supervisors' and Supervisees' perceptions of the effectiveness of family therapy supervisor interpersonal skills

“…These sources were combined to form an initial listing of supervisor interpersonal skills. The specific sources used in the creation of this list include Avis (1985), Alexander, Barton, Schiavo, and Parsons (1973), Burton and Kaplan (1968), Holloway (1982), Holloway and Wampold (1983), Holloway and Wolleat (1981), Moskowitz and Rupert (1983), Rosenblatt and Mayer (1975), Shapiro and Budman (1973), and Worthington and Roehlke (1979).…”