Supervision by Doctoral Students: A Study of Supervisee Satisfaction and Self-Efficacy, and Comparison with Faculty Supervision Outcomes

Abstract

Satisfaction with supervision and perceived self-efficacy scores reported by master's-level supervisees across seven Council for Accreditation of Counseling and Related Educational Programs(CACREP)-accredited counseling programs were analyzed. Supervisees of doctoral students reported a mean satisfaction score of 26.94 ("good to excellent") on a range of possible scores from 8 (low) to 32 (high) and a mean self-efficacy score of 173.00 ("slightly to moderately agree that they have confidence in performing various counseling activities") on a scale of 37 (low) to 222 (high). Supervisees of doctoral students reported significantly higher satisfaction with supervision and perceived self-efficacy than supervisees of faculty. Supervisee age did not significantly influence supervision outcomes.

Growth during a global pandemic: A polyethnography among doctoral counselling psychology students.

“…Consistent with our findings, Gazzola et al (2014) found that supervisors-in-training experience various benefits from supervising counselling trainees, including developing their professional identity. We would therefore extend existing recommendations that have cited the benefits of doctoral students providing supervision (Fernando, 2013; Walsh et al, 2017). In addition, we invite educators to consider how maintaining doctoral supervisory responsibilities during times of crisis can offer an important source of consistency amid uncertainty, provide mutual support (Fernando, 2013), and sustain learning for both parties when other resources have been reduced.…”

Development and Initial Psychometrics of Counseling Supervisor’s Behavior Questionnaire

“…Correlations between the five subscales of the CSBQ and the three subscales of the CASES, developed by Lent et al (2003), were also examined. Previous studies (Bernard & Goodyear, 2004; Cashwell & Dooley, 2001) noted that supervision affects counseling self-efficacy, but such studies did not identify what aspects of supervision or supervisors lead to this impact (Fernando, 2013). The present study attempted to examine whether certain types of behaviors of supervisors are closely related with the self-efficacy of counselors.…”

A Phenomenological Investigation of Doctoral Students’ Gatekeeping Experiences

“…Faculty evaluations of counselors-in-training occur in academic (e.g., course grades) and interpersonal contexts; including interactions during supervision in practicum and internships, and interactions in and outside of class (Ziomek-Daigle & Christensen, 2010). As counselor educators-in-training, doctoral students have opportunities to serve in evaluative roles as teaching assistants and supervisors of master's level students (Scarborough, Bernard, & Morse, 2006;Fernando, 2013). As part of these roles, doctoral students hold gatekeeping responsibilities (CACREP, 2016;Limberg et al, 2013).…”