The Effects of Role Induction on Trainees' Perceptions of Supervision

Bahrick, Audrey S.; Russell, Richard K.; Salmi, Steven W.

doi:10.1002/j.1556-6676.1991.tb01540.x

Cited by 46 publications

(48 citation statements)

References 9 publications

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“…Role induction at the start of training would greatly benefit the supervisee in this process (Bahrick, Russell, & Salmi, 1991;Creaner, 2014). This may be accomplished through clear contracting with the supervisee whereby the roles and responsibilities of the supervisor and supervisee are made explicit at the outset (Watkins & Scaturo, 2013), thus reducing supervisee anxiety (Ellis, 2010).…”

Section: Discussionmentioning

confidence: 99%

What's not being said? Recollections of nondisclosure in clinical supervision while in training

Sweeney

Creaner

2014

British Journal of Guidance & Counselling

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The aim of this qualitative study was to retrospectively examine nondisclosure in individual supervision while in training. Interviews were conducted with supervisees two years post-qualification. Specific nondisclosures were examined and reasons for these nondisclosures were explored. Six in-depth semi-structured interviews were conducted and data analysis drew on Consensual Qualitative Research. The findings revealed four categories relating to: (i) the nature of the difficulty; (ii) reasons for nondisclosure; (iii) the supervisory relationship; and (iv) facilitative factors. The quality of the supervisory relationship was a significant element in nondisclosure. A key recommendation was that role induction for supervisees should be incorporated into training programmes to assist supervisees in learning how to use supervision more effectively. Limitations of the study and further research are provided in light of current findings.

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Section: Discussionmentioning

confidence: 99%

What's not being said? Recollections of nondisclosure in clinical supervision while in training

Sweeney

Creaner

2014

British Journal of Guidance & Counselling

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“…The WAI was adapted to the coach-athlete context inspired by Bahrick et al (1991). Terms such as "therapist" and "client" were in the case of this study changed to "coach" and "athlete," and references to "client problems" were changed to "athlete issues" or "athlete concerns".…”

Section: Working Alliance Inventorymentioning

confidence: 99%

The Effects of the Coach-Athlete Working Alliance on Affect and Burnout Among High Level Coaches

Myhre

Moen

2017

Central European Journal of Sport Sciences and Medicine

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Research suggests that the numbers of coaches who are suffering from burnout symptoms are considerably high among coaches in elite sport. In this study, the authors explore the effects of the coach-athlete working alliance on positive-and negative affect and burnout in a group of high-level coaches. An online survey, consisting of the Working Alliance Inventory-Short Version, the Positive and Negative Affect Schedule and the Maslach Burnout Inventory, was completed by a sample of 299 coaches working with elite athletes or junior elite athletes. Data analysis was conducted using structural equation modelling. The model explained 57% of the variance in cynicism, 32% of the variance in reduced sense of accomplishment and 26% of the variance in exhaustion. These effects mainly derived from positive affect and negative affect. However, working alliance showed a significant indirect effect on all three dimensions of burnot through the mediating variables positive affect and negative affect. These results are discussed in a cognitive activation-perspective.

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“…Research has indicated that supervisees who report role conflict or ambiguity also tend to report work-related anxiety, general work dissatisfaction, dissatisfaction with supervision (Olk & Friedlander, 1992), a poor supervisory working alliance (Ladany & Friedlander, 1995), and lack of clarity regarding the supervision process (Bahrick, Russell, & Salmi, 1991). Examples of nonadherence to this guideline, which were reported by 9% of the supervisees, typically involved the supervisor never explaining the supervisee's roles and responsibilities or not ensuring that the supervisee is engaged in relevant counseling activities (e.g., "She made me address envelopes and do her filing").…”

Section: Session Boundaries and Respectful Treatmentmentioning

confidence: 99%

Psychotherapy Supervisor Ethical Practices

Ladany

Lehrman-Waterman

Molinaro

et al. 1999

The Counseling Psychologist

107

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The overall purpose of this article is to present a review of the literature that identifies the salient ethical guidelines related to the practice of supervision and to discuss the results of a study that examined supervisor ethical practices. In terms of our investigation, we examined supervisee perceptions of their supervisors' adherence to ethical guidelines, supervisee reactions to ethical violations, and the relationships among supervisor ethical behaviors, the supervisory working alliance, and supervisee satisfaction. The results indicated that 51% of the 151 beginning to intern-level supervisees sampled reported at least one ethical violation by their supervisors. The most frequently violated guidelines involved adequate performance evaluation, confidentiality issues relevant to supervision, and ability to work with alternative perspectives. Greater nonadherence to ethical guidelines was significantly related to a weaker supervisory alliance and lower supervisee satisfaction. Limitations and implications for psychotherapy supervision theory, research, and practice are addressed.Although the mental health field has long recognized the importance of ethical standards for the practice of counseling and psychotherapy (e.g., American Psychological Association, 1992), only recently has attention been focused on the importance of ethical standards for counseling and psychotherapy supervision (

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The Effects of Role Induction on Trainees' Perceptions of Supervision

Cited by 46 publications

References 9 publications

What's not being said? Recollections of nondisclosure in clinical supervision while in training

What's not being said? Recollections of nondisclosure in clinical supervision while in training

The Effects of the Coach-Athlete Working Alliance on Affect and Burnout Among High Level Coaches

Psychotherapy Supervisor Ethical Practices

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