The Supervisory Relationship: A Conceptual and Psychometric Review of Measures

Tangen, Jodi L.; Borders, L. DiAnne

doi:10.1002/ceas.12043

Cited by 36 publications

(31 citation statements)

References 64 publications

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“…The supervisory relationship “is key to the effectiveness of supervision” (ACES, , p. 7), and supervisors are reminded that they always should “attend to ethical and cultural concerns that impact the relationship” (ACES, , p. 8). Yet the construct of the supervisory relationship is still somewhat difficult to conceptualize, at least according to measures of the construct (Tangen & Borders, ). The supervisory relationship includes such variables as development phases, role induction processes, supervisor and supervisee variables, parallel processes, transference/countertransference issues, and multicultural considerations (Ladany & Muse‐Burke, ; Muse‐Burke, Ladany, & Deck, ).…”

Section: The Msjccmentioning

confidence: 99%

Multicultural and Social Justice Competence in Clinical Supervision

Fickling

Tangen

Graden

et al. 2019

Couns Edu & Supervision

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The authors apply the Multicultural and Social Justice Counseling Competencies (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) model to clinical supervision, highlighting ways for supervisors to intentionally integrate multicultural and social justice practices into the supervision enterprise. They offer specific implications for supervision practice, including a focus on broaching strategies.

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Section: The Msjccmentioning

confidence: 99%

Multicultural and Social Justice Competence in Clinical Supervision

Fickling

Tangen

Graden

et al. 2019

Couns Edu & Supervision

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“…This is consistent with previous research, such as by Patton and Kivlighan (1997), in which the internal consistency reliability estimates were .90 for the Rapport subscale and .77 for the Client Focus subscale. Evidence of sufficient content, convergent, and discriminant validity has been provided previously (Efstation et al, 1990; Gnilka et al, 2016) and further described in Tangen and Borders (2016). Previous studies concluded that using a single composite score is most appropriate due to high correlations between the two subscales (e.g., Gnilka et al, 2016; Patton & Kivlighan, 1997).…”

Section: Methodsmentioning

confidence: 67%

Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure

Cook

Welfare

2018

Couns Edu & Supervision

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This study explored factors that best predict intentional nondisclosure by counselors-in-training (CITs) during onsite supervision, including social judgment about one's supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.

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“…Shaffer and Friedlander (2017) defined supervisory style as the different approaches that supervisors use, combining their unique manner in responding to trainees. Tangen and Borders (2016) utilized three supervisory styles: attractive, interpersonally sensitive, and task-oriented. Attractive supervisory styles refer to supervisors who consider themselves 'warm, supportive, friendly, and open' (flexible).…”

Section: Supervisory Stylementioning

confidence: 99%

The Impact of Supervisory Styles on Satisfaction of Undergraduate Counselling Interns in Malaysia

Ali

Hassan

Jailani

et al. 2020

AJUE

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Clinical experience in counsellor education would not be possible without the kind support of our site supervisors. Day-to-day guidance, advice, and real understanding given to undergraduate students are essential in helping students develop and grow into competent counsellors during their internships. Supervisors play different roles and styles during the supervision process. Thus, this study aimed to assess student perceptions of counsellors' supervisory styles and examine what impact those styles have on the satisfaction of undergraduate counselling interns. This study is quantitative, where a total of 138 counselling interns were selected from four public universities in Malaysia. The results showed that in the Malaysian backdrop, four supervisory styles have a major relationship with supervisory satisfaction, and they are as follows: directive teacher, supportive teacher, counsellor, and delegating colleague (consultant) styles respectively. This study has also filled the knowledge gap existing in the realm of counselling supervisory styles. Furthermore, the newly modified instruments of supervisory styles inventory may be applied to the undergraduate level interns. In practice, this helps supervisors to enhance the supervision process. The undergraduate counselling interns mostly are satisfied with supportive supervisory style. In this regard, supervisors or counsellor educators may find the most functional and appropriate style that suits their interns. Keywords: principal supervisory, satisfaction, supervisor, supervisory style, undergraduate counselling interns

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The Supervisory Relationship: A Conceptual and Psychometric Review of Measures

Cited by 36 publications

References 64 publications

Multicultural and Social Justice Competence in Clinical Supervision

Multicultural and Social Justice Competence in Clinical Supervision

Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure

The Impact of Supervisory Styles on Satisfaction of Undergraduate Counselling Interns in Malaysia

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