The Supervisory Relationship Experiences of Turkish First- Time and Advanced Supervisees

Abstract

The aim of this study was to examine Turkish first-time and advanced supervisees' supervisory relationship experiences. A phenomenological design was preferred for examining whether undergraduate-and graduate-level supervisees' supervisory relationship experiences according to their professional developmental levels. The participants consisted of 27 supervisees enrolled in undergraduate, master's, and doctoral programs in Counseling and Guidance at a public university in western Turkey. A semi-structured interview form was used to collect data. The results of content analysis demonstrated that according to first-time and advanced supervisees, the unchanged but definitive constructs of the supervisory relationship were supervisor's facilitative and prescriptive interventions, sincere and nonjudgmental characteristics, constructive feedbacks; supervisee's self-disclosure within supervision, anxiety in the early stages of the relationship and calmness in the further stages of the relationship, development of self-awareness and professional skills. The study findings were discussed and some implications are suggested. ResumenEl objetivo de este estudio fue examinar las experiencias de las relaciones de supervisión de los supervisados primerizos y avanzados turcos. Se realizó un diseño fenomenológico para examinar las experiencias de relación de supervisión de supervisados de pregrado y de posgrado según sus niveles de desarrollo profesional. Los participantes fueron de 27 supervisados matriculados en programas de pregrado, maestría y doctorado en Asesoría y Orientación en una universidad pública en el oeste de Turquía. Se utilizó un formulario de entrevista semiestructurada para recopilar datos. Los resultados del análisis de contenido demostraron que, de acuerdo con los supervisados, primerizos y avanzados, las construcciones no modificadas pero definitivas de la relación de supervisión eran intervenciones facilitadoras y prescriptivas del supervisor, características sinceras y sin prejuicios, retroalimentación constructiva; supervisión de la autorrevelación dentro de la supervisión, ansiedad en las primeras etapas de la relación y tranquilidad en las etapas posteriores de la relación, desarrollo de la autoconciencia y habilidades profesionales. Se discutieron los hallazgos del estudio y se sugieren algunas implicaciones.

Turkish First-Time Supervisees’ Disclosure and Nondisclosure in Clinical Supervision

“…These facilitative supervisor characteristics and attitudes contributed the supervisory relationship and facilitated give feedback to supervisors (e.g. Meydan & Denizli, 2018;Meydan & Koçyiğit, 2019). In addition to this, particularly taking into consideration that it was the participants' first supervision experience, their anxiety is not surprising (Loganbill et al, 1982;Ronnestad & Skovholt, 2003;Stoltenberg, 1981).…”

“…Studies in Turkey found (e.g. Aladağ, 2014;Meydan & Denizli, 2018;Meydan & Koçyiğit, 2019) that first-time supervisees wanted to deal with polite, caring, supportive, understanding, and helpful supervisors. These facilitative supervisor characteristics and attitudes contributed the supervisory relationship and facilitated give feedback to supervisors (e.g.…”

“…For instance, supervisor disclosure (Knox et al, 2008;Knox et al, 2011;Ladany & Lehrman-Waterman, 1999;Ladany et al, 2001) and encouragements for disclosure (Nelson et al, 2008) facilitate the supervisee disclosure. Additionally, Turkish first-time supervisees generally expect their supervisors to be polite, relieving, caring, humorous, supportive/encouraging, sincere, understanding, soothing, fair, helpful, and respectful (Aladağ, 2014;Meydan, 2019;Meydan & Denizli, 2018;Meydan & Koçyiğit, 2019) and to use interventions such as disclosure, open-ended questions, active listening, supportive confrontation (Meydan, 2019;Meydan & Denizli, 2018;Meydan & Koçyiğit, 2019). In this context, it could be asserted that the supervisor is important for first-time supervisees in several aspects.…”

The Effect of Discrimination Model-based Group Supervision on Counseling Self-Efficacy and Insights of Novice Supervisees

“…In particular, novice supervisees have difficulties in counseling practicum skills and session management (Aladağ, 2014;Ülker Tümlü, 2014). In this process, supervisees need a systematic supervision process (Meydan & Koçyiğit, 2019). A systematic supervision process provided to them supports them in overcoming these difficulties (Borders et al, 2014;Carroll, 2014;Corey et al, 2021).…”

Structuring Individual Counseling Practicum Supervision: An Action Research

“…Süpervizyon sözleşmesinin süpervizyon sürecinin başında açık bir şekilde süpervizyon alan bireylerle sözlü ve yazılı olarak paylaşılması gerektiği alan yazında sıklıkla vurgulanmaktadır (Borders ve Brown, 2009;Campbell, 2006;Henderson, Holloway ve Millar, 2014;Holloway, 1995;Lockett, 2001;Walker ve Jacobs, 2004). Nitekim süpervizyon alan bireyler süpervizyon sürecinin başlangıcında sürecin belirsizliğine yönelik kaygılar yaşamakta (Hawkins, Cormier ve Bernard, 2011;Webb ve Wheeler, 1998) ve daha yapılandırılmış bir süpervizyon sürecine ihtiyaç duymaktadırlar (Bahrick, Russell ve Salmi, 1991;Bernard ve Goodyear, 2014;Büyükgöze-Kavas, 2011;Meydan ve Koçyiğit, 2019). Dolayısıyla bu çalışmada süpervizyon sürecinin belirsizliğinden kaynaklı olabilecek olası kaygıların önüne geçmek ve süreci daha sistematik hale getirmek üzere tasarlanmış olan süpervizyon sözleşmesinin alan yazın ile tutarlı olduğu söylenebilir.…”