Toward A Cognitive Developmental Approach to Counseling Supervision

Blocher, Donald H.

doi:10.1177/0011000083111006

Cited by 194 publications

(171 citation statements)

References 14 publications

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“…For example, there is support for theoretical perspectives by Stoltenberg, McNeill, and Delworth (1998) who have suggested that conceptual complexity increases over time as counselors try to make meaning of the counseling process through supervised experiential counseling activity. Findings also support Blocher's (1983) model of counselor development in supervision, because initial supervised counseling sessions are shown in this study to have an early impact on cognitive complexity levels for counselors in a prepracticum training experience.…”

Section: Discussionsupporting

confidence: 75%

Basic Counselor Skills Training and Counselor Cognitive Complexity

Duys

Hedstrom

2000

Couns Edu & Supervision

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This study examined the relationship between basic counselor skills training and cognitive complexity levels in counseling trainees. Data from graduate counseling trainees enrolled in basic skills training courses and a control group were collected (N = 72). Cognitive complexity levels were measured using the traditional 2‐person form of the Role Category Questionnaire (B. R. Burleson & M. S. Waltman) in a pre‐ and posttest design. Participants exposed to the basic skills training course showed a significantly higher cognitive complexity level than the control group when posttest means were compared.

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Section: Discussionsupporting

confidence: 75%

Basic Counselor Skills Training and Counselor Cognitive Complexity

Duys

Hedstrom

2000

Couns Edu & Supervision

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“…The participants' contributions to this study seem to corroborate Blocher's (1983) rather abrupt yet novel observation that "The possibility always exists that an immature. inadequate.…”

Section: Discussionsupporting

confidence: 71%

A Profile of Lousy Supervision: Experienced Counselors' Perspectives

Magnuson

Wilcoxon

Norem

2000

Couns Edu & Supervision

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“…Bir diğer kritik dinamik de öğrencilerin psikolojik danışma sürecine ilişkin farkındalıklarının düşük olması, başka bir deyişle, neyi bilmediklerini bilmemeleridir (Loganbill ve diğ., 1982;Ronnestad ve Skovholt, 1993;Stoltenberg, 1981). Bu çalışmada da lisans öğrencilerinin (Borders ve Brown, 2005;Blocher, 1983;Loganbill ve diğ., 1982;Ronnestad ve Skovholt, 1993;Stoltenberg, 2005).…”

Section: Geliştiriciunclassified

Psikolojik Danışman Eğitiminin Farklı Düzeylerinde Bireyle Psikolojik Danışma Uygulaması Süpervizyonunda Kritik Olaylar

Aladağ¹

2014

Ege Eğitim Dergisi

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The aim of this study is to contribute to the description of an effective supervision process through the medium of understanding the experiences of students and also the role and impact of these experiences on the development of them as counselors regarding individual counseling practicum supervision conducted across different levels of counselor education. Besides, it is examined the differences in supervision regarding experiences across levels of counselor education. The research group consisted of totally 34 students including 8 doctorates, 7 master and 19 undergraduate students who voluntarily participated in the study. The Critical Incidents Technique, as a type of qualitative design, was used in the study. The research data was collected by Critical Incidents Form developed by the researcher and analyzed by content analysis. The five themes emerged regarding the most influential and the most important critical incidents during supervision and included supervisor feedback, supervisor characteristics, peer feedback and behaviors, supervision techniques and vicarious learning. Moreover, the six themes emerged regarding the impact of critical incidents on the development of students and included managing sessions; professional confidence; professional knowledge, skill and awareness; self-awareness; emotional experience and supervision. The results also showed that there were some differences regarding critical incidents and their impact across education levels. The results are discussed and interpreted in light of the literature. Besides, some suggestions are provided to counselor educators and researchers.

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Toward A Cognitive Developmental Approach to Counseling Supervision

Cited by 194 publications

References 14 publications

Basic Counselor Skills Training and Counselor Cognitive Complexity

Basic Counselor Skills Training and Counselor Cognitive Complexity

A Profile of Lousy Supervision: Experienced Counselors' Perspectives

Psikolojik Danışman Eğitiminin Farklı Düzeylerinde Bireyle Psikolojik Danışma Uygulaması Süpervizyonunda Kritik Olaylar

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