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McMahon, Mary; Patton, Wendy

doi:10.1023/a:1005632604793

Cited by 12 publications

(2 citation statements)

References 19 publications

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“…This may be accounted for by the diverse professional backgrounds of career counsellors such as human resource management, education, social work, and counselling, some of which have no tradition of clinical supervision. However, the benefits of supervision described by career counsellors, such as deriving support, new ideas and strategies, feedback and professional growth, are similar to those experienced by other counsellors including school counsellors (McMahon, 2003;McMahon & Patton, 2000b). In addition, career counsellors also perceive supervision as a worthwhile professional activity (McMahon, 2003;McMahon & Patton, 2002b).…”

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confidence: 93%

Clinical Supervision in School Counselling and Career Counselling: Is It Time to Develop a New Story?

McMahon

2005

Australian Journal of Guidance and Counselling

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Supervision provides benefits for school counsellors and career counsellors such as support, an opportunity to gain new ideas and strategies, and personal and professional development. Despite this, studies have also shown that school counsellors perceive that the amount of time they participate in supervision is inadequate. In career counselling, there is little evidence that supervision has even been established as a mainstream professional practice. The reasons for this curious situation, whereby little time is spent on a potentially beneficial activity, are uncertain. The present study investigated the supervisory experiences of a group of school counsellors and career counsellors for a six month period following their completion of an intensive supervision training program. Participants recorded their supervisory experiences in a structured diary. Even though the participants were well informed about supervision, the findings of the present study are consistent with those of previous studies. This history of repeatedly similar findings suggests that it may be timely to ask some fundamental questions about supervision in these two professions. Such questions in turn suggest possible new research directions.

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confidence: 93%

Clinical Supervision in School Counselling and Career Counselling: Is It Time to Develop a New Story?

McMahon

2005

Australian Journal of Guidance and Counselling

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“…Officers, like many other counsellors and human service occupations, work in a rapidly changing world where their caseloads are increasing and becoming more complex and the organisations in which they work are changing (McMahon & Patton, 2000). While the complexities of guidance officer roles within the educational system has been changing in recent years (Burnett, 1997), this change like most, has the potential to result in inherent stressors due to a lack of a clearly defined job role (Bramston & Rice, 2000).…”

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confidence: 99%

Stress, Burnout and Self-Efficacy in Guidance Officers

Bramston

Robertson

2001

J. Psychol. Couns. Sch.

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Over the last decade, Australian Guidance Officers have been facing well documented challenges to their roles, training and their profession. This study surveyed 146 Guidance Officers and found them to report abnormally high stress levels but average burnout and self-efficacy scores. Previous research suggests that the most difficult aspect of the Guidance Officer's role, and the job for which they often feel least prepared, is dealing with the support needs of students with mental illness, emotional disturbance, behavioural and learning difficulties. Responses from Guidance Officers who deal with these students relatively often revealed significantly higher self-efficacy scores than the remainder of the group, higher emotional exhaustion (as anticipated) and reassuringly low depersonalisation scores. The good and bad news in these results are discussed and implications drawn for the profession.

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Identifying challenges in supervising school psychologists

Harvey

Pearrow

2010

Psychol. Schs.

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Previous studies suggest that the majority of school psychologists do not believe they receive sufficient supervision, despite a growing body of research providing empirical support for supervision to maintain and improve skills. This study explores the dynamics underlying the challenges of providing adequate supervision to school psychologists. Findings suggest that supervision of school psychologists is characterized by challenges that extend beyond the traditional demarcations of clinical and administrative supervision typical in clinical settings. Supervisors of school psychologists encounter systemic challenges, unique to school settings, which must be addressed for their supervisees to be able to function successfully. The findings suggest that a clinicaladministrative -systemic model of supervision is most appropriate in the supervision of school psychologists. C 2010 Wiley Periodicals, Inc.

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Cited by 12 publications

References 19 publications

Clinical Supervision in School Counselling and Career Counselling: Is It Time to Develop a New Story?

Clinical Supervision in School Counselling and Career Counselling: Is It Time to Develop a New Story?

Stress, Burnout and Self-Efficacy in Guidance Officers

Identifying challenges in supervising school psychologists

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