Supervision Experiences and Needs of New-entrant Professional School Counselors PDF Download
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Author: Shawn Allan Bultsma
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 582
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Book Description
Although the field of professional school counseling has recognized the positive impact that supervision offers, discussion of its use with new-entrant school counseling professionals has been limited. This study responds to the limited discussion of supervision with new-entrant professional school counselors by describing the supervision experiences and perceived needs of 15 new-entrant professional school counselors. Participants of this study described advantages and disadvantages of receiving supervision. When discussing supervision activities as new-entrant professionals, participants frequently confused the process of supervision with mentoring and evaluation. Supervision quality was described as deficient, and the structure of supervision varied among participants. Participants described that they needed support in their new role as professional school counselors. They also identified supervision needs that have been met as well as needs that have gone unmet in their work as new professionals. Supervision types and the focus of supervision emerged as overarching themes from participants' descriptions of their supervision experiences and perceived needs. The participants most frequently described their supervision experiences and perceived needs as administrative supervision. Reports of clinical and developmental supervision experiences were limited to participants whose supervisors were licensed as professional counselors. Fewer participants described their need for clinical and developmental supervision when compared to those who described their need for administrative supervision. As participants described their supervision experiences and perceived needs, their descriptions largely focused on concerns with their own performance rather than the impact of their performance on others. Implications for the practice of professional school counselor supervision and for the specific practice of supervision for new-entrant professional school counselors were discussed based on the experiences and perceived needs reported by the study's 15 participants. Implications of these results were also included for professional school counseling organizations as well as for the counselor educators who prepare both school counselors and supervisors. Limitations of this study were described and recommendations were made for future research as it related to the practice of new-entrant professional school counselor supervision.
Author: Shawn Allan Bultsma
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 582
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Book Description
Although the field of professional school counseling has recognized the positive impact that supervision offers, discussion of its use with new-entrant school counseling professionals has been limited. This study responds to the limited discussion of supervision with new-entrant professional school counselors by describing the supervision experiences and perceived needs of 15 new-entrant professional school counselors. Participants of this study described advantages and disadvantages of receiving supervision. When discussing supervision activities as new-entrant professionals, participants frequently confused the process of supervision with mentoring and evaluation. Supervision quality was described as deficient, and the structure of supervision varied among participants. Participants described that they needed support in their new role as professional school counselors. They also identified supervision needs that have been met as well as needs that have gone unmet in their work as new professionals. Supervision types and the focus of supervision emerged as overarching themes from participants' descriptions of their supervision experiences and perceived needs. The participants most frequently described their supervision experiences and perceived needs as administrative supervision. Reports of clinical and developmental supervision experiences were limited to participants whose supervisors were licensed as professional counselors. Fewer participants described their need for clinical and developmental supervision when compared to those who described their need for administrative supervision. As participants described their supervision experiences and perceived needs, their descriptions largely focused on concerns with their own performance rather than the impact of their performance on others. Implications for the practice of professional school counselor supervision and for the specific practice of supervision for new-entrant professional school counselors were discussed based on the experiences and perceived needs reported by the study's 15 participants. Implications of these results were also included for professional school counseling organizations as well as for the counselor educators who prepare both school counselors and supervisors. Limitations of this study were described and recommendations were made for future research as it related to the practice of new-entrant professional school counselor supervision.
Author: Kenya Grace Bledsoe
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 186
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Book Description
Clinical supervision is representative of an exclusive relationship between a supervisor, supervisee, and the clients being served. Yet, there is absence of supervision for school counselors working in the PK-12 school setting. Upon graduation, early career school counselors must quickly acclimate to a new school environment while balancing student related concerns and the programmatic implication of a comprehensive school counseling program (CSCP). Whereas clinical supervision was readily during their graduate programs, there is limited access to clinical supervision post-graduation which can prove problematic for early career school counselor development. Unfortunately, very little is known about early career school counselors' clinical supervision needs and experiences. The purpose of this study was to explore the clinical supervision experiences of early career school counselors. With a focus on clinical supervision experiences, adding this perspective will address the gap in the literature and highlight the meaning of supervision amongst early career school counselors. Through semi-structured interviews, nine early career counselors shared their lived experiences with post-master's clinical supervision and provided insight on their supervision needs, experiences, and meaning of supervision and how it impacted their work as school counselors.
Author: United States. Department of Health and Human Services
Publisher: DIANE Publishing
ISBN: 1437928838
Category : Self-Help
Languages : en
Pages : 175
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Book Description
Clinical supervision (CS) is emerging as the crucible in which counselors acquire knowledge and skills for the substance abuse (SA) treatment profession, providing a bridge between the classroom and the clinic. Supervision is necessary in the SA treatment field to improve client care, develop the professionalism of clinical personnel, and maintain ethical standards. Contents of this report: (1) CS and Prof¿l. Develop. of the SA Counselor: Basic info. about CS in the SA treatment field; Presents the ¿how to¿ of CS.; (2) An Implementation Guide for Admin.; Will help admin. understand the benefits and rationale behind providing CS for their program¿s SA counselors. Provides tools for making the tasks assoc. with implementing a CS system easier. Illustrations.
Author: Jeannine R. Studer
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 236
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Book Description
Author: Vincent J. Walsh-Rock
Publisher:
ISBN: 9780438032491
Category : Education
Languages : en
Pages : 229
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Book Description
This qualitative study explored the experiences of school counselors who have received clinical supervision post master's degree. First, the study focused on the perceptions of how clinical supervision influenced work with students and families. Second, the study explored the perceptions of how clinical supervision impacted professional identity and their professional relationships with other school counselors. There is a gap in clinical supervision expectations between school counselors and mental health counselors. Even though the training of all counselors is often very similar in graduate school, the professional paths of school counselors diverge from mental health counselors due to the prevalence of clinical supervision being the standard professional development expectation for mental health counselors, but rarely is clinical supervision an expectation for school counselors. Unfortunately, as mental health needs of students have escalated, a lack of clinical supervision for school counselors has, in some cases, resulted in being overwhelmed by student mental health needs, crisis response, and working with school building stakeholders to identify and close gaps in student achievement. The lack of clinical supervision has also led to burnout, role confusion, and a withering of counseling skills resulting in student needs not being met. This study used a qualitative method to learn about the perceived benefits school counselors receive from clinical supervision. The study discovered how clinically supervised school counselors employ advanced counseling, decision-making, and relationship skills in several aspects of their work. The study also learned how clinical supervision impacts professional identity and relationships with other school counselors.
Author: L. DiAnne Borders
Publisher: CRC Press
ISBN: 1135603901
Category : Education
Languages : en
Pages : 157
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Book Description
The second edition of this ground-breaking book continues the mission of its predecessor: to provide a "best principles" and "best practices" overview of the counseling supervision process, one that is firmly rooted in the recent explosion of empirical research in this field. Sponsored by the Association for Counselor Education and Supervision (ACES), the presentation is targeted primarily at master's-level practitioners who want "how-to" applications of the research literature (with examples) rather than a comprehensive review of the supervision literature. Like the first edition, this revised book is also a useful supplement for more academic texts used for doctoral-level instruction in counseling supervision. Key changes in this new edition include greater attention to multicultural and diversity issues and new chapters on group supervision and on technology. Also new are discussion questions and vignettes meant to enhance application of key concepts in each chapter as well as more sample materials and forms for practice.
Author: Jane Campbell
Publisher: Routledge
ISBN: 113505830X
Category : Psychology
Languages : en
Pages : 313
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Book Description
A practical, hands-on workbook, Becoming an Effective Supervisor neatly fills the gap in supervision resources available to mental health practitioners. The workbook is designed to help clinical counselors and therapists create effective supervision programs of their own, and to address the individual needs of their students. The leading contemporary models of supervision are discussed, as well as the necessary components of a successful supervision curriculum. A framework is then provided for counselors and therapists to develop a personalized and highly effective supervisory style to implement with their own students. The unique exploration exercises in each chapter allow readers to actively integrate the information provided, and to apply these lessons and skills to their own supervisory experiences. Students too will benefit from her concise examination of the theories, applications, and goals of the supervision process. Along with a discussion of the ethical, legal, and multicultural issues faced by clinical supervisors, practical analyses and applications ensure that this book will be a valued addition to any clinical counseling or therapy library.
Author: Holly K. Sopko
Publisher:
ISBN:
Category : Internship programs
Languages : en
Pages : 285
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Book Description
"Supervision models and guidelines (Kahn, 1999; Lambie & Sias, 2009; Luke & Bernard, 2006; Murphy & Kaffenberger, 2007; Nelson & Johnson, 1999; Roberts & Morotti, 2001; Studer, 2005; Wood & Rayle, 2006) have been proposed to address the distinctive issues of site-based supervision of school counseling interns. However, they have not been applied and examined empirically. Also, a dearth of literature exists specifically addressing the unique challenges faced by site supervisors hosting school counseling interns (Kahn, 1999; Lazovsky & Shimoni, 2007; Roberts & Morotti, 2001). Finally, no literature has explored site supervisors' experience of supervising school counseling interns. The aim of this research was to gain a greater understanding of the actual and ideal experiences of school counselor site supervisors. Consensual Qualitative Research (CQR) methodology was used to guide interviews with site supervisors about their experiences and perspectives as counseling supervisors and to analyze data collected. This research examined site supervision of school counseling interns from the site supervisors' perspective, and will provide a step to ensuring that school counseling interns are receiving adequate supervision and site supervisors' needs are being met by counselor training programs and educational leaders. Eight individual interviews were conducted with school counselor site supervisors to collect data about their supervision experiences and perspectives. Two additional interviews with school counselor site supervisors served a stability check. Following CQR procedures, twelve domains surfaced as a result of the interviews: 1) site characteristics, 2) intern characteristics, 3) supervisor characteristics, 4) training program characteristics, 5) site supervisor's expectations for supervision, 6) university expectations for supervision, 7) site supervisor's role in supervision, 8) university role in supervision, 9) reasons for providing supervision, 10) site supervisor's feelings, 11) supervision outcomes, and 12) ideal supervision experience. Research findings are discussed in the context of existing guidelines, models, and previous research in the area of clinical supervision. Implications of these research findings can be applied to school counselor site supervisors, and also extend beyond site supervisors to include the counselor educators, interns, education leaders, as well as the school counseling profession."--Abstract from author supplied metadata.
Author: Lisa Aasheim, PhD, NCC, ACS
Publisher: Springer Publishing Company
ISBN: 0826107877
Category : Psychology
Languages : en
Pages : 352
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Book Description
As the field of counseling continues to experience major growth, the need for clinical supervisors is growing proportionally. This stand-alone text for graduate and post-Masters level supervision courses contains all of the information clinical supervisors will need to practice effectively in community mental health and private practice settings. It aligns with current supervision standards issued by the Association for Counselor Education and Supervision, and with the recommendations of the American Association for State Counseling Boards. The book integrates theoretical and practical information while addressing all stages of the supervision process, from initial conceptualization and preparation to direct application and advanced skill utilization. Special attention is paid to ethical and legal issues, professional development, multicultural competence, evaluation, supervisory alliance, parallel process, and advanced supervision strategies. The text presents helpful tools for effective problem solving, including the supervisor self-concept exercise that guides the student in solidifying his or her identity as a supervisor. It will be useful for all levels of experience from novice to advanced supervisors. Key Features: Aligns with current national and state-specific supervision standards Engages readers in multiple exercises that readily facilitate application of concepts and theories Provides solutions to common and emerging supervision dilemmas Addresses such underrepresented supervision components as group supervision and dilemmas specific to private practice or agencies
Author: Lawrence Shulman
Publisher: Routledge
ISBN: 1317717678
Category : Psychology
Languages : en
Pages : 226
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Book Description
A cross-disciplinary look at the latest research and effective approaches Clinical supervision is crucial for learning and provides valuable support and evaluation of expertise and knowledge regardless of the discipline. Supervision in Counseling: Interdisciplinary Issues and Research explores the latest conceptual and empirical research in the pursuit of effective education in counseling across a variety of disciplines. Field instruction and clinical supervision issues are addressed in social work, psychology, counseling and counselor education, nursing, and school psychology. Core elements are examined, including the development of the supervisor-supervisee working alliance and the parallel process in supervision. Supervision in Counseling: Interdisciplinary Issues and Research takes you beyond the standard narrow view of clinical supervision within a particular discipline, broadly focusing on research and practices that has value in all disciplines. Research and developments on organizational matters, ethical issues, legal issues, evaluation, relationship issues, models of supervision, and other developments are discussed in detail. The book includes helpful tables and figures and is extensively referenced. Topics in Supervision in Counseling: Interdisciplinary Issues and Research include: major developments in clinical supervision over the years a review of research literature in clinical supervision in counseling the working relationship between supervisor and practitioner challenges in remaining current in clinical supervision overview of literature on supervision in psychology clinical supervision as signature pedagogy for the mental health professions clinical supervision in nursinginside and outside of the United States research on field instruction in social work much more Supervision in Counseling: Interdisciplinary Issues and Research is an important resource for anyone in the field of clinical supervision in various disciplines, such as social work, psychology, counseling and counselor education, nursing, and school psychology.
