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Author: Sally Morcos
Publisher:
ISBN:
Category : Counselor trainees
Languages : en
Pages : 99
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Book Description
Past research has found that psychotherapy self-efficacy is positively correlated with amount of training and supervision (Bradely & Olson, 1980; Stoltenberg, Pierce, & McNeill, 1987). While it is important to receive a sufficient amount of training, it is also important that supervisees perceive their supervisor as competent to teach them essential skills (Worthington & Roehlke, 1979). Therefore, the purpose of this study was to examine the correlation between processes of supervision and psychotherapy self efficacy. 106 bachelor and master's level mental health workers participated in this study. In support of the hypotheses, a small, positive correlation was found between the Difficult Client Behavior subconstruct of supervisee self-efficacy and perceived supervisor competence. Further, positive correlations were found between perceived supervisee psychotherapy self-efficacy and: (1) supervisee openness to disclose pertinent information in supervision, and (2) supervisees' perception of the supervisory relationship. Finally, supervisee self-efficacy was negatively correlated with role conflict and role ambiguity in supervision. Limitations of the research as well as implications for future research and practice are discussed.
Author: Sally Morcos
Publisher:
ISBN:
Category : Counselor trainees
Languages : en
Pages : 99
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Book Description
Past research has found that psychotherapy self-efficacy is positively correlated with amount of training and supervision (Bradely & Olson, 1980; Stoltenberg, Pierce, & McNeill, 1987). While it is important to receive a sufficient amount of training, it is also important that supervisees perceive their supervisor as competent to teach them essential skills (Worthington & Roehlke, 1979). Therefore, the purpose of this study was to examine the correlation between processes of supervision and psychotherapy self efficacy. 106 bachelor and master's level mental health workers participated in this study. In support of the hypotheses, a small, positive correlation was found between the Difficult Client Behavior subconstruct of supervisee self-efficacy and perceived supervisor competence. Further, positive correlations were found between perceived supervisee psychotherapy self-efficacy and: (1) supervisee openness to disclose pertinent information in supervision, and (2) supervisees' perception of the supervisory relationship. Finally, supervisee self-efficacy was negatively correlated with role conflict and role ambiguity in supervision. Limitations of the research as well as implications for future research and practice are discussed.
Author: Susan L. Williams
Publisher:
ISBN: 9781124886527
Category : Counselor educators
Languages : en
Pages : 211
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Book Description
The counseling and mental health professions rely on the clinical supervisor to train new counselors in the requisite clinical and professional skills necessary to promote the welfare of the client, the ultimate consumer of counseling services. However, there is a lack of empirical evidence about what influences a clinical supervisor's competence. Supervisor competence for this study is defined as a supervisor's level of development and perceived self-efficacy. This study investigates the relationship between different types of supervision-specific education, training, and experience, and a supervisor's level of development (i.e. role integration) and self-efficacy (i.e., mastery in performing the tasks of supervision). Using non-probability sampling, data were collected through a nationally distributed, on-line, web-based survey. Members of the American Counseling Association (ACA) and the Counselor Education and Supervision List-serve (CESNET) were solicited via randomly selected e-mail addresses. Clinical supervisors (N = 298) from academic and non-academic work environments completed a 63 item Clinical Supervisor Survey, which included a 17 item Psychotherapy Supervisor Development Scale (PSDS; Watkins et al., 1995), 18 items selected from the Counselor Supervisor Self-Efficacy Scale (CSSES; Barnes, 2002), and 28 demographic questions. Correlation, independent t -test, ANOVA, and regression analyses were used to determine which factors influenced a clinical supervisor's level of development and self-efficacy. Results found that: (a) the years of supervision practice, (b) the availability of helpful supervision in a supervisor's development as a counselor/therapist, (c) supervision-specific education, workshops or seminars, and (d) the more recent the exposure, or relative frequency of this additional education and training, significantly predicted (p
Author: Liat Shklarski
Publisher: Routledge
ISBN: 100039901X
Category : Psychology
Languages : en
Pages : 149
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Book Description
The most critical and influential relationship affecting one’s growth as a mental health professional is the relationship between the clinician and the supervisor. Good supervisors breed good therapists. This book goes beyond facts and figures to provide an innovative perspective on the supervision process. Through contributions by seven supervisees and the supervisor they all shared, readers are offered a rare glimpse into what takes place during the supervision hour. This book not only offers insight into the elements integral to effective supervision, but also teaches about the supervisory relationship. With contributors from various disciplines, theoretical orientations, and cultures, it shows how the supervisee and supervisor are able to navigate these differences while still gaining the most from supervision. Topics that are covered include cultural competence in multicultural supervision and remote supervision when it is conducted between clinicians in different countries, as well as an original study by the authors on the experiences of supervisees during the global Covid-19 pandemic and the transition to remote supervision. For mental health professionals who are training to be supervisors or experienced supervisors looking to improve their skills, this book will serve as an invaluable resource for professional development.
Author: Tracy Peed
Publisher:
ISBN: 9780355299311
Category : Counseling psychology
Languages : en
Pages : 212
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Book Description
Due to the challenging nature of the school counseling profession, it is vitally important for school counselors to have clinical supervision, from a school counselor who is trained in clinical supervision throughout their internship and as a practicing professional. The purpose of this quantitative study (N = 220) was to explore how clinical supervision training and professional years of experience in the field are related to site supervisor self-efficacy and professional identity. The aim was to better understand how all these factors, seemingly important in some capacity to engagement in clinical supervision training and serving as a site supervisor conducting clinical supervision, intersect. Furthermore, the research has uncovered levels of training where supervisor self-efficacy and professional identity are at their peak. Finally, this study sought examined the optimal combination of factors to produce adequately trained, professionally confident, and engaged school counselor clinical supervisors. Data was gathered from 220 respondents who met the criteria for study participation, a school counselor who has supervised at least one internship student. Detailed demographic information of the sample, as well as the results of two full inventories a) the Site Supervisor Self-Efficacy Survey (S4) (Dekruyf, 2007) and b) the Professional Identity Scale in Counseling (PISC) (Woo, 2013), serve to answer the research questions posed for this study. Lastly, basic psychometric analysis for score reliability (i.e., internal consistency) via Cronbach's Alpha for the S4 and PISC are provided. Three key research questions were addressed via MANOVA analysis (a) Does a linear relationship exist between professional identity and supervisor self-efficacy (b) When looking at school counselor site supervisors scores on the PISC (professional identity) and the S4 (self-efficacy) what, if any, significant mean differences exist across training hour levels and professional experience levels (c) If mean differences do exist, at what levels will there be an interaction effect, bringing to light the optimal combination or combinations of supervision training and professional years of experience. It was found that a linear relationship does exist between the dependent variable of self-efficacy and professional identity. In addition, respondents with higher levels of supervision training (16-50 Hours or 51+ Hours) and/or more professional years of experience were found to have higher site supervisor self-efficacy and professional identity scores than their counterparts with no (0 Hours) or little (1--5 Hours) training.
Author: Cal D. Stoltenberg
Publisher: Routledge
ISBN: 1135597251
Category : Psychology
Languages : en
Pages : 371
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Book Description
The third edition of this book is an updated and expanded presentation of the widely used Integrative Developmental Model of Supervision. In contrast to other volumes on clinical supervision, Stoltenberg and McNeill present a comprehensive, time-tested, and empirically investigated model of supervision, rather than a broad summary of other existing or historical approaches. In addition to presenting a model of therapist development that spans beginning through advanced training, the book integrates theory and research from numerous perspectives, including learning, cognition, and emotion, as well as an up-to-date treatment of research directly addressing the supervision process. The model also examines the role of clinical supervision from an evidence-based practice perspective and addresses issues of common factors in therapy. The impact of cultural issues in supervision and training, as well as recent work in a competencies approach to supervision and trainee development, are also examined.
Author: Christopher L. Heffner
Publisher: Taylor & Francis
ISBN: 1000590755
Category : Psychology
Languages : en
Pages : 260
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Book Description
Supervision is the cornerstone of clinical training across all types of mental health providers. It facilitates the growth of mental health trainees and maintains the integrity of the field of mental health services by ensuring the competency of clinicians. However, the process can be complex and potentially confusing for both supervisors and trainees at any stage of their development or post-licensure career. Utilizing strength-based approaches is crucial to the success of supervision. This workbook facilitates a collaborative and strength-based approach to clinical supervision that both supervisors and trainees can use during the entire course of supervision, or for specific goals related to supervision. Each chapter of this workbook contains information and activities specific to both the trainee and supervisor to facilitate dialogue about individual and combined strengths, areas for growth, and goals for collaborative work. This is an essential start-to-finish guide addressing the entire supervision process, from preparing for the first session to conducting the last session, and everything in between.
Author: John C Wade, PhD
Publisher: Springer Publishing Company
ISBN: 0826107370
Category : Psychology
Languages : en
Pages : 252
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Book Description
"Through the frame of positive psychology, Wade and Jones solidify a next step in conceptualization and practice of supervision. This expansive view of historical, narrative, literary, and theoretical approaches is a significant addition to the supervision literature." Carol Falender, PhD, University of California, Los Angeles "For many of us in mental health fields our "training" in supervision occurred on the job. We mirrored the examples of positive supervision we experienced or tried to avoid the pitfalls we associated with negative supervision experiences. But being a competent and proficient supervisor is far more than emulation or avoidance of past experience. It is a vital aspect of our jobs and requires a pedagogical approach steeped in best practices and evidence. Strength Based Clinical Supervision offers a comprehensive approach to providing sound clinical supervision and should be part of any training program for clinicians who will one day supervise, mentor, or instruct anyone entering the field of mental health services." Carrie Fleider, MSW, LISW-S, Assistant Director for Training, Counseling and Consultation Services, The Ohio State University As evidenced by the recent proliferation of books about positive psychology, there is a growing realization about the importance of focusing on an individual's strengths. Yet there has been little written about positive psychology that applies this approach to training and supervision. To fill this void, Strengths-Based Clinical Supervision combines the principles of positive psychology with research on effective supervision and training from various disciplines along with the characteristics of effective clinical supervisors. Designed for use with courses on clinical supervision in psychology, counseling, social work, the book is also an ideal resource for supervisors of Masterís and Doctoral-level trainees as well as licensed professionals. It emphasizes practical applications and provides examples of questions and prompts to be used in supervision sessions. Chapters feature practical applications of key concepts as well as discussion questions to encourage retention of the material. Key Features: Integrates the basic principles of positive psychology with those of effective supervision and training Emphasizes practical applications of positive psychology to clinical supervision across multiple disciplines Includes examples of questions and prompts to be used in actual supervision sessions
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: Douglas M. Strauss
Publisher:
ISBN:
Category : Counselors
Languages : en
Pages : 322
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Book Description
Author: Clara E. Hill
Publisher: Amer Psychological Assn
ISBN: 9781557985729
Category : Psychology
Languages : en
Pages : 401
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Book Description
This book presents a three-stage model of helping, grounded in 25 years of research, that can be used to assist individuals who are struggling with emotional or transitional difficulties. To master the skills they need to lead clients through the Exploration, Insight, and Action stages, students are given both theoretical guidance and opportunities for formulating solutions to hypothetical clinical problems. Grounded in client-centered, psychoanalytic, and cognitive-behavioral theory, this book offers an integrative approach. Tables and lists supplement the text, along with clinical examples.--From publisher's description.
