The Impact of Web-based School Counselor Site Supervision Training on Site Supervisor Self-efficacy PDF Download
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Author: Kathryn Tuchscherer Franklin
Publisher:
ISBN:
Category : Student counselors
Languages : en
Pages : 73
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Book Description
Supervision is an essential component of the development of pre-professional school counselors. Oftentimes, school counseling site supervisors are called upon to supervise graduate school counseling students without any requisite supervision training. The lack of supervision training is of significant professional concern, and there is an established need to translate recommended supervision guidelines into explicit instructions for the training of school counseling site supervisors. The research utilized a nonconcurrent multiple-baseline single-subject research design to study the impact of online school counseling-specific supervision training on school counseling site supervisors' self-efficacy. The assessment instrument utilized in the study was the Counselor Supervisor Self-Efficacy Scale Outcomes of the research indicated that school counseling site supervisors' self-efficacy did trend upward as a result of online supervision training. Calculations indicate that there was a consistent relative level change between the two conditions (self-efficacy prior to supervision training and during supervision training) across all research participants. Though nonconcurrent multiple-baseline across subjects single-subject research designs are considered to have acceptable internal validity, a single study limits the external validity of the study and, therefore, further research with additional samples regarding school counseling supervision training is recommended.
Author: Kathryn Tuchscherer Franklin
Publisher:
ISBN:
Category : Student counselors
Languages : en
Pages : 73
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Book Description
Supervision is an essential component of the development of pre-professional school counselors. Oftentimes, school counseling site supervisors are called upon to supervise graduate school counseling students without any requisite supervision training. The lack of supervision training is of significant professional concern, and there is an established need to translate recommended supervision guidelines into explicit instructions for the training of school counseling site supervisors. The research utilized a nonconcurrent multiple-baseline single-subject research design to study the impact of online school counseling-specific supervision training on school counseling site supervisors' self-efficacy. The assessment instrument utilized in the study was the Counselor Supervisor Self-Efficacy Scale Outcomes of the research indicated that school counseling site supervisors' self-efficacy did trend upward as a result of online supervision training. Calculations indicate that there was a consistent relative level change between the two conditions (self-efficacy prior to supervision training and during supervision training) across all research participants. Though nonconcurrent multiple-baseline across subjects single-subject research designs are considered to have acceptable internal validity, a single study limits the external validity of the study and, therefore, further research with additional samples regarding school counseling supervision training is recommended.
Author: Lorraine DeKruyf
Publisher:
ISBN:
Category : Counselor trainees
Languages : en
Pages : 262
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Book Description
School counseling site supervisors provide a critical contribution to the professional development of master's program school counseling interns; however, their training needs remain unidentified in the literature. To that end, the purpose of this quantitative study was to explore the training needs of site supervisors of master's program school counseling interns in the Pacific Northwest via the construct of self-efficacy. To initiate this exploration, the Site Supervisor Self-Efficacy Survey (S4) was developed. This 28 item web-based survey investigated respondents' (N = 147) perceived self-efficacy in relation to supervision as well as hours of supervision training received. Results (82% return rate) indicate that many site supervisors have little or no supervision training, and that supervisor self-efficacy appears relatively strong--consistently so for those with over 40 hours of training. A partial correlation indicates a slightly positive relationship (r = .202, p
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: Nicholas Ladany
Publisher: Routledge
ISBN: 1135966508
Category : Psychology
Languages : en
Pages : 588
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Book Description
This new edition of Counseling Supervision is intended for counselor educators, counselor supervisor practitioners, and supervisors-in-training in a variety of educational and mental health settings. The editors have brought together experts in the field of counselor education to review and examine primary supervision theories and their application to the issues that counselor supervisors will encounter. Special topic areas included are multicultural issues in counselor supervision; the supervisory relationship, an essential and sometimes forgotten component of supervision, and its influence on supervision process and outcome; supervision of career counselor trainees; supervision of school counselors; supervision of family and group counselors; group supervision; understanding and conducting research in counselor supervision and training; ethical and advocacy issues in supervision, and supervisor training. The authors include numerous case examples throughout the text in order to illustrate the application of theory to practical issues that the counselor supervisors encounter. All chapters in this edition have been revised and updated, and new chapters have been added that expand on areas of supervision that are highly relevant to students, researchers, and practitioners.
Author: Patrick J. Millmore
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 119
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Book Description
Boyd and Walter (1975) identified the need to provide supervision for school counselors almost forty years ago. Michelle Obama, the First Lady of the United States (2014), in her address at the American School Counselor Association Conference stated that school counselors needed to be provided with professional development opportunities designed specifically for their needs. Though the need for supervision and professional training has been identified, there has been little recent research done addressing the unique professional development needs of school counselors in rural America. There is also a paucity of research that assesses the impact of state-sponsored school counseling professional development training. The first article summarizes the research on school counselors in rural America and indicates the need to provide them with professional development opportunities and/or supervision to meet the higher demands placed on them and the lower availability of resources to meet those demands. The second article examines the impact of state-sponsored professional development training on school counselors' self-efficacy, including school counselors working in rural school settings. Albert Bandura's self-efficacy theory (1986) and research indicating the impact self-efficacy has on a number of indicators of counselor well-being and then their provision of counseling services served as the theoretical base for this research. The assessment instrument utilized in the study was based on Bandura's self-efficacy theory. Outcomes indicated that state-sponsored professional development training may have similar efficacy with rural school counselors as with those from more urban and suburban settings and when provided via web-based as well as through site-based delivery. Caution should be used when interpreting these results due to the validity threats in a non-equivalent posttest design and with small sample sizes. Additional research is recommended.
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: Rachel Savage Loving
Publisher:
ISBN:
Category : Schools
Languages : en
Pages :
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Book Description
Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors' perspectives on supervision, the role training can play in developing site supervisors' confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision.
Author: Leslie Neyland
Publisher:
ISBN:
Category : Counseling
Languages : en
Pages : 113
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Book Description
School counselors are expected to serve as site supervisors for school counseling practicum and internship students, but often times do so without any training in supervision. The following dissertation study will explore the training needs of school counselors in supervision. The purpose of this study is to determine if site supervisors who have had formal training in supervision, as indicated by graduate coursework, report higher self-efficacy and receive higher ratings on evaluations from school counseling internship students. School counseling internship students and their current site supervisors were surveyed using the Student Counselor Evaluation of Supervisor from and the Site Supervisor Self-efficacy Survey.
Author: Amanda Georgeann Stuckey
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
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Book Description
The purpose of this study was to investigate school counseling site supervisors' level of preparedness to provide adequate supervision to school counselors in training and determine if any variables could predict the level of preparedness. Professional School Counselors in the United States (N=86) were asked to complete a survey about how prepared they believed themselves to assist a supervisee in developing each ASCA (2019c) School Counselor Professional Standards and Competencies, as well as their training and experience with the supervisory process and supervision models.Results from this study indicate a clear need for continued training, as well as specialized training relevant to supervising in the school counseling specialty area. Statistically significant predictors of school counseling site supervisors' level of preparedness to supervise were experience with the ASCA (2019a) National Model, level of education, support from a supervisee's university faculty, and whether the school counseling site supervisor graduated from a CACREP accredited counselor education program. Findings support screening of school counseling site supervisors and suggest future research and a method for the screening process. Implications for this study also support the development of targeted trainings to include the ASCA (2019a) National Model, among other relevant supervision information and updates.
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.
