Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisor: LaVerne Berkel. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 16, 2008 Includes bibliographical references (leaves 118-128 ). Online version of the print edition.

Thesis (Ph.D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisor: LaVerne Berkel. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Sept. 12, 2008. Includes bibliographical references (leaves 118-128 ). Online version of the print edition.

Counseling self-efficacy of supervisees is a significant outcome variable of counselor training. The Social Cognitive Model of Counselor Training (SCMCT; Larson, 1998a) provided a framework from which to examine the relationships of supervisory social influence in supervision, supervisory working alliance, and counseling self-efficacy. Supervisees' perceptions of their efficacy in counseling were assessed through the Counseling Self-Estimate Inventory (COSE; Larson, et al., 1992). The sum of the "client focus" and "rapport" subscales on the Supervisory Working Alliance Inventory--Trainee Version (SWAI-T; Efstation, Patton, & Kardash, 1990) represented a measure of the supervisory working alliance. Social influence of supervisors was operationalized by the composite score on three factors ("expertness," "attractiveness," and "trustworthiness") on the Supervisor Rating Form (the modified Counselor Rating Form--Short; Corrigan & Schmidt, 1983).Participants were 78 trainees of various experience levels at several counselor programs. Hierarchical regression analysis was used to test the following three hypotheses: 1) A strong working alliance would predict counseling self-efficacy of supervisees. 2) Perceptions of supervisors as high in social influence would contribute significantly to the criterion variable, counselor self-efficacy. 3) High social influence and a strong supervisory relationship, while controlling for experience level, would significantly predict a portion of the variance in counseling self-efficacy. The hypotheses were supported. Supervisory working alliance, experience level, and social influence contributed respectively, 22%, 13%, and 6% of the variance in counseling self-efficacy. In addition to its unique contribution, social influence enhanced the relationshipbetween counseling self-efficacy and the supervisory working alliance by acting as a suppressor variable.Exploratory analyses revealed that supervisees who perceived their supervisors to be high in social influence were more satisfied with supervision. A strong supervisory working alliance also correlated positively with satisfaction with supervision among trainees. Satisfaction with supervision, however, was not correlated with counseling self-efficacy. / Department of Educational Studies

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 164-173).

Thesis (Ph.D.)--The George Washington University, 2005. / Director: Pat Schwallie-Giddis. Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 207-218).

This study replicated and extended some aspects of a project done by Handley (1980). The primary purpose of this study was to test whether satisfaction with the counseling supervisory relationship was related to the degree of personality similarity between counselor trainees and their supervisors. The degree of personality match was measured by the Myers-Briggs Type Indicator. Satisfaction was assessed using the Barrett-Lennard Relationship Inventory, the Counselor Evaluation Rating Scale, and two general satisfaction questions.The sample was comprised of 42 counselors-in-training at the master's level and 15 superisors at the doctoral level. Supervisors and trainees were paired to make 42 counselor-supervisor dyads. All participants were graduate students at a Midwestern state university counseling psychology program. Twenty six of the trainees were female and 16 were male. Seven of the supervisors were female and 16 were male.In the primary analyses, one-way MANOVAs revealed no relationship between personality match and trainees' and supervisors'satisfaction with supervision. However, several supplementary one-way MANOVAs indicated that there .was a difference in satisfaction with supervision when trainees were matched to same-sex as compared to opposite-sex supervisors. Female trainees were less satisfied with supervision when they were matched with female supervisors. Male trainees were satisfied with both female and male supervisors.Implications of the findings and suggestions for further research were offered. Limitations of the project were also discussed in terms of the type of training program studied and the homogeneity of the participant pool. / Department of Counseling Psychology and Guidance Services

Counselor supervision has been examined in many ways; from the angle of the supervisor, the supervisee, and the supervisory dyad. An area that has not been researched as solidly is that of the effect of supervisor race and gender on White trainees' perceptions of supervision. The present study was designed to examine those variables. The independent variables included supervisor race (Black female or White female), trainee gender, and trainees' levels of White racial identity. Dependent variables included perceptions of supervisor expertness, attractiveness, and trustworthiness, and supportive supervisory behavior and evaluative supervisory behavior scores on the Expectations for Supervisor Behaviors Questionnaire. The expectation was that supervisor race, trainee gender, and trainee's level of White racial identity would serve as predictors of perceptions of supervisors and their behaviors.Participants were 50 Caucasian masters level counseling and counselor education students at two Midwestern universities who volunteered for the study. Caucasian female research assistants were utilized to collect the data. Trainees were provided with one of two biographical sketches describing a hypothetical female supervisor; the information in each sketch was identical except for race (Black female or White female). Trainees then listened to a short audiotape of a simulatedsupervision session. Finally, they completed the following surveys: the Supervisor Rating Form (short version), Expectations of Supervisor Behaviors questionnaire, the White Racial Identity Scale, and an author-generated demographic sheet.A canonical correlation was performed to answer the major hypotheses of this study. The results indicated that supervisor race and two subscales of White racial identity, Disintegration and Autonomy, were significant predictors of perceptions of supervisor attractiveness and evaluative supervisory behaviors. Of five canonical roots calculated, this was the only one that was significant.A oneway MANOVA was also computed to test the significance of the supervisor race. The results indicated that the Black supervisor received higher scores on both the supportive and evaluative supervisory behavior subscales than did the White supervisor. Finally, only two other trends were noted. First, female trainees scored both supervisors significantly higher than did male trainees on perceived expertness, attractiveness, and trustworthiness. Second, male trainees scored the Black supervisor significantly lower than the White supervisor on perceived expertness, attractiveness, and trustworthiness.The significance of these findings for research and practice, and the limitations of the present study are discussed in the last chapter of this dissertation.60 / Department of Counseling Psychology and Guidance Services

Thesis (M. Ed.)--University of Adelaide, Dept. of Education, 1992. / Includes bibliographical references (v. 1, leaves 123-124).

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [110]-116).