This study is an investigation of the relationship between the cultural competency of counselor supervisors and the satisfaction with supervision of their supervisees. This study is a quantitative analysis of the correlations between the variables of cultural competency, satisfaction with supervision, and supervisee ethnicity and supervisee gender. The chapters of this dissertation present an introduction to the study, a review of the relevant and related literature, and the research methodology that was utilized to conduct the study, together with results and discussions.

An imbalance of the power differential between supervisee and field supervisor has led to a complex issue during field supervision such as an inability to initiate discussion of harm. The purpose of this study was to educate students on harm in field supervision, potential repercussions if harm is not discussed with their field supervisor, and steps that can be taken by MSW students to assess confidence to initiate discussion of harm with their field supervisors. It was hypothesized that MSW students receiving an educational training on harm in field supervision will have more confidence to initiate discussion of harm with their field supervisors. A quantitative one-group pretest-posttest study was designed for this research study. Also, pre-test and post-test surveys were distributed to participants, and an educational training powerpoint on the significance of harm during field supervision was implemented between the pre-test and post-test surveys. A paired differences t-test was used to assess for changes in MSW student confidence to initiate discussion of harm with field supervisors. The results of this study indicated that MSW students were not more likely to discuss harm with their field supervisor as a result of receiving an educational powerpoint on the importance of discussion, so this study failed to reject the null hypothesis. This study assisted with informing MSW students about the possible repercussions, and the importance of not informing their field supervisors that they were harmed. In addition, future MSW students would be informed about alternatives to discuss harm by their field supervisors if one does not feel safe to do so with their own field supervisors.

abstract: This study examined the factor structure of supervisee disclosure in clinical supervision. An original survey measure was created for this study, the Supervisee Disclosure Scale (SDS). Through exploratory factor analysis eight specific content areas of supervisee disclosure were identified. The eight specific content areas of supervisee disclosure include: Perceived Clinical Inadequacy, Transference Issues, Strengths of the Supervisory Relationship, Clinical Successes, Self, Weaknesses of the Supervisory Bond, Dissatisfaction with the Clinical Setting, and Own Clinical Voice. Furthermore, this study examined the potential relationship of clinical experience with the content areas of supervisee disclosure. The results of this study support a relationship between greater clinical experience and disclosure of items related to Self but not with the other content areas. Additionally, the bi-level factor structure of the Working Alliance Inventory/Supervision-Short (WAI-SS) was validated via confirmatory factor analysis. The bi-level factor structure of the WAI-SS identifies a hierarchical structure of general alliance in addition to the specific factors of task, bond, and goal. Lastly, this study preliminarily evaluated the relationship between WAI-SS factors of general alliance, task, bond, and goal and the preliminary specific content areas of supervisee disclosure. The hierarchical factor of general alliance was a statistically significant predictor for all specific content areas of supervisee disclosure. The preliminary findings of this study, highlight the important differences in the relationships among the specific factors of the supervisory working alliance and content areas of supervisee nondisclosure. The factor of task was not significantly correlated with content areas of supervisee disclosure and the factor of goal was only a significant predictor for two content areas of disclosure: Strengths of the Supervisory Relationship and Dissatisfaction with Clinical Setting. The factor of bond was significantly correlated with six content areas of supervisee disclosure and significantly predicted five content areas: Strengths of the Supervisory Relationship, Clinical Successes, Self, Weaknesses of the Supervisory Bond, and Dissatisfaction with the Clinical Setting. This study contributes specificity to the supervision literature on supervisee disclosure and nondisclosure. The results of this study provide a psychometrically sound foundation for future research to identify aspects of the supervisory working alliance that may reduce supervisee nondisclosure. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2018

The purpose of this study is to gain an understanding of the supervision process that takes place between the counselor education doctoral student and the doctoral student’s faculty supervisor from the perception of the doctoral student supervisor. The goal of this study is to identify salient constructs that impact the effectiveness of the supervisory experience. A qualitative design was used to collect and analyze data. Six doctoral student supervisors were interviewed and the data analyzed. Themes of the supervisory experience that impact the supervision process and outcome were identified. They were: Supervisor Competency, Supervisor Individual Characteristics, and Supervisory Relationship. Recommendations for future research and implications are discussed.

No description available.

Clinical supervision is integral to promoting the professional development of counselors-in-training and gatekeeping the counseling services provided by counselor trainees (Bernard & Goodyear, 2014). Despite the value of studying participants’ retrospective perceptions about or reflections upon supervision, the supervisory process in which supervision transpires is infrequently quantified and measured (Holloway, 1982; Holloway, 1987). As described by most developmental supervision models, clinical supervision is “a process with sequential and qualitatively distinct stages through which supervisors and trainees progress” (Littrell, Lee-Borden, & Lorenz, 1976, p. 134). In order to capture these stages and phenomena with observable and measurable units, the author used six states of interest to measure the supervision process, which exhibit the progressively complex nature of clinical supervision. The six states include: (a) social interfacing (non-skills phase), (b) reflecting on foundational competencies, (c) deepening case conceptualization, (d) processing the relational management, (e) overcoming personal and multicultural barriers, and (f) furthering professional development. These states underpin the codebook of this study and are used to conceptualize the supervision process. Although the interactions between the supervisor and supervisee are transient and difficult to grasp, supervisory interactions move from one state to another. Indeed, state-transitional dynamics of clinical supervision are subject to a constellation of factors that supervisors and supervisees initially bring in and constantly reinforce, such as supervisory styles, supervisee developmental levels, supervisory working alliance, and supervisee satisfaction with clinical supervision. By using Markov chain analysis, this study detects the overall transitional dynamics of supervisory dyads and investigates how transitional dynamics vary based on the aforementioned variables that manifest themselves as supervision dynamics unfold and closely interface with other supervision variables. Results of this study provide implications for clinical supervisors, counselor educators, and counselors-in-training.

No description available.

This thesis comprises three main sections: a literature review, research report and a critical appraisal of the research process. The literature review is generic across a number of health professions and begins by placing supervision within its historical context followed by an attempt to clarify our current understanding of supervision. The literature relating to effective supervision is presented, with the supervisory working alliance being identified as potentially one of the most important common factors in the change process of supervision (Ellis, 1991). A review of supervision models suggests that they provide a structure for understanding the roles, relationships, responsibilities and processes integral to the practice of supervision. The review attempts to clarify the current state of supervision training, highlighting the lack of attention that has been paid to the process by which individuals learn to become effective supervisees and supervisors. It is concluded that there is a need for further research in the area of training for both supervisees and supervisors. The research report comprises a qualitative study using interpretative phenomenological analysis to explore the supervision experiences of six Chartered Counselling Psychologists. The thematic content that emerged indicated a lack of preparation for the role of supervisee and a lack of formal training for the supervisory role. The findings revealed that the participants relied upon self-directed learning, their previous experience and their therapeutic skills to inform their supervisory practice. The findings also highlighted the critical role of the supervisory relationship for both supervisee and supervisor in managing the anxieties generated by this lack of preparation and training as well as in supporting the learning and development of all involved in the relationship. The final section is the researcher’s critical appraisal of the research process.

ABSTRACT The objective of this Diploma Thesis is to map the attitudes of the school system?s employees working in behavioral establishments providing institutional and protective care to the practice of implementing supervision as support for their professional activities. The research endeavors to map the issues and risks arising from implementing supervision in such institutions. The theoretical part of the Diploma Thesis aims to explain the basic concepts related to implementation of supervision at educational institutions, namely, such terms as educational institution, professional educators in educational institutions, supervision, supervisor, supervised, etc. A combination qualitative and quantitative survey was used for the realization of this research project. The preliminary phase of the research started with questioning and technical processing of questionnaires. The questioning phase was followed by semi-structured interviews. The survey sample consisted of directors of the individual relevant institutions in the Vysočina Region, specifically, twelve specially qualified educators working in educational institutions of the Vysočina Region. The purpose of the survey was to find out what benefits these employees see in the implementation of supervision into their organization?s operation. Another issue of interest was to see how the management of these organizations acquainted their employees with the supervision?s implementation. Finally, we tried to find out what motivated the employees mainly to take part in supervisors? meetings. Subsequent analysis of the results of the research indicated clearly that the employees consider assistance with problem-solving in the area of relationships as being the greatest benefit of supervision. Furthermore, the research showed that the organizations? managements presented supervision as support and benefit for their respective organization. Finally, it was proved that obligation was the main reason for the workers? attendance at supervisors? meetings.

Supervision is the process in which the supervisor helps supervisees to use their skills and knowledge to deliver effective services to the clients, thus achieving organisational objectives. For the organisation to render effective and efficient services to their clientele, supervision is necessary to all employees to ensure that they receive the relevant education and support for effective job performance. This study was conducted to explore the perspectives of social workers regarding supervision in the Department of Social Development in Johannesburg. The study was conducted amongst social workers working for the Department of Social Development in Johannesburg. The researcher’s motivation for choice of study emanates from the observation and experience she had regarding supervision during her deployment as a Social worker in the Limpopo Department of Health and Welfare, and during her deployment in the Department of Social Development in Johannesburg. The researcher never received formal supervision, and this resulted in development of interest by the researcher in determining the viewpoints of other social workers regarding supervision within the Department. In undertaking this research, a quantitative approach was utilised to understand the social worker’s perspectives, with the intention of making practical recommendations to the Department of Social Development on how to offer quality supervision. In this context, an applied research method was used as the findings will directly benefit the Department in improving service delivery by social workers by offering them effective supervision. A quantitative-descriptive design was used whereby a questionnaire was used to collect data from the respondents. No sampling was done for this study as all the social workers were made part of the study because of the small population. Relevant ethical procedures were taken into account such as ensuring that the respondents complete a written consent form, Confidentiality and anonymity were guaranteed, and no harm was posed to respondents whether emotionally or physically. Literature review regarding the study of supervision focusing on the functions, methods, roles, phases and model of supervision was done. The researcher consulted various sources to obtain different viewpoints about social work supervision. The study was conducted by distributing 90 questionnaires to the supervisors to give to social workers and only 45 respondents participated in the study. Returned questionnaires were analysed by means of a computer. Data was presented by means of tables, bar chart, graphs, and pie chart. The data was interpreted using the researcher’s viewpoints and the views from the literature. The research findings indicated that social workers regard supervision as necessary and important because they will receive guidance and support in performing their duties. Though the study confirmed that supervision within the Department of Social Development was not formalized, most social workers felt that the supervision they received was effective. This could be attributed to lack of knowledge by social workers on what supervision entails or it could be that the social workers are comfortable with the structure of supervision as it is currently in the Department. It was also revealed by this study that the highest qualification of social workers was a four year B.A. (SW) degree. None of the social workers furthered their studies in MA Supervision. It was found that there was lack of knowledge on supervision process by the supervisee and supervisors. With this lack of knowledge on supervision, it is possible that the social worker’s expectations of the supervisors have diminished, thus impacting on their views about supervision. / Dissertation (MSD (Management))--University of Pretoria, 2007. / Social Work and Criminology / unrestricted