This study examined the supervision effectiveness of three online peer supervision models as measured by the two outcome variables of case conceptualization skills and self-efficacy. Also, it explored the impact of developmental levels of school counselors on the outcomes of supervision. Practicing school counselors from a national sample were randomly assigned to three groups: the Online Structured Peer Supervision Group (S group), the Online Peer Discussion Group (D group), and the Control Group. Two instruments measuring the outcome variables (dependent variables) were administered: the Clinical Hypothesis Exercise Form (CHEF) and the Counselor Self-Efficacy Scale (CSES). The independent variables were the two experimental conditions and the supervisee years of experience. In addition, the Counselor Supervision Experience Questionnaire collected information regarding the overall on-line supervision experience. No significant differences were found before and after the online peer supervision groups by statistical analysis; however, positive feedback regarding the supervision experience was provided by participants in response to qualitative questions.
Identifer | oai:union.ndltd.org:uiowa.edu/oai:ir.uiowa.edu:etd-3491 |
Date | 01 December 2012 |
Creators | Lin, Yi-Chun |
Contributors | Duys, David K. |
Publisher | University of Iowa |
Source Sets | University of Iowa |
Language | English |
Detected Language | English |
Type | dissertation |
Format | application/pdf |
Source | Theses and Dissertations |
Rights | Copyright 2012 Yi-Chun Lin |
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