The purpose of this study was to determine the nature and process of clinical
supervision via the Internet as experienced by participating supervisees. The subjects of
this study were four students in a masters level internship course in counseling at
Oregon State University. The course was a pass/no pass counseling internship
placement which included an Internet-based clinical supervision component.
The qualitative design used in this study was based on a Constant Comparative
Methodology using coding categories developed manually and through the use of the
QSR NUDIST 3.0 Qualitative Data Analysis Software. This design focused on the
collection of textual material from participants engaged in distance clinical supervision.
This textual material and subsequent analysis served to help create an emergent theory
of distance clinical supervision.
Participants evidenced a motivation to participate in the distance supervision
experience and advanced not only clinical skill use but also were challenged with the
technological aspects of course participation. Findings suggest that the attitudes, prior
experiences, and social expectations influenced participant meaning-making and
subsequent self-construction of their ideal learning environment. In addition,
participants' interest in technology and the convenience of the distance venue provided
an impetus toward autonomous functioning in spite of supervisee dependency. This
struggle appeared consistent with the theoretical constructs of the developmental
models of supervisee process.
As supported by Stoltenberg's developmental model of supervisee development,
more advanced supervisees perform more autonomously. In this distance supervisory
environment, supervisees were offered additional opportunities to operate autonomously
which may impact overall supervisee development. This research may have
implications for the continued development of the distance supervision method
especially in experiential courses in the training of counselors. Recommendations and
cautions are offered for the further development of distance supervision courses as well
as the need for further research to substantiate the posited theoretical foundations. / Graduation date: 1999
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/33326 |
| Date | 24 September 1998 |
| Creators | Christie, Bradley Scott |
| Contributors | House, Reese |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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