Using Kemer, Borders, and Willse's (2014) concept map as a conceptual model, the authors aimed to understand expert supervisors' priorities with their easy and challenging supervisees. Experts' priorities with easy and challenging supervisees were represented in different parts of the concept map, and they seemed to individualize their work with…

In this consensual qualitative research study, the authors explored supervisors' (n= 11) and their supervisees' (n= 31) perceptions of individual, triadic, and group supervision sessions during practicum. Data from supervisor individual interviews and supervisee focus-group interviews revealed several themes regarding the advantages and…

Surveyed members (n=168) of North Carolina School Counselors' Association to gather information on existing supervision practice for school counselors. Results indicated that existing practices within three categories of supervision (administrative, program, and counseling) were varied and did not always match school counselors' preferences. (NB)

Conducted two-part survey of national sample of National Certified Counselors regarding their supervision preferences. Findings from 274 counseling practitioners revealed that respondents preferred collegial, relationship-oriented supervisor and supervision emphasis on conceptual, personalization, and process skills. Only postdegree supervision…

Examines differences in counselors' perceptions of the supervisory relationship based on counselor and supervisor recovery status, and the match or mismatch of counselor and supervisor recovery status. Results indicate no significant differences in ratings of satisfaction or relationship dimensions based on either the counselors' or supervisors'…

Explored full range of a female counseling student's in-session cognitions by categorizing the content and themes of her cognitions during an entire, nonsimulated session. Findings suggest that beginning counseling students may have few intentional or self-instructive thoughts during a session. (Author/NB)

Investigated influence of ego development on in-session cognitions of 27 supervisees at the same experience level, using the Sentence Completion Test (SCT) of Ego Development (Loevinger and Wessler, 1970). Results indicated no significant effects of ego level on time, place, focus, locus, or orientation of retrospections. (TE)