Leaders in higher education institutions throughout the United States regard distance learning as an important part of their long-term strategic planning (Allen & Seaman, 2015). Counselor education and supervision training programs are following this trend as demonstrated by the increase of online programs being offered to train professional…

Feedback and evaluation are key components of the developmental process of supervision through which professional growth and competencies are shaped. Evaluation and feedback occur continuously throughout training and include formative and summative feedback. Supervisors and supervisees need to consider the processes and procedures through which…

This article reflects on my use of Video Enhanced Reflective Practice (VERP), as a trainee educational psychologist (TEP), to further develop my interactions, level of attunement and confidence to express my psychological opinion with my placement supervisor, within the context of supervision. The project consisted of three cycles of VERP using…

International students' needs and experiences in counseling training and supervision has been an area of interest for several decades; however, there is a lack of research regarding effective approaches for supervising international students. Previous studies concerning the international counseling student population have mainly utilized bivariate…

Despite legislative regulations, many students with disabilities face barriers to their participation in higher education. In professional education, the requirements for placement practice add to the barriers for both students who need to disclose their impairments and request special arrangements, and staff who need to make the arrangements to…

A qualitative study was conducted to explore supervisors' experiences of supervisee incompatibility in triadic supervision. In-depth interviews were completed with 9 doctoral student supervisors in a counselor education program, and a whole-text analysis generated 3 categories. Supervisee incompatibility took a wide variety of forms and negatively…

This project draws attention to ethics in counsellor education, showing that ethics is critical to the formation of new counsellors, not simply an add-on component in counsellor training. This project demonstrates that beginning counsellors, before they commence employment, must have a strong ethical foundation. It examines both formal counsellor…

This study examines the types of information counselor supervisors do not disclose to their trainees. Results from a national sample of 90 supervisors indicated that their nondisclosures fell into 12 categories, and that there were nine reasons associated with these 12 types of nondisclosures. (Author)

This study of 105 trainees revealed that supervisors most frequently self-disclosed personal issues, neutral counseling experiences, and counseling struggles. Supervisor self-disclosures were related to supervisor style and supervisor relationship. (Author)

Examined supervisors in community agencies where master's level counselors were assigned for practicum and internship training. Agencies were heavily invested in supervising and training the students. Models of supervision varied and self-report and audiotape or videotape review of counseling sessions were used. Supervisors had little contact with…

This document contains a collection of ERIC Digests on supervision, a topic of critical professional importance for counselors. Following an introductory article by the guest editor, L. DiAnne Borders, "Supervision: Exploring the Effective Components," 19 digests address a different facet of supervision. The 19 digests are: (1)…

Two national surveys found that the supervision needs of practicum students, interns, and practitioners in school psychology were underemphasized in the training of counselors. This paper focuses on the M. P. Wilbur and others (1991) Structured Group Supervision Model (SGSM) and how it has been used with a variety of supervisees in counselor…

This handbook is one of four handbooks developed for preservice and inservice counselor preparation and professional development. It was developed as a practical guide for practicing professionals and as a textbook or supplementary material for use in courses or workshops on consultation. Chapter 1 provides an introduction to consultation,…

The Supervisory Working Alliance Inventory (SWAI) developed by J. F. Efstation, M. J. Patton, and C. M. Kardash (1990) was further evaluated for its psychometric properties and relationships with the Personal Reactions Scale--Revised (PRS-R) developed by E. L. Holloway and B. E. Wampold (1984), the only other measure of the relationship in…

Examined the validity of Stoltenberg and Delworth's (1987) Integrated Developmental Model of group supervision in a sample of 25 advanced psychotherapy practicum trainees in clinical and counseling psychology. Found longitudinal supervisee gains in self-rated self-other awareness and independence over the course of an advanced practicum year.…