The continued education of practicing counselors is essential. Equally as important is training of counselor educators who are knowledgeable about the settings in which their students will function. Proposes a model for achieving both tasks, one in which practicing counselors receive on-site supervision from counselor educators in training.…

Little research has focused on the actual supervision session and its relationship to trainee functioning. Supervision dyads (N=19) were selected to study this relationship. There was no significant relationship between supervisors' empathy level in supervision and trainees' empathy level in therapy. (Author)

Investigates the supervisor complexity model (SCM) using the Psychotherapy Supervisor Development Scale (PSDS) to ascertain development over a 15-week supervision practicum for 12 doctoral students. A set of retrospective interview questions produced responses used to investigate the viability of the 4 proposed discrete developmental stages in the…

Reviews emergence of counseling supervision as a professional speciality. Explains need for standards of training and practice. Describes process by which "Standards for Counseling Supervisors" came into existence. Discusses current and potential options for their implementation. (Author)

Notes that in the prevalent clinical training model, experienced clinicians provide direct supervision for trainees. Reviews literature to examine what and how evaluations of training could be conducted. Offers guidelines for developing an evaluation package to provide ongoing performance evaluation of internship training and data collection to…

Surveys current ethical supervisory practices of field-based mental health supervisors in Ohio as they relate to the Supervisory Role section of the ACES Ethical Standards for Counseling Supervisors. Results suggest that the respondents in this study practice in accordance with much of the Standards. (JBJ)

Observed work of 14 mental health and school counselors in their initial supervised experience to determine whether some behaviors become automatic during first 6 months of supervision. Attending skills and skills that facilitate disclosure were found to be present significantly more often at conclusion of supervision period. Neither diagnostic…

Responds to previous article by Twohey and Volker (1993) on gender equity in counselor supervision. Notes that Twohey and Volker's claim that differential use of voices of care and justice is gender related does not seem to have clear empirical support. Suggests need for more research evidence before approach advocated in previous article is given…

Responds to previous article by Twohey and Volker (1993) on gender equity in counselor supervision. Sees article as providing useful point of departure for discussing gender bias in supervision and for offering suggestions for supervisors. Discusses article in terms of underlying assumptions, moral development and reasoning, multiple perspectives,…

The doctoral degree in Counselor Education and Supervision (CES) is a terminal or final degree in the field of counseling. Provides an abbreviated look at the development of the CES doctoral degree, reviews the development of accreditation standards, reports on current status of the doctoral degree, and comments on the possible future of the CES…

In order to determine common pathways towards the development of clinical self-confidence in first year counselors, interviews were conducted with recent graduates (N=39) of master's level counseling programs. Information revealed a three-stage model of therapist development. Includes discussion on implications for training with an emphasis on the…

The purpose of the present study was to evaluate the preferences of supervisors and supervisees for 4 styles of counselor supervision and the perceived frequency of use of the 4 styles during a 10-week supervision experience. The styles are labeled directive teacher, supportive teacher, counselor, and consultant. Data collected using 90 doctoral…

This paper explores a collaborative approach to counsellor supervision using a reflecting process. The first author, who acted as "supervisor" to the other contributors in a graduate-level family therapy practicum, describes the theoretical context of the work, and details his experience of the supervisory role. The remaining authors, who acted as…

Questionnaires were issued to fourth year students and to psychologists in trainee posts who had taken part in the didactic psychological counselling course at the University of Lausanne in Switzerland. This article reviews the various challenges posed by this type of counselling in the university context little accustomed to addressing issues…

The authors investigated the use of student-initiated e-mail as a supplemental modality for supervision. Nineteen students e-mailed their instructors weekly during their 15-week practicum: these e-mails were analyzed across 3 time periods using the categories of the discrimination model (J. M. Bernard, 1979, 1997) and an adaptation of W. Lanning's…