This study was conducted to test Bordin's (1983) proposition that, in supervision, counselor trainees' perceptions of the supervisory working alliance (goals, tasks, and an emotional bond) are predictive of supervisory outcomes (trainee self-efficacy and trainee satisfaction with supervision) over time. Beginning practicum to intern level…

In attempting to understand their own behaviors and that of others, people make different attributions about causes. During the process of supervision, supervisors and counselor trainees make many attributions, including those about client, trainee, and supervisor behavior. A supervision analogue was used to examine attributional processes in…

Counselor development from the beginning counselor to the master counselor has been researched as to the most beneficial model for describing the progression of the trainee. One developmental model, the Integrated Developmental Model, describes three stages plus an integrated fourth stage that a counseling trainee moves through from a beginning…

This paper briefly summarizes the literature relating to the counseling practicum experience, as well as reviews the development and basic principles of Gestalt therapy. A marriage between the Gestalt therapy approach and the counseling practicum is developed as follows: "Experiential learning, the here-and-now, I-and-thou, and integrating…

Describes the structure and process of a third party approach toward evaluation of counseling skills. The structure is referred to as "the counseling jury", which involves a practical examination taken anytime during the doctoral program, prior to admission to doctoral candidacy. (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…

Compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision processes and outcome measures. Did not detect a strong relationship between cognitive style of counselors in training and supervision process and outcome measures. (Author/ABB)

Predoctoral interns (N=34) and postdoctoral psychologists (N=25) who were applicants for licensure and were employed at university counseling centers across the United States rated the supervision they received. Interns received more supervision and less evaluation than did postdoctoral psychologists. Licensure status of supervisors made little…

Compared two models of family therapy supervision: supervision based on delayed feedback supervision concepts and supervision based on the concepts of live supervision using the team approach. No significant differences were detected between the two supervision models in their ability to help interns acquire and retain selected family therapy…

This presentation was based upon a research study conducted with a marriage and family professional organization in a large southwestern state. This study consisted of two parts, with the first part using the Ethical Issues Questionnaire (EIQ). The EIQ has ten questions which pertain to a clinical experience and the same ten questions which refer…

This chapter introduces the "Cybercounseling and Cyberlearning" Web site. It includes a brief description of the following chapters contained in the Web site: (1) "Cybersupervision: Close Encounters in the New Millennium" (D. Coursol and J. Lewis); (2) "Theoretical Tenets of Cybersupervision: Implications and…

This document describes a program at the California School of Professional Psychology-Los Angeles that provides a three-semester sequence of group therapy courses to counseling students. In the students' final year, they are required to take an advanced clinical course titled Advanced Group Process. The course synthesizes didactic methods for…

The who, what, when, where, and why of providing clinical supervision for marriage counselors is discussed, dealing with such questions as: How often? For how long? Interminably? In what settings? Practical as well as philosophical suggestions are made. Description of supervision, moving through preceptorship, apprenticeship, mentorship,…