The Self-Model of Humanistic Supervision (SMHS) entails the integration of humanist and postmodern epistemology and ontology into a model of clinical supervision. The SMHS offers five core-selves, five enactors of self, and the cyclical process of enactment as a working framework for supervisors and counselor educators. This model provides…

Counselor educators maintain a responsibility for providing site supervisors with professional development opportunities (Council for Accreditation of Counseling and Related Educational Programs. [2009]). The goal of this study was to evaluate a model for providing preparation to site supervisors. Significant differences were observed from pretest…

In recent years, counselor educators have begun to incorporate the use of the reflecting team process with the training of counselors. Specifically, the reflecting team has been used in didactic courses (Cox, 2003; Landis & Young, 1994; Harrawood, Wilde & Parmanand, 2011) and in supervision (Cox, 1997; Prest, Darden, & Keller, 1990;…

The Synergistic Model of Multicultural Supervision is an integration of 3 existing models to provide concrete and practical guidance for supervisors wishing to enhance supervisee multicultural competence in personally meaningful and developmentally appropriate ways. The model attends to both content and process within the supervisory session and…

The American School Counseling Association's (ASCA) National Model has been recognized in the field of professional school counseling as an effective framework for the training and supervision of school counselor interns. Despite this recommendation, school counselor supervision models which incorporate the ASCA model have until recently been rare…

The authors investigated the relationship between type of group supervision (hybrid model vs. face-to-face) and attitudes toward technology, toward use of technology in professional practice, and toward quality of supervision among a sample of school counseling interns. Participants (N = 76) experienced one of two types of internship supervision:…

This book was written to provide information about the principles, process, and practice of counselor supervision for both clinical and administrative supervisors. The 12 chapters of the book are organized under three major headings. Part I, Counselor Supervision: Essentials for Training, consists of chapters 1 and 2. Chapter 1 includes the basic…

This article proposes a series of linkages which can be created between counselor educators and local schools by on-site supervision. Methods and issues relating to such a possibility are discussed. (Author)

The Integrated Developmental Model (IDM) of supervision builds upon previous models of counselor and psychotherapist development. The IDM incorporates aspects of both a mechanistic view, using the machine as metaphor, and an organismic view, using the organism as metaphor, of development in describing trainee development through three levels and…

Examined the validity of an elaboration of Stoltenberg's developmental counseling supervision model. The Supervision Level Scale classified predominant developmental level of supervisees and supervision environments. Supervisee developmental level and supervision environment level were related to mean semesters of supervisee-supervised counseling…

In this study, we investigated the state of preservice consultation training and supervision in school psychology programs. Consultation trainers or supervisors in school psychology programs were surveyed to determine how they prepared students for working as consultants. Specifically addressed were the theoretical models or formats of…

Proposes the Effective Supervision and Consultation (ESC) model as a guide for counselor educators who are helping agencies build effective supervision programs. The ESC model is presented with an emphasis on the assessment, training, and evaluation components of consultation services in counselor supervision. (JAC)

Effective psychotherapy supervision calls for a variety of supervisory roles and addresses a range of student needs. The particular student need should be the determining factor in selecting an appropriate supervisory role. The supervisor needs a range of role alternatives, a framework in which to fit student needs, a specified area of focus…

Lack of clinical supervision continues to be a major problem for school counseling practitioners. In this article, the authors describe group supervision as a viable option for addressing this important issue and outline four models of group supervision. Additionally, several considerations for planning and implementing supervision groups in…

Surveyed 75 trainees after supervision sessions to assess working alliances, as well as the trainee's adherence to a treatment model. Found that the trainee's perception of the supervisory alliance was significantly related both to the client's perception of the counseling alliance and to aspects of treatment adherence. Trainees apparently applied…