Impact of a Counseling Supervision Course on Doctoral Students' Cognitions

✍ Scribed by L. DIANNE BORDERS; LESLIE M. RAINEY; LORI B. CRUTCHFIELD; DEBRA W. MARTIN

• Publisher: American Counseling Association
• Year: 1996
• Tongue: English
• Weight: 899 KB
• Volume: 35
• Category: Article
• ISSN: 0011-0035
• DOI: 10.1002/j.1556-6978.1996.tb00224.x

✦ Synopsis

Pre-and postassessment measures indicated sfgnfftcant improvements in students' self-appraisals of their abUity to supervise. and in the quality and the clartty of their conceptuallzatlons about a videotaped supervision session.

Increased emphasis on the supervision process has generated greater interest in charting and fostering the development of supervisors. Particular concern has been expressed about the need to establish supervisor training programs and, concomitantly, to investigate systematically the effectiveness of these programs {Borders et al., 1991; Ellis & Dell, 1986}. Yet, although the number of doctoral courses in counseling supervision has proliferated in recent years (Borders & Leddick, 1988), empirical studies of their impact are scant. In fact, only two published outcome studies were located.

In the first study, Stenack and Dye (1983) investigated the impact of three supervisor roles on the verbal behaviors ofsupervisees. Five L. DiAnne Borders is an associate professor of counselor educatton. and Debra lv. Martin is a doctoral student, both at the University ofNorth Carolina at Greensboro.