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Supporting Counselors-In-Training: A Toolbox For Doctoral Student Supervisors, Jeffrey M. Warren, Mark Schwarze, Helen S. Lupton-Smith
Supporting Counselors-In-Training: A Toolbox For Doctoral Student Supervisors, Jeffrey M. Warren, Mark Schwarze, Helen S. Lupton-Smith
Journal of Counselor Preparation and Supervision
Counselor education doctoral students are often required to supervise master-level counselors-in-training as part of their supervision internship. While practical, this arrangement places doctoral students and their supervisees in potentially compromised situations, given their lack of experience in these respective roles. This article offers a toolbox of strategies doctoral student supervisors can use to facilitate their work with counselors-in-training. These strategies address focus areas identified through prior research. Doctoral student supervisors are encouraged to use this toolbox in conjunction with the support and guidance of their faculty supervisor as they navigate clinical supervision.
Using Supervision Preferences Of Counselors To Predict Intention To Stay, Amanda K. Mccarthy, Randy Mccarthy
Using Supervision Preferences Of Counselors To Predict Intention To Stay, Amanda K. Mccarthy, Randy Mccarthy
Journal of Counselor Preparation and Supervision
The demand for counselors continues to grow and agencies continue to look for strategies that will retain their counselors. While improving employee retention requires multiple regular and ongoing actions at all levels of an organization, supporting supervisors to provide quality interactions with counselors could be part of the solution. The purpose of this study was to investigate the relationship between supervision preferences and turnover intention among counselors employed in state agencies. Researchers solicited information regarding the supervision activities that counselors preferred to receive compared to the supervision activities they actually received. Instead of asking what counselors need regarding supervision, this …
A Grounded Theory Of Counselors’ Post-Graduation Development Of Disability Counseling Effectiveness, Michele Rivas, Nicole R. Hill
A Grounded Theory Of Counselors’ Post-Graduation Development Of Disability Counseling Effectiveness, Michele Rivas, Nicole R. Hill
Journal of Counselor Preparation and Supervision
Many persons with disabilities engage in counseling services in a variety of settings. However, the development trajectories of counselors who seek to compensate for the lack of training and advance their post-graduation skillset to work effectively with clients with disabilities has not been explored. This grounded theory study illuminated several dimensions involved in twenty-one Licensed Professional Counselors’ post-graduation development of disability counseling effectiveness. In this study, counseling effectiveness refers to self-perceived improved skillset rather than a benchmark (i.e., competence). The core category, Evolving Commitments, was common to all participants’ trajectories when developing disability counseling effectiveness. The other categories (causal conditions, …
Counselor Trainees’ Development Of Self-Efficacy In An Online Skills Course, Kristin Vincenzes, Ashley Pechek, Matt Sprong
Counselor Trainees’ Development Of Self-Efficacy In An Online Skills Course, Kristin Vincenzes, Ashley Pechek, Matt Sprong
Journal of Counselor Preparation and Supervision
COVID-19 significantly changed the parameters and imaginations of those in higher education. Face-to-face courses swiftly transitioned to completely remote learning; though, that came with many anxieties in relation to students’ competency levels in practicing counseling skills. The results of this study found that students’ self-efficacy significantly increased after participating in an online skills course. A total of 39 graduate-level clinical mental health counseling students completed both the pre and post-test questionnaires, and findings showed that completing the online skills-based course was important in improving self-perception of increasing one’s skills, t(38) = -5.088, p < .000.