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Social and Behavioral Sciences Commons™
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Articles 1 - 11 of 11
Full-Text Articles in Social and Behavioral Sciences
Using The Five Ps: Conceptualizing Covid-19-Related Mental Health Concerns, Christine D. Gonzales-Wong, Scott Peters
Using The Five Ps: Conceptualizing Covid-19-Related Mental Health Concerns, Christine D. Gonzales-Wong, Scott Peters
Teaching and Supervision in Counseling
The COVID-19 pandemic has resulted in rising mental health concerns. As individuals experience loneliness, anxiety, and depression related to the pandemic, counselors-in-training navigate their treatment of clients while also living through the pandemic and its polarization. The authors present the Five Ps, a case conceptualization model that supervisors can use to help beginning counselors consider the history and context of the presenting concerns of clients, in addition to utilizing clients’ strengths in treatment. The authors provide a case illustration using the Five Ps in a supervision setting and discuss implications for supervision and future research.
Practicum Student Counselor Identity Development Through The Covid-19 Pandemic, Joy Teles Oliveira, Sarah A. Silveus
Practicum Student Counselor Identity Development Through The Covid-19 Pandemic, Joy Teles Oliveira, Sarah A. Silveus
Teaching and Supervision in Counseling
The process of developing a counselor identity is a complex task, and it starts as early as when a student first enrolls in a Master’s program. Within the events surrounding COVID-19, limited information is known about how that experience might have affected counseling students' professional identity development. Through Interpretive Phenomenological Analysis, we explored the counselor identity development process of Master’s-level counseling practicum students (n=6) during the events of the COVID-19 pandemic. Emerging themes indicated that students' experiences throughout the pandemic had a unique influence on their conceptualization of the practicum experience. Findings illustrated that these events slowed some aspects of …
The Impact Of Supervisor Servant Leadership On Counselor Supervisee Burnout And Secondary Traumatic Stress, Colleen M. Grunhaus, Thomas J. Ward, Victor E. Tuazon, Kristal James
The Impact Of Supervisor Servant Leadership On Counselor Supervisee Burnout And Secondary Traumatic Stress, Colleen M. Grunhaus, Thomas J. Ward, Victor E. Tuazon, Kristal James
Teaching and Supervision in Counseling
This study investigates the prediction of supervisee burnout and secondary traumatic stress by perceived supervisor servant leadership. Authors hypothesized that the servant leadership of supervisors would predict diminished burnout and secondary traumatic stress of supervisees. A sample of 241 counseling supervisees participated in the cross-sectional study and completed instruments measuring burnout, secondary traumatic stress, and perceived servant leadership of their direct supervisors. Data were analyzed with two simple linear regressions, and a one-way MANOVA was performed to determine if supervisee burnout, supervisee secondary traumatic stress, and perceived servant leadership of supervisors differed significantly according to supervisor type (i.e., clinical, administrative, …
School Counselors’ Lived Experiences In Supervision, Leigh Bagwell
School Counselors’ Lived Experiences In Supervision, Leigh Bagwell
Doctoral Dissertations
Supervision for practicing school counselors is integral to their professional growth and development (ASCA, 2019a). This is delivered through three modes of supervision as administrative, programmatic, and clinical with researchers identifying administrative as the most prevalent mode of supervision delivered as evaluation by school administrators (Perera-Diltz & Mason, 2012). However, school counselors have stated that they want access to programmatic and clinical supervision (Sandifer et al., 2019). Derived from a synthesis of the related literature, a Suite of Supervision (SoS) was proposed that integrated the three modes, identified appropriate supervisors, and provided focus areas for professional growth and development through …
A Womanist Supervision Framework For Promoting Anti-Racist Therapy With Black Women, Camellia V. Green, Danielle E. Burton
A Womanist Supervision Framework For Promoting Anti-Racist Therapy With Black Women, Camellia V. Green, Danielle E. Burton
Teaching and Supervision in Counseling
A counselor’s anti-racist disposition is particularly needed for Black woman clients due to unique treatment needs. Womanist values and pedagogy are used to develop a culturally-responsive supervision framework encompassing key themes of anti-racist supervisee development such as critical consciousness development, awareness of power dynamics, social justice activism and honoring the cultural self. Womanist pedagogy, previously used in K-12 schools, prioritizes the community orientation of maternal care to promote the survival of Black people in oppressive systems. A call to action for counselor educators is introduced for the promotion of an anti-racist supervisee disposition. Keywords: anti-racist, supervision, Womanist, critical consciousness
Supervision Experiences Of School Counselors-In-Training: An Interpretative Phenomenological Study, Anita Pool, Kristen N. Dickens, Matthew Lyons, Barbara Herlihy
Supervision Experiences Of School Counselors-In-Training: An Interpretative Phenomenological Study, Anita Pool, Kristen N. Dickens, Matthew Lyons, Barbara Herlihy
Teaching and Supervision in Counseling
School counselors-in-training receive university and site supervision during their field experiences. University supervision may be provided by a faculty member or doctoral student who lacks school counseling experience. School counselors as site supervisors may not be trained to supervise. Further, the multiple systems may have differing expectations for supervisees. Interpretative Phenomenological Analysis was used to explore the lived experiences of eight master’s level school counselors-in-training with supervision. The four super-ordinate themes included: impact of counselor education program, supervisor characteristics, significance of feedback, and characteristics of the supervisee. Findings suggested programmatic changes counselor educators can make to strengthen student preparation.
A Phenomenological Investigation Of Doctoral Students’ Gatekeeping Experiences, Shawna M. Corley, Jessica Lloyd-Hazlett, Hope Schuermann, Noel Blessing
A Phenomenological Investigation Of Doctoral Students’ Gatekeeping Experiences, Shawna M. Corley, Jessica Lloyd-Hazlett, Hope Schuermann, Noel Blessing
Teaching and Supervision in Counseling
Counselor education doctoral students serve as gatekeepers simultaneous to their own training and evaluation. We used transcendental phenomenology to examine the gatekeeping experiences of 15 doctoral students at three programmatic levels. Findings and implications related to two primary themes, (a) precarious positions and power and (b) developing a gatekeeper identity, are discussed.
Integration Of Shame Resilience Theory And The Discrimination Model In Supervision, William B. Lane Jr.
Integration Of Shame Resilience Theory And The Discrimination Model In Supervision, William B. Lane Jr.
Teaching and Supervision in Counseling
Shame is a destructive feeling if unaddressed leads to difficulty in the supervisory hour. A supervisorial model to address shame within supervision could guide supervisors on how to work with and diffuse the symptoms and defense mechanisms of shame. Shame Resilience Theory (SRT) and the Discrimination Model (DM) of supervision have been synthesized within this conceptual article to create the Shame Resilience Discrimination Model (SRDM) which is designed to help supervisees work through shame. Examples of how to use the model and a case example have been provided. The SRDM has been displayed in a table at the end of …
Person-Centered Supervision: A Realistic Approach To Practice Within Counselor Education, Lindsay P. Talley, Leslie Jones
Person-Centered Supervision: A Realistic Approach To Practice Within Counselor Education, Lindsay P. Talley, Leslie Jones
Teaching and Supervision in Counseling
In a counselor’s development, supervision is a necessary and integral part of the process to forming a professional counseling identity. Just as multiple counseling theories exist to provide a conceptual framework for the process, so too do multiple supervision theories exist to help guide the supervision experience. Based upon the work of Carl Rogers, a person-centered approach to supervision centers on two main themes: the process and the relationship (Rice, 1980). Throughout this article, the themes of process and relationship as well as the fit of person- centered supervision within a counselor education program are explored. A case example is …
Supervision Strategies Used To Support Spanish-Speaking Bilingual Counselors, Heather Trepal, Angelica Tello, Maria Haiyasoso, Nancy Castellon, Jessenia Garcia, Cristina Martinez-Smith
Supervision Strategies Used To Support Spanish-Speaking Bilingual Counselors, Heather Trepal, Angelica Tello, Maria Haiyasoso, Nancy Castellon, Jessenia Garcia, Cristina Martinez-Smith
Teaching and Supervision in Counseling
Multilingual diversity is increasing in the United States, with Spanish being the nation’s second most common spoken language (U.S. Census, 2016). In response, more Spanish-speaking bilingual counselors are providing bilingual counseling services. These counselors face unique experiences related to the constellation of language, culture, and professional development. Yet, supervisors are working with these counselors and little is known about their experiences or specific supervision strategies. This article presents the results of interviews with supervisors (N=8) of Spanish-speaking bilingual counselors regarding their supervision strategies. Implications for supervisors are provided.
How Therapy Affects The Counselor: Development Through Play Therapy Practice And Supervision, Tiffany Paige Brooks
How Therapy Affects The Counselor: Development Through Play Therapy Practice And Supervision, Tiffany Paige Brooks
Doctoral Dissertations
Therapeutic relationships and counselor qualities as contributions to therapeutic relationships are widely recognized as critical to counseling outcome (Norcross, 2011). Counselors in training (CITs) tend to possess certain traits at certain stages, such as high anxiety, lack of confidence, and a high focus on self in an early stage of development. Child-centered play therapy (CCPT) represents a specialization within counseling, and the current research highlights how the CITs learn CCPT within the classroom (Fall, Drew, Chute, & More, 2007; Homeyer & Rae, 1998; Kao & Landreth, 1997; Lindo et al., 2012; Ray, 2004; Ritter & Chang, 2002; Tanner & Mathis, …