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Examining School Counselors In Training Self Efficacy Through A Narrative Based Supervision Intervention
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Book Synopsis Examining School-Counselors-in-Training Self-Efficacy Through a Narrative-based Supervision Intervention by : Christopher Robert Baxter
Download or read book Examining School-Counselors-in-Training Self-Efficacy Through a Narrative-based Supervision Intervention written by Christopher Robert Baxter and published by . This book was released on 2022 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Narrative Reflecting Team Supervision by : Julie E. Convy Prindle
Download or read book Narrative Reflecting Team Supervision written by Julie E. Convy Prindle and published by . This book was released on 2012 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact a narrative reflecting team experience has on counselor self-efficacy. Through a quasi-experimental design, the use of a narrative reflecting team supervision model was compared to supervision as usual with graduate counseling students (N=12). The Counselor Self-Estimate Inventory (COSE) was chosen to assess self-efficacy pre and post 8 weeks of a reflecting team intervention and supervision as usual. Results from a Wilcoxon Signed Ranks Test indicate that an 8 week, 11/2 hour, narrative reflecting team experience did not elicit a significant change in counselor self-efficacy over supervision as usual. Counselor self-efficacy is an important concept to explore and emphasize as the field of counseling works to improve educational and supervision practices with developing counselors. The use of narrative techniques in a reflecting team supervision model, offers an alternative approach to supervision- an approach, which is a collaborative, empowering, and a re-storying experience for counselors in training. The research questions hierarchical, power and fear laden supervision models that negatively impact the efficacy of counselors in training. It further emphasizes a need to develop new practices, which support self-efficacy in new trainees, as their level of efficacy will impact how they will be with clients in the future. Results and suggestions for future research and practice are discussed.
Book Synopsis School Counselor Clinical Supervision by : Tracy Peed
Download or read book School Counselor Clinical Supervision written by Tracy Peed and published by . This book was released on 2017 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the challenging nature of the school counseling profession, it is vitally important for school counselors to have clinical supervision, from a school counselor who is trained in clinical supervision throughout their internship and as a practicing professional. The purpose of this quantitative study (N = 220) was to explore how clinical supervision training and professional years of experience in the field are related to site supervisor self-efficacy and professional identity. The aim was to better understand how all these factors, seemingly important in some capacity to engagement in clinical supervision training and serving as a site supervisor conducting clinical supervision, intersect. Furthermore, the research has uncovered levels of training where supervisor self-efficacy and professional identity are at their peak. Finally, this study sought examined the optimal combination of factors to produce adequately trained, professionally confident, and engaged school counselor clinical supervisors. Data was gathered from 220 respondents who met the criteria for study participation, a school counselor who has supervised at least one internship student. Detailed demographic information of the sample, as well as the results of two full inventories a) the Site Supervisor Self-Efficacy Survey (S4) (Dekruyf, 2007) and b) the Professional Identity Scale in Counseling (PISC) (Woo, 2013), serve to answer the research questions posed for this study. Lastly, basic psychometric analysis for score reliability (i.e., internal consistency) via Cronbach's Alpha for the S4 and PISC are provided. Three key research questions were addressed via MANOVA analysis (a) Does a linear relationship exist between professional identity and supervisor self-efficacy (b) When looking at school counselor site supervisors scores on the PISC (professional identity) and the S4 (self-efficacy) what, if any, significant mean differences exist across training hour levels and professional experience levels (c) If mean differences do exist, at what levels will there be an interaction effect, bringing to light the optimal combination or combinations of supervision training and professional years of experience. It was found that a linear relationship does exist between the dependent variable of self-efficacy and professional identity. In addition, respondents with higher levels of supervision training (16-50 Hours or 51+ Hours) and/or more professional years of experience were found to have higher site supervisor self-efficacy and professional identity scores than their counterparts with no (0 Hours) or little (1--5 Hours) training.
Book Synopsis Assessing the Impact that Professional Development Training Has on the Self-efficacy of School Counselors, Including Rural School Counselors by : Patrick J. Millmore
Download or read book Assessing the Impact that Professional Development Training Has on the Self-efficacy of School Counselors, Including Rural School Counselors written by Patrick J. Millmore and published by . This book was released on 2014 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: Boyd and Walter (1975) identified the need to provide supervision for school counselors almost forty years ago. Michelle Obama, the First Lady of the United States (2014), in her address at the American School Counselor Association Conference stated that school counselors needed to be provided with professional development opportunities designed specifically for their needs. Though the need for supervision and professional training has been identified, there has been little recent research done addressing the unique professional development needs of school counselors in rural America. There is also a paucity of research that assesses the impact of state-sponsored school counseling professional development training. The first article summarizes the research on school counselors in rural America and indicates the need to provide them with professional development opportunities and/or supervision to meet the higher demands placed on them and the lower availability of resources to meet those demands. The second article examines the impact of state-sponsored professional development training on school counselors' self-efficacy, including school counselors working in rural school settings. Albert Bandura's self-efficacy theory (1986) and research indicating the impact self-efficacy has on a number of indicators of counselor well-being and then their provision of counseling services served as the theoretical base for this research. The assessment instrument utilized in the study was based on Bandura's self-efficacy theory. Outcomes indicated that state-sponsored professional development training may have similar efficacy with rural school counselors as with those from more urban and suburban settings and when provided via web-based as well as through site-based delivery. Caution should be used when interpreting these results due to the validity threats in a non-equivalent posttest design and with small sample sizes. Additional research is recommended.
Book Synopsis The Impact of Web-based School Counselor Site Supervision Training on Site Supervisor Self-efficacy by : Kathryn Tuchscherer Franklin
Download or read book The Impact of Web-based School Counselor Site Supervision Training on Site Supervisor Self-efficacy written by Kathryn Tuchscherer Franklin and published by . This book was released on 2015 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supervision is an essential component of the development of pre-professional school counselors. Oftentimes, school counseling site supervisors are called upon to supervise graduate school counseling students without any requisite supervision training. The lack of supervision training is of significant professional concern, and there is an established need to translate recommended supervision guidelines into explicit instructions for the training of school counseling site supervisors. The research utilized a nonconcurrent multiple-baseline single-subject research design to study the impact of online school counseling-specific supervision training on school counseling site supervisors' self-efficacy. The assessment instrument utilized in the study was the Counselor Supervisor Self-Efficacy Scale Outcomes of the research indicated that school counseling site supervisors' self-efficacy did trend upward as a result of online supervision training. Calculations indicate that there was a consistent relative level change between the two conditions (self-efficacy prior to supervision training and during supervision training) across all research participants. Though nonconcurrent multiple-baseline across subjects single-subject research designs are considered to have acceptable internal validity, a single study limits the external validity of the study and, therefore, further research with additional samples regarding school counseling supervision training is recommended.
Book Synopsis A Computer Training Intervention on School Counselors' Self-efficacy, Skills, Knowledge, and Attitudes by : Stacy van Horn
Download or read book A Computer Training Intervention on School Counselors' Self-efficacy, Skills, Knowledge, and Attitudes written by Stacy van Horn and published by . This book was released on 2018-12-06 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "A Computer Training Intervention on School Counselors' Self-efficacy, Skills, Knowledge, and Attitudes" by Stacy Marmarosh Van Horn, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Book Synopsis On-line Supervision of School Counselors by : Yi-Chun Lin
Download or read book On-line Supervision of School Counselors written by Yi-Chun Lin and published by . This book was released on 2012 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the supervision effectiveness of three online peer supervision models as measured by the two outcome variables of case conceptualization skills and self-efficacy. Also, it explored the impact of developmental levels of school counselors on the outcomes of supervision. Practicing school counselors from a national sample were randomly assigned to three groups: the Online Structured Peer Supervision Group (S group), the Online Peer Discussion Group (D group), and the Control Group. Two instruments measuring the outcome variables (dependent variables) were administered: the Clinical Hypothesis Exercise Form (CHEF) and the Counselor Self-Efficacy Scale (CSES). The independent variables were the two experimental conditions and the supervisee years of experience. In addition, the Counselor Supervision Experience Questionnaire collected information regarding the overall on-line supervision experience. No significant differences were found before and after the online peer supervision groups by statistical analysis; however, positive feedback regarding the supervision experience was provided by participants in response to qualitative questions.
Book Synopsis Understanding the Relationship Between Counselor Supervisor Self-efficacy, the Supervisory Working Alliance, Supervisee Performance in Supervision, and Time Spent Utilizing Technology-assisted Supervision by : Täna Marie Arnold
Download or read book Understanding the Relationship Between Counselor Supervisor Self-efficacy, the Supervisory Working Alliance, Supervisee Performance in Supervision, and Time Spent Utilizing Technology-assisted Supervision written by Täna Marie Arnold and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: As higher education continues to integrate technology as a learning platform so has the counselor education field (Carlisle et al., 2017). This study examined how time spent in technology-assisted supervision influenced counselor supervisor self-efficacy, the supervisory working alliance, and supervisee performance in supervision using Social Cognitive Theory (SCT; Bandura, 1986) as the theoretical framework for the study. Participants in the study were 40 counselor supervisors who were either counselor educators or doctoral students in counselor education and provided weekly supervision to master's level counselors in training enrolled in either a practicum or internship course. Data were collected by an online survey consisting of a demographic form and three instruments (i.e., Counselor Supervisor Self-Efficacy Scale, Supervisory Working Alliance Inventory, and Counselor Evaluation Rating Scale). Supervisors were encouraged to complete instruments on more than one supervisee; a total of 57 sets of instruments were completed and used for the analysis. The results of the simple linear regression for each of the research questions found no statistical significance of time-spent in technology-assisted supervision predicting counselor supervisor self-efficacy, the supervisory working alliance, or supervisee performance in supervision. The implications of these findings, limitations of this study, and recommendations for future research and practice are described.
Book Synopsis Counselor Trainees' Experience of Analyzing Their Counseling Sessions During a Master's- Level Practicum by : Abbie VanDerWege
Download or read book Counselor Trainees' Experience of Analyzing Their Counseling Sessions During a Master's- Level Practicum written by Abbie VanDerWege and published by . This book was released on 2011 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the central goals of counselor training is to promote and ensure competence in novice counselors (Krasner, Howard & Brown, 1998), and effective performance of counseling skills is a key source of competence for counselor trainees (Falender & Shafrankse, 2007). Previous research has separately addressed the advantages of skills-based training (e.g., Buser, 2008; Crews et al., 2005; Urbani et al., 2002); factors associated with counseling self-efficacy (e.g. Larson, 1998; Larson & Daniels, 1998); the Integrated Development Model (Stoltenberg, McNeill & Delworth, 1998) of counselor development ; and video review in counselor training (e.g., Pelling & Renard, 1999; Scaufe, 2001). None of these studies, however, have concurrently explored changes in these factors from the perspective of master's-level counselor trainees in their first practicum as they use digital recording and playback technology to analyze their counseling skills performance and receive feedback about their performance from their supervisors. to address this gap, the purpose of this phenomenological qualitative study is to describe the lived experience of counselor trainees as they engaged in the training phenomenon, which included analyzing counseling skills demonstrartions in session recordings and receiving supervisory feedback about that analysis. The present study also explores what the trainees reported about changes in their counseling skills performance, counselor development, and counseling self-efficacy. Each of the eight participants completed two interviews over the course of their semester-long counseling practicum. The findings suggest that counselor trainees benefit from having opportunities to consistently analyze their counseling session recordings, whether independently or with their supervisors; would like their supervisors to incorporate video review during supervision; and perfer specific, timely feedback that is both positive and constructive. The results support certain aspects of counselor development and counseling self-efficacy theories, but also include noteworthy exceptions and ideas for future inquiry. Additional findings and a discussion of limitations and implications for training and research are presented.
Book Synopsis Predictors of Counseling Self-Efficacy by : Poonam V. Doshi
Download or read book Predictors of Counseling Self-Efficacy written by Poonam V. Doshi and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Relationship Between Supervisory Styles and Counselor Skill and Personal Development Perceived by the Supervisee by : Bruce M. Meissner
Download or read book Examining the Relationship Between Supervisory Styles and Counselor Skill and Personal Development Perceived by the Supervisee written by Bruce M. Meissner and published by . This book was released on 2012 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study replicates the Fernando and Hulse-Killacky (2005) study of supervisory styles and self-efficacy perceived by the supervisee. The Fernando and Hulse-Killacky study assessed general counseling students from Council for Accreditation of Counseling and Related Educa¬tional Programs (CACREP) using the Supervisory Styles Inventory (SSI; Friedlander & Ward, 1984) with a measure of self-efficacy, the Counseling Self-Estimate Inventory (COSE; Larson, Suzuki, Gillespie, Potenza, Bechtel, & Toulouse, 1992). The present study used the SSI with a population of rehabilitation practicum counseling students from Council on Rehabilitation Education (CORE) accredited master level rehabilitation counseling training (RCT) programs to assess the relationship between supervisory styles, counseling skill, and personal developmental level perceived by supervisees during supervision using the Counselor Skill and Personal Development Rating Form (CSPD-RF; Wilbur, 1991). To obtain deeper understanding of the supervisory relationship demographic information including prior counseling experience and the sex of the supervisees were collected.
Book Synopsis Malaysian Counselor Supervisor Development : ‡b the Effect of Counselor Supervisor Training, Self-efficacy, and Role Conflict and Role Ambiguity by : Hapsah Md. Yusof (‡e author)
Download or read book Malaysian Counselor Supervisor Development : ‡b the Effect of Counselor Supervisor Training, Self-efficacy, and Role Conflict and Role Ambiguity written by Hapsah Md. Yusof (‡e author) and published by . This book was released on 2014 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined factors that influence counselor supervisor development in Malaysia. The factors include counselor supervisor training, self-efficacy, and role conflict and role ambiguity. Data were collected from 290 participants who were providing clinical supervision in various settings. Participants completed either an online survey or a paper-and-pencil format on three Malay-translated version questionnaires. Structural Equation Modeling procedure was utilized to test seven hypotheses and path analysis was used to estimate model parameters. Four fit indices were utilized to assess the goodness-of-fit measurement model and the structural models. Examination of path analysis revealed five out of the seven hypotheses were supported. The results support the idea that counselor supervisor training had collective effect on counselor supervisor development, and counselor supervisor self-efficacy, but did not significantly direct effect on counselor supervisor role. In addition, the counselor supervisor self-efficacy factors reliably predicted counselor supervisor development and counselor supervisor role. Further, counselor supervisor role reliably predicted counselor supervisor development. Finally, the results showed that counselor supervisor training was not completely mediated through counselor supervisor self-efficacy; and direct effect of counselor supervisor training was found on counselor supervisor development. Implications for theory, training, and future research are discussed.
Book Synopsis Counselor Self-efficacy Development by : Rebecca De Graaf
Download or read book Counselor Self-efficacy Development written by Rebecca De Graaf and published by . This book was released on 1996 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Initial On-site Supervision Experiences of School Counseling Interns by : Colin Clayton Ward
Download or read book The Initial On-site Supervision Experiences of School Counseling Interns written by Colin Clayton Ward and published by . This book was released on 1997 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the initial on-site supervision experience of school counseling interns. Current counseling supervision research has failed to address dynamics specific to the context of school counselor training and professional development. This gap in the research suggest that examining the phenomenological experience of what constitutes school counselor trainee growth in the context of on-site counseling supervision was worthwhile. An emergent qualitative research design was utilized to clarify and elaborate on data while pursuing lines of inquiry grounded in the experience of three school counseling supervisory dyads (supervisee-supervisor), a university internship supervisor, two additional supervisees, and three additional supervisors. During the course of an academic school counseling internship experience, data was collected through multiple taped on-site school counseling supervision process observations, participant semi-structured interviews, and reflective participant and researcher journals. Utilizing a constant comparative method of data analysis, results indicated an emerging model of on-site school counseling supervision which, (a) progressed sequentially through a series of four developmental phases (contextual orientation, establishing trust, conceptual development, and clinical independence), (b) focused on twelve dimensions of supervises learning specific to each phase of development (contextual urgency, site disparity, ethical awareness, accessibility, support, collegiality, thematic observations, reflective modeling, illustrative examples, self assessment, self generation, and professional risk taking), and (c) illustrated a reflective cycle of supervisor-supervisee interaction focused on the supervisee transforming dissonant internship counseling experiences into professional schemas. Presented as an emergent model and specific to the investigated context, the results suggest that developmental principles of counseling supervision are applicable to school counseling, and that the supervision relationship illustrated pedagogical interventions and processes congruent with reflective learning theory. It is recommended that counselor education programs provide preliminary exposure to the school counseling context and relevant counseling models while maintaining ongoing follow-up and support with on-site school counseling supervisors. Furthermore, research is needed to more fully examine instructional strategies in the context of school counselor preparation and on-site supervision.
Book Synopsis Malaysian Counselor Supervisor Development by : Hapsah Md Yusof
Download or read book Malaysian Counselor Supervisor Development written by Hapsah Md Yusof and published by . This book was released on 2014 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined factors that influence counselor supervisor development in Malaysia. The factors include counselor supervisor training, self-efficacy, and role conflict and role ambiguity. Data were collected from 290 participants who were providing clinical supervision in various settings. Participants completed either an online survey or a paper-and-pencil format on three Malay-translated version questionnaires. Structural Equation Modeling procedure was utilized to test seven hypotheses and path analysis was used to estimate model parameters. Four fit indices were utilized to assess the goodness-of-fit measurement model and the structural models. Examination of path analysis revealed five out of the seven hypotheses were supported. The results support the idea that counselor supervisor training had collective effect on counselor supervisor development, and counselor supervisor self-efficacy, but did not significantly direct effect on counselor supervisor role. In addition, the counselor supervisor self-efficacy factors reliably predicted counselor supervisor development and counselor supervisor role. Further, counselor supervisor role reliably predicted counselor supervisor development. Finally, the results showed that counselor supervisor training was not completely mediated through counselor supervisor self-efficacy; and direct effect of counselor supervisor training was found on counselor supervisor development. Implications for theory, training, and future research are discussed.
Book Synopsis Supervision in School Psychology by : Dennis J. Simon
Download or read book Supervision in School Psychology written by Dennis J. Simon and published by Taylor & Francis. This book was released on 2016-12-08 with total page 355 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supervision is a core professional competency requiring specific training for the benefit of supervisees, clients, and the profession. Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model examines specific factors that contribute to successful supervision in school psychology, including the integration of a developmental process of training, the ecological contexts that impact practice, and evidence-based problem-solving strategies. Written for graduate students, researchers, and professionals in the field of school psychology, this book provides thorough, specific, and immediately applicable methods and principles for supervisory practice. Featuring a diverse set of pedagogical tools, Supervision in School Psychology is an important resource for navigating the distinct challenges specific to the demanding and diverse core competencies associated with supervision in school-based settings.
Book Synopsis Supervision of School Counselors-in-training by : Holly K. Sopko
Download or read book Supervision of School Counselors-in-training written by Holly K. Sopko and published by . This book was released on 2012 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Supervision models and guidelines (Kahn, 1999; Lambie & Sias, 2009; Luke & Bernard, 2006; Murphy & Kaffenberger, 2007; Nelson & Johnson, 1999; Roberts & Morotti, 2001; Studer, 2005; Wood & Rayle, 2006) have been proposed to address the distinctive issues of site-based supervision of school counseling interns. However, they have not been applied and examined empirically. Also, a dearth of literature exists specifically addressing the unique challenges faced by site supervisors hosting school counseling interns (Kahn, 1999; Lazovsky & Shimoni, 2007; Roberts & Morotti, 2001). Finally, no literature has explored site supervisors' experience of supervising school counseling interns. The aim of this research was to gain a greater understanding of the actual and ideal experiences of school counselor site supervisors. Consensual Qualitative Research (CQR) methodology was used to guide interviews with site supervisors about their experiences and perspectives as counseling supervisors and to analyze data collected. This research examined site supervision of school counseling interns from the site supervisors' perspective, and will provide a step to ensuring that school counseling interns are receiving adequate supervision and site supervisors' needs are being met by counselor training programs and educational leaders. Eight individual interviews were conducted with school counselor site supervisors to collect data about their supervision experiences and perspectives. Two additional interviews with school counselor site supervisors served a stability check. Following CQR procedures, twelve domains surfaced as a result of the interviews: 1) site characteristics, 2) intern characteristics, 3) supervisor characteristics, 4) training program characteristics, 5) site supervisor's expectations for supervision, 6) university expectations for supervision, 7) site supervisor's role in supervision, 8) university role in supervision, 9) reasons for providing supervision, 10) site supervisor's feelings, 11) supervision outcomes, and 12) ideal supervision experience. Research findings are discussed in the context of existing guidelines, models, and previous research in the area of clinical supervision. Implications of these research findings can be applied to school counselor site supervisors, and also extend beyond site supervisors to include the counselor educators, interns, education leaders, as well as the school counseling profession."--Abstract from author supplied metadata.
