Social Cognitive Supervision Model: A Review

Year 2025, Volume: 17 Issue: 3, 534 - 543

Pınar Aylin Yırtıcı

https://doi.org/10.18863/pgy.1550952

Abstract

This article aims to examine the supervision process, which plays a significant role in counselor education, through the Social Cognitive Supervision Model and to explain the model in detail. Supervision is considered a critical process for counseling candidates to develop their professional identity and skills. The social cognitive supervision model is based on Bandura's Social Cognitive Learning Theory and emphasizes the central role of self-efficacy beliefs in this process. Self-efficacy refers to candidates' belief in their ability to effectively provide counseling services in the future and is a key factor for successful learning. The article explains the key elements of the social cognitive supervision model through the triadic reciprocal causation model: individual factors, behaviors, and the environment. Individual factors include candidates' self-efficacy beliefs, cognitive, and affective processes during supervision. Environmental factors involve interactions with supervisors and clients. Supervisors' roles in providing feedback, modeling, and social persuasion are crucial to candidates' professional development. In conclusion, this article present the social cognitive supervision model as a model that contributes to the development of counseling candidates' skills and self-efficacy while supporting future empirical studies.

Keywords

supervision, psychological counselor education, social cognitive learning

Ethical Statement

No ethics committee report was required for review articles, so no document was uploaded.

Sosyal Bilişsel Süpervizyon Modeli: Bir Gözden Geçirme

Abstract

Bu makalede psikolojik danışman eğitiminde önemli bir yer tutan süpervizyon sürecini, Sosyal Bilişsel Süpervizyon Modeli üzerinden incelemek ve modeli detaylı bir şekilde açıklamak amaçlanmıştır. Süpervizyon, psikolojik danışman adaylarının mesleki kimlik kazanmaları ve mesleki becerilerini geliştirmeleri için kritik bir süreç olarak kabul edilmektedir. Sosyal bilişsel süpervizyon modeli, Bandura'nın Sosyal Bilişsel Öğrenme Kuramına dayanmakta ve psikolojik danışman adaylarının öz-yetkinlik inançlarının bu süreçteki merkezi rolünü vurgulamaktadır. Öz-yetkinlik, adayların gelecekte danışma hizmetlerini etkin bir şekilde yürütebileceklerine dair inançlarını ifade eder ve başarılı bir öğrenme süreci için kilit bir unsurdur. Bu makale kapsamında sosyal bilişsel süpervizyon modelinin temel unsurları üçlü karşılıklı nedensellik modeli çerçevesinde açıklanmıştır: bireysel etmenler, davranışlar ve çevre. Bireysel etmenler, adayların süpervizyon süreçlerindeki öz-yetkinlik inançlarını, bilişsel ve duyuşsal süreçlerini etkileyen unsurları kapsar. Çevresel faktörler ise süpervizör ve danışan etkileşimlerini içerir. Süpervizörün geri bildirim sağlama, model olma ve sosyal ikna işlevleri adayların mesleki gelişiminde güçlü bir role sahiptir. Sonuç olarak, bu makalede, psikolojik danışman adaylarının mesleki becerilerini ve öz-yetkinliklerini geliştirme sürecine katkı sağlayan bir süpervizyon modeli olarak sosyal bilişsel süpervizyon modelini açıklanarak sonraki ampirik çalışmaları desteklenmesi hedeflenmiştir.

Keywords

sosyal bilişsel öğrenme, süpervizyon, psikolojik danışman eğitimi

Ethical Statement

Derleme makaleleri için etik kurul gerekli olmadığı için belge yüklenmemiştir.

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