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Supervision In Counselor Education

Year 2012, Volume: 4 Issue: 37, 107 - 121, 27.05.2012

Abstract

The present study aims to present a review of international literature regarding conceptual and empirical studies on counselor supervision, which is crucial to counselor education. Definition of supervision, fundamental supervision models, the supervisory relationship, supervision formats, ethical and multicultural aspects of supervision are provided. Supervision defined as a process a senior member of a profession helps a junior member acquire skills specific to the profession. Developmental model, discrimination model, comprehensive model and the common-factors model which accept the supervision a different applied area were examined. Besides, supervision relationship was discussed according to supervisory working alliance. Supervision formats varied from individual/triadic to group supervision were introduced and the advantages and the disadvantages of the supervision formats were emphasized. Supervisors are supposed to help supervisees adopt ethical awareness and ensure ethical practice. Abiding by ethical codes and understanding legal and ethical liability is an essential part of supervision. In addition, adopting cultural sensitivity as an ethical obligation for supervisors was emphasized. The conclusion includes recommendations regarding supervision in counselor education in Turkey.

References

  • Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education & Supervision, 19, 1, 60- 68.
  • Bernard, J. ve Goodyear, R. (1998). Fundamentals of clinical supervision. (İkinci Baskı). Boston: Allyn & Bacon.
  • Biaggio, M., Paget, T. L. ve Chenoweth, M. S. (1997). A model for ethical management of faculty-student dual relationships. Professional Psychology: Research and Practice, 28, 2, 184-189.
  • Blocher, D. H. (1983). Toward a cognitive developmental approach to counseling supervision. Counseling Psychologist, 11 (1), 27-34.
  • Borders, L. D. (2005). Snapshot of clinical supervision in counseling and counselor education: A five-year review. The Clinical Supervisor, 24, 1-2, 69-113.
  • Borders, L. D. ve Brown, L. L. (2005). The new handbook of counseling supervision. (İkinci Baskı). NY: Routledge.
  • Borders, L. D. (2009). A primer on counseling supervision. F., Korkut-Owen, R. Özyürek ve D. Owen (Editörler). Gelişen psikolojik danışma ve rehberlik: Meslekleşme sürecinde ilerlemeler, Cilt 2, (ss. 35-49). Ankara: Nobel Yayın.
  • Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy, Theory, Research and Practice, 16, 252-260.
  • Bordin, E. S. (1994). Theory and research on the therapeutic working alliance: New directions. A. O. Horvath, ve L. S. Greenberg (Eds.). The working alliance: Theory, research and practice (Bölüm 1, ss. 13-37). NY: Wiley & Sons.
  • Bowman, V. E. ve Hatley, L. D. (1995). Faculty-student relationships: The dual role controversy. Counselor Education & Supervision, 34, 3, 232-242.
  • Bradley, L. J. ve Kottler, J. A. (2000). Overview of counselor supervision. Bradley, L. J. ve Ladany, N. Counselor Supervision: Principles, Process, and Practice (Bölüm 1). NY: Taylor & Francis.
  • Bradley, L. J. ve Ladany, N. (2001). Counselor supervision: Principles, process, and practice. Accelerated Development Series. NY: Taylor & Francis.
  • Brott, P. E. ve Myers, J. E. (1999). Development of a professional school counselor identity: A grounded theory. Professional School Counseling, 2, 5, 339-348.
  • Carney, C. G., ve Kahn, K. B. (1984). Building competencies for effective crosscultural counseling: A developmental view. The Counseling Psychologist, 12, 111–119.
  • Carroll, M. (2004). Counselling supervision: Theory, skills and practice. Counsellor Trainer and Supervisor Series. Newbury Park, CA: SAGE.
  • Carroll, M. ve Holloway, M. (1999). Counselling supervision in context. Counselling Supervision series. Newbury Park, CA: SAGE.
  • Chen, E. C. ve Bernstein, B. L. (2000). Relations of complementarity and supervisory issues to supervisory working alliance: A comparative analysis of two cases. Journal of Counseling Psychology, 47, 4, 485-497.
  • Conn, S. R., Roberts, R. L., ve Powell, B. M. (2009). Attitudes and satisfaction with a hybrid model of counseling supervision. Educational Technology & Society, 12 (2), 298–306.
  • Constantine, M. G. (1997). Facilitating multicultural competency Operationalizing a practical framework. D. B. Pope Davis ve H. L. K. Coleman (Eds). Multicultural counseling competence: Assessment, education and training, and supervision (ss. 310-324). Thousand Oaks, CA: SAGE. supervision:
  • Constantine, M. G. (2001). Multiculturally-focused counseling supervision: Its relationship to trainees’ multicultural counseling self-efficacy. The Clinical Supervisor, 20, 87-98.
  • Council for Accreditation of Counseling and Related Educational Programs. (2009). CACREP 2009 standards. 25 Kasım, 2009 tarihinde indirildi. http://67.199.126.156/doc/2009%20Standards.pdf
  • Denizli, S., Aladağ, M., Bektaş, D. Y., Cihangir-Çankaya, Z., ve Özeke-Kocabaş, E. (2009). Psikolojik danışman eğitiminde bireyle psikolojik danışma uygulaması ve süpervizyonu: Ege Üniversitesi örneği. 10. Ulusal PDR Kongresi, Sözlü Bildiri, Adana.
  • Downs, L. (2003). A preliminary survey of relationships between counselor educators’ ethics education and ensuing pedagogy and responses to attraction with counseling students. Counseling & Values, 48, 2-13.
  • Eraut, M. (1994). Developing professional knowledge and competence. NY: Taylor & Francis, Routledge.
  • Erwin, W. J. (2000). Supervisor moral sensitivity. Counselor Education & Supervision, 40, 2, 115-127.
  • Esen-Çoban, A. (2005). Psikolojik danışmanlar için meslektaş dayanışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1, 1, 167-174.
  • Feltham, C. ve Dryden, W. (1994). Developing counsellor supervision. Newbury Park, CA: SAGE.
  • Fernando, D. M. ve Hulse-Killacky, D. (2005). The relationship of supervisory styles to satisfaction with supervision and the perceived self-efficacy of master’s level counseling students. Counselor Education & Supervision, 44, 293- 304.
  • Fleming, I. ve Steen, L. (2004). Supervision and Clinical Psychology: Theory, Practice and Perspectives. NY: Taylor & Francis.
  • Furr, S. R. ve Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling & Development, 81, 4, 483-489
  • Gatmon, D., Jackson, D., Koshkarian, L., Martos-Perry, N., Molina, A., Patel, N. ve Rodolfa, E. (2001). Exploring ethnic, gender, and sexual orientation variables in supervision: Do they matter? Journal of Multicultural Counseling and Development, 29, 102–113.
  • Gregoire, J. ve Jungers, C. (2007). The counselor’s companion: What every beginning counselor needs to know. NY: Routledge.
  • Hamamcı, Z., Murat, M. ve Esen-Çoban, A. (2004). Gaziantep’teki danışmanların mesleki sorunlarının incelenmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004 İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
  • Harvey, V. S. ve Struzziero, J. A. (2008). Professional development and supervision of school psychologists: From intern to expert. Thousand Oaks, CA: Corwin Press.
  • Hein, S. ve Lawson, G. (2008). Triadic supervision and its impact on the role of the supervisor: A qualitative examination of supervisors’ perspectives. Counselor Education & Supervision, 48, 1, 16-31.
  • Holloway, E. (1995). Clinical supervision: A systems approach. Newbury Park, CA: SAGE.
  • Horrocks, S. ve Smaby, M. H. (2006). The supervisory working relationship: Its impact on trainee personal and skills development. (Elektronik Versiyon). VISTAS: Compelling Counseling Interventions, 173- 176.
  • Horvath, A. O. ve Greenberg, L.S. (1994). The working alliance: Theory, research, and practice. NY: John Wiley & Sons.
  • Hosford, R. E. ve Barmann, B. (1983). A social learning approach to counselor supervision. The Counseling Psychologist, 11, 1, 51-58.
  • Ivey, A. E. (1981). Intentional interviewing and counseling. CA: Brooks/Cole Publications Co.
  • Jackson, C. M., Snow, B. M., Boes, S. R., Phillips, P. L., Stanard, R., Painter, L. C. ve Wulff, M. B. (2002). Inducting the transformed school counselor into the profession. Theory Into Practice, 41, 3, 177-185.
  • Kolbert, J. B., Morgan, B. ve Brendel, J. M. (2002). Faculty and student perceptions of dual relationships within counselor education: A qualitative analysis. Counselor Education & Supervision, 41, 193-206.
  • Ladany, N., Ellis, M. V. ve Friedlander, M. L. (1999). The supervisory working alliance, trainee self-efficacy, and satisfaction. Journal of Counseling & Development, 77, 4, 447-455.
  • Ladany, N., Walker, J. A. ve Melincoff, D. S. (2001). Supervisory style: Its relation to the supervisory working alliance and supervisor self-disclosure. Counselor Education and Supervision, 40, 4, 263-275.
  • Lambie, G. W. ve Williamson, L. L. (2004). The challenge to change from guidance counseling to professional school counseling: A historical proposition. Professional School Counseling, 8, 2, 124-131.
  • Lane, R. C. (1990). Psychoanalytic approaches to supervision. Sussex, UK: Psychology Press.
  • Leddick, G. R., Bernard, J. M. (1980). The history of supervision: A critical review. Counselor Education & Supervision, 19, 3, 186-194.
  • Lemberger, M. E. ve Dollarhide, C. T. (2006). Encouraging the supervisee’s style of counseling: An Adlerian model for counseling supervision. The Journal of Individual Psychology, 62, 2, 106-125.
  • Little, C., Packman, J., Smaby, M. H. ve Maddux, C. D. (2005). The skilled counselor training model: Skills acquisition, self-assessment, and cognitive complexity. Counselor Education & Supervision, 44, 3, 189-200.
  • Marini, I. ve Stebnicki, M. A. (2008). The professional counselors’ desk reference. New York: Springer.
  • Morgan, M. M. ve Sprenkle, D. H. (2007). Toward a common-factors approach to supervision. Journal of Marital and Family Therapy, 33, 1, 1-17.
  • Muse-Burke, J. L., Ladany, N. ve Deck, M. D. (2001). The supervisory relationship. L. J. Bradley ve N. Ladany (Eds.). Counselor supervision: Principles, process, and practice (ss. 28–62). Philadelphia: Brunner-Routledge.
  • Nelson, K. W. ve Jackson, S. A. (2003). Professional counselor identity development: A qualitative study of hispanic student interns. Counselor Education and Supervision, 43, 1, 2-14.
  • Nguyen, T. V. (2003). A comparison of individual supervision and triadic supervision. Basılmamış Doktora Tezi. TX: University of North Texas, Department of Counseling.
  • Ober, A. M. Granello, D. H., ve Henfield, M. S. (2009). A synergistic model to enhance multicultural competence in supervision. Counselor Education and Supervision, 48, 204-221.
  • Özer, K. (1999). Danışma (konsültasyon) ve denetim (süpervizyon). YÖRET Postası, 13. 23 Ocak 2010 tarihinde indirildi. http://www.yoret.org.tr/download/ secmeyazilar.pdf
  • Özyürek, R. (2009). Okullarda psikolojik danışma ve rehberlik uygulamaları ve öğrencilere sağlanan süpervizyon olanakları: Ulusal bir tarama çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 32, 4, 54-63.
  • Page, B. J., Pietrzak, D. R. ve Sutton, J. M. (2001). National survey of school counselor supervision. Counselor Education & Supervision, 41, 142-150.
  • Page, S. ve Wosket, V. (2001). Supervising the counsellor: A cyclical model. NY: Routledge
  • Pearson, Q. M. (2006). Psychotherapy-driven supervision: Integrating counseling theories into role-based supervision. Journal of Mental Health Counseling, 28, 3, 241-252.
  • Pedersen, P. B. (1991). Introduction to the special issue on multiculturalism as a fourth force in counseling. Journal of Counseling & Development, 70, 4.
  • Piaget, J. (1954). Construction of reality in the child. OX: Routledge.
  • Pope-Davis, D. B. (2003). Handbook of multicultural competencies in counseling & psychology. Newbury Park, CA: SAGE.
  • Powell, D. J. ve Brodsky, A. (2004). Clinical supervision in alcohol and drug abuse counseling: principles, models, methods. NY: John Wiley & Sons.
  • Prieto, L. R. (1996). Group supervision: Still widely practiced but poorly understood. Counselor Education & Supervision, 35, 4, 295-307.
  • Protivnak, J. J. ve Davis, T. E. (2008). The impact of supervision relationship on the behaviors of school counseling interns. (Elektronik Versiyon). University of Montana Journal of School Counseling, 6, 19, 1-22.
  • Ray, D. ve Altekruse, M. (2000). Effectiveness of group supervision versus combined group and individual supervision. Counselor Education & Supervision, 40, 1, 19-30.
  • Red House Sözlüğü (2010). Supervision. 20 Ocak 2010 tarihinde sozluk_ara.asp
  • Ronnestad, M. H. ve Skovholt, T. M. ( 1993). Supervision of beginning and advanced graduate students of counseling and psychotherapy. Journal of Counseling & Development, 71, 396-405.
  • Stoltenberg, C. D. (1981). Approaching supervision from a developmental perspective: The Counselor Complexity Model. Journal of Counseling Psychology, 28, 59–65.
  • Stoltenberg, C. D. ve Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco, CA: Jossey-Bass.
  • Urbani, S., Smith, M. R., Maddux, C. D., Smaby, M. H., Torres-Rivera, E. ve Crews, J. (2002). Skills-based training and counseling self-efficacy. Counselor Education & Supervision, 42, 2, 92-106.
  • Uslu, M. ve Arı, R. (2005). Psikolojik danışmanların danışma becerisi düzeylerinin incelenmesi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14, 509-519.
  • Ward, C. C. ve House, R. M. (1998). Counseling supervision: A reflective model. Counselor Education & Supervision, 38, 1, 23-33.
  • White, V. E. ve Queener, J. (2003). Supervisor and supervisee attachments and social provisions related to the supervisory working alliance. Counselor Education & Supervision, 42, 203-218.
  • Whiting, K. J., Bradley, L. J. ve Planny, K. J. (2001). Supervision-based counselor supervision. L. J. Bradley ve N. Ladany (Eds.). Counselor supervision: Principles, process, and practice (ss. 304–329). Philadelphia: Brunner- Routledge. models of
  • Wood, C. (2005). Supervisory working alliance: A model providing direction for college counseling supervision. Journal of College Counseling, 8, 127- 137.
  • Yüksek Öğretim Kurulu. (2007). Eğitim Fakültelerinde uygulanacak programlar. 30 Aralık, 2008 tarihinde indirildi. www.yok.gov.tr

Psikolojik Danışman Eğitiminde Süpervizyon

Year 2012, Volume: 4 Issue: 37, 107 - 121, 27.05.2012

Abstract

Bu çalışmada, psikolojik danışman eğitiminde önemli yeri olan süpervizyon konusuna ilişkin uluslararası alan yazınında bulunan kavramsal ve görgül araştırma bulgularının bir derlemesinin sunulması amaçlanmıştır. Süpervizyonun tanımı, temel süpervizyon modelleri, süpervizyon ilişkisi, süpervizyon formatları, süpervizyonun etik ve çokkültürlülük boyutları konularına yer verilmiştir. Süpervizyon mesleğin daha bilgili ve deneyimli bir üyesinin, mesleğin daha deneyimsiz bir üyesine yardım etmesidir. Süpervizyonun farklı bir uygulama alanı olarak kabul eden gelişimsel model, ayrıştırıcı model, kapsamlı model ve bütünleşik model incelenmiştir. Ayrıca, süpervizyon ilişkisi Holloway’in sistem yaklaşımlı süpervizyon ilişkisi modeli ve süpervizyon çalışma uyumu modeli ile ele alınmıştır. Bireysel, üçlü ve küçük grup formatları avantajları ve dezavantajları ile tanıtılmıştır. Süpervizörlerin psikolojik danışman adaylarında etik farkındalığın oluşmasına ve etiğe uygun uygulamalar yapmalarına yardım etmeleri beklenmektedir. Psikolojik danışman adaylarının profesyonel uygulama standartlarına uymaları konusunda teşvik edilmeleri ve çokkültürlülüğe duyarlı olmaları önemli bir etik sorumluluk olarak vurgulanmıştır. Sonuç kısmında ise ülkemizde psikolojik danışman eğitiminde süpervizyona ilişkin öneriler sunulmuştur.

References

  • Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor Education & Supervision, 19, 1, 60- 68.
  • Bernard, J. ve Goodyear, R. (1998). Fundamentals of clinical supervision. (İkinci Baskı). Boston: Allyn & Bacon.
  • Biaggio, M., Paget, T. L. ve Chenoweth, M. S. (1997). A model for ethical management of faculty-student dual relationships. Professional Psychology: Research and Practice, 28, 2, 184-189.
  • Blocher, D. H. (1983). Toward a cognitive developmental approach to counseling supervision. Counseling Psychologist, 11 (1), 27-34.
  • Borders, L. D. (2005). Snapshot of clinical supervision in counseling and counselor education: A five-year review. The Clinical Supervisor, 24, 1-2, 69-113.
  • Borders, L. D. ve Brown, L. L. (2005). The new handbook of counseling supervision. (İkinci Baskı). NY: Routledge.
  • Borders, L. D. (2009). A primer on counseling supervision. F., Korkut-Owen, R. Özyürek ve D. Owen (Editörler). Gelişen psikolojik danışma ve rehberlik: Meslekleşme sürecinde ilerlemeler, Cilt 2, (ss. 35-49). Ankara: Nobel Yayın.
  • Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy, Theory, Research and Practice, 16, 252-260.
  • Bordin, E. S. (1994). Theory and research on the therapeutic working alliance: New directions. A. O. Horvath, ve L. S. Greenberg (Eds.). The working alliance: Theory, research and practice (Bölüm 1, ss. 13-37). NY: Wiley & Sons.
  • Bowman, V. E. ve Hatley, L. D. (1995). Faculty-student relationships: The dual role controversy. Counselor Education & Supervision, 34, 3, 232-242.
  • Bradley, L. J. ve Kottler, J. A. (2000). Overview of counselor supervision. Bradley, L. J. ve Ladany, N. Counselor Supervision: Principles, Process, and Practice (Bölüm 1). NY: Taylor & Francis.
  • Bradley, L. J. ve Ladany, N. (2001). Counselor supervision: Principles, process, and practice. Accelerated Development Series. NY: Taylor & Francis.
  • Brott, P. E. ve Myers, J. E. (1999). Development of a professional school counselor identity: A grounded theory. Professional School Counseling, 2, 5, 339-348.
  • Carney, C. G., ve Kahn, K. B. (1984). Building competencies for effective crosscultural counseling: A developmental view. The Counseling Psychologist, 12, 111–119.
  • Carroll, M. (2004). Counselling supervision: Theory, skills and practice. Counsellor Trainer and Supervisor Series. Newbury Park, CA: SAGE.
  • Carroll, M. ve Holloway, M. (1999). Counselling supervision in context. Counselling Supervision series. Newbury Park, CA: SAGE.
  • Chen, E. C. ve Bernstein, B. L. (2000). Relations of complementarity and supervisory issues to supervisory working alliance: A comparative analysis of two cases. Journal of Counseling Psychology, 47, 4, 485-497.
  • Conn, S. R., Roberts, R. L., ve Powell, B. M. (2009). Attitudes and satisfaction with a hybrid model of counseling supervision. Educational Technology & Society, 12 (2), 298–306.
  • Constantine, M. G. (1997). Facilitating multicultural competency Operationalizing a practical framework. D. B. Pope Davis ve H. L. K. Coleman (Eds). Multicultural counseling competence: Assessment, education and training, and supervision (ss. 310-324). Thousand Oaks, CA: SAGE. supervision:
  • Constantine, M. G. (2001). Multiculturally-focused counseling supervision: Its relationship to trainees’ multicultural counseling self-efficacy. The Clinical Supervisor, 20, 87-98.
  • Council for Accreditation of Counseling and Related Educational Programs. (2009). CACREP 2009 standards. 25 Kasım, 2009 tarihinde indirildi. http://67.199.126.156/doc/2009%20Standards.pdf
  • Denizli, S., Aladağ, M., Bektaş, D. Y., Cihangir-Çankaya, Z., ve Özeke-Kocabaş, E. (2009). Psikolojik danışman eğitiminde bireyle psikolojik danışma uygulaması ve süpervizyonu: Ege Üniversitesi örneği. 10. Ulusal PDR Kongresi, Sözlü Bildiri, Adana.
  • Downs, L. (2003). A preliminary survey of relationships between counselor educators’ ethics education and ensuing pedagogy and responses to attraction with counseling students. Counseling & Values, 48, 2-13.
  • Eraut, M. (1994). Developing professional knowledge and competence. NY: Taylor & Francis, Routledge.
  • Erwin, W. J. (2000). Supervisor moral sensitivity. Counselor Education & Supervision, 40, 2, 115-127.
  • Esen-Çoban, A. (2005). Psikolojik danışmanlar için meslektaş dayanışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1, 1, 167-174.
  • Feltham, C. ve Dryden, W. (1994). Developing counsellor supervision. Newbury Park, CA: SAGE.
  • Fernando, D. M. ve Hulse-Killacky, D. (2005). The relationship of supervisory styles to satisfaction with supervision and the perceived self-efficacy of master’s level counseling students. Counselor Education & Supervision, 44, 293- 304.
  • Fleming, I. ve Steen, L. (2004). Supervision and Clinical Psychology: Theory, Practice and Perspectives. NY: Taylor & Francis.
  • Furr, S. R. ve Carroll, J. J. (2003). Critical incidents in student counselor development. Journal of Counseling & Development, 81, 4, 483-489
  • Gatmon, D., Jackson, D., Koshkarian, L., Martos-Perry, N., Molina, A., Patel, N. ve Rodolfa, E. (2001). Exploring ethnic, gender, and sexual orientation variables in supervision: Do they matter? Journal of Multicultural Counseling and Development, 29, 102–113.
  • Gregoire, J. ve Jungers, C. (2007). The counselor’s companion: What every beginning counselor needs to know. NY: Routledge.
  • Hamamcı, Z., Murat, M. ve Esen-Çoban, A. (2004). Gaziantep’teki danışmanların mesleki sorunlarının incelenmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004 İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
  • Harvey, V. S. ve Struzziero, J. A. (2008). Professional development and supervision of school psychologists: From intern to expert. Thousand Oaks, CA: Corwin Press.
  • Hein, S. ve Lawson, G. (2008). Triadic supervision and its impact on the role of the supervisor: A qualitative examination of supervisors’ perspectives. Counselor Education & Supervision, 48, 1, 16-31.
  • Holloway, E. (1995). Clinical supervision: A systems approach. Newbury Park, CA: SAGE.
  • Horrocks, S. ve Smaby, M. H. (2006). The supervisory working relationship: Its impact on trainee personal and skills development. (Elektronik Versiyon). VISTAS: Compelling Counseling Interventions, 173- 176.
  • Horvath, A. O. ve Greenberg, L.S. (1994). The working alliance: Theory, research, and practice. NY: John Wiley & Sons.
  • Hosford, R. E. ve Barmann, B. (1983). A social learning approach to counselor supervision. The Counseling Psychologist, 11, 1, 51-58.
  • Ivey, A. E. (1981). Intentional interviewing and counseling. CA: Brooks/Cole Publications Co.
  • Jackson, C. M., Snow, B. M., Boes, S. R., Phillips, P. L., Stanard, R., Painter, L. C. ve Wulff, M. B. (2002). Inducting the transformed school counselor into the profession. Theory Into Practice, 41, 3, 177-185.
  • Kolbert, J. B., Morgan, B. ve Brendel, J. M. (2002). Faculty and student perceptions of dual relationships within counselor education: A qualitative analysis. Counselor Education & Supervision, 41, 193-206.
  • Ladany, N., Ellis, M. V. ve Friedlander, M. L. (1999). The supervisory working alliance, trainee self-efficacy, and satisfaction. Journal of Counseling & Development, 77, 4, 447-455.
  • Ladany, N., Walker, J. A. ve Melincoff, D. S. (2001). Supervisory style: Its relation to the supervisory working alliance and supervisor self-disclosure. Counselor Education and Supervision, 40, 4, 263-275.
  • Lambie, G. W. ve Williamson, L. L. (2004). The challenge to change from guidance counseling to professional school counseling: A historical proposition. Professional School Counseling, 8, 2, 124-131.
  • Lane, R. C. (1990). Psychoanalytic approaches to supervision. Sussex, UK: Psychology Press.
  • Leddick, G. R., Bernard, J. M. (1980). The history of supervision: A critical review. Counselor Education & Supervision, 19, 3, 186-194.
  • Lemberger, M. E. ve Dollarhide, C. T. (2006). Encouraging the supervisee’s style of counseling: An Adlerian model for counseling supervision. The Journal of Individual Psychology, 62, 2, 106-125.
  • Little, C., Packman, J., Smaby, M. H. ve Maddux, C. D. (2005). The skilled counselor training model: Skills acquisition, self-assessment, and cognitive complexity. Counselor Education & Supervision, 44, 3, 189-200.
  • Marini, I. ve Stebnicki, M. A. (2008). The professional counselors’ desk reference. New York: Springer.
  • Morgan, M. M. ve Sprenkle, D. H. (2007). Toward a common-factors approach to supervision. Journal of Marital and Family Therapy, 33, 1, 1-17.
  • Muse-Burke, J. L., Ladany, N. ve Deck, M. D. (2001). The supervisory relationship. L. J. Bradley ve N. Ladany (Eds.). Counselor supervision: Principles, process, and practice (ss. 28–62). Philadelphia: Brunner-Routledge.
  • Nelson, K. W. ve Jackson, S. A. (2003). Professional counselor identity development: A qualitative study of hispanic student interns. Counselor Education and Supervision, 43, 1, 2-14.
  • Nguyen, T. V. (2003). A comparison of individual supervision and triadic supervision. Basılmamış Doktora Tezi. TX: University of North Texas, Department of Counseling.
  • Ober, A. M. Granello, D. H., ve Henfield, M. S. (2009). A synergistic model to enhance multicultural competence in supervision. Counselor Education and Supervision, 48, 204-221.
  • Özer, K. (1999). Danışma (konsültasyon) ve denetim (süpervizyon). YÖRET Postası, 13. 23 Ocak 2010 tarihinde indirildi. http://www.yoret.org.tr/download/ secmeyazilar.pdf
  • Özyürek, R. (2009). Okullarda psikolojik danışma ve rehberlik uygulamaları ve öğrencilere sağlanan süpervizyon olanakları: Ulusal bir tarama çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 32, 4, 54-63.
  • Page, B. J., Pietrzak, D. R. ve Sutton, J. M. (2001). National survey of school counselor supervision. Counselor Education & Supervision, 41, 142-150.
  • Page, S. ve Wosket, V. (2001). Supervising the counsellor: A cyclical model. NY: Routledge
  • Pearson, Q. M. (2006). Psychotherapy-driven supervision: Integrating counseling theories into role-based supervision. Journal of Mental Health Counseling, 28, 3, 241-252.
  • Pedersen, P. B. (1991). Introduction to the special issue on multiculturalism as a fourth force in counseling. Journal of Counseling & Development, 70, 4.
  • Piaget, J. (1954). Construction of reality in the child. OX: Routledge.
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Details

Primary Language Turkish
Journal Section Makaleler
Authors

Rahşan Çetinkaya This is me

Özlem Karaırmak This is me

Publication Date May 27, 2012
Published in Issue Year 2012 Volume: 4 Issue: 37

Cite

APA Çetinkaya, R., & Karaırmak, Ö. (2012). Psikolojik Danışman Eğitiminde Süpervizyon. Turkish Psychological Counseling and Guidance Journal, 4(37), 107-121. https://doi.org/10.17066/pdrd.23690

!! From 30 November 2023, English language proofreading will be required for accepted articles to ensure language quality.