Research Article
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Year 2022, Volume: 12 Issue: 66, 363 - 387, 15.09.2022

Abstract

References

  • Association for Counselor Education and Supervision. (2011, 10 September). Best practices in clinical supervision. http://www.acesonline.net/wp-content/uploads/2011/10/ACES -Best-Practices-in-clinical-supervision-document-FINAL.pdf
  • Altfeld, A. D., & Bernard, H. S. (1997). An experiential group model for group psychotherapy supervision. In C. E. Watkins (Eds.), Handbook of psychotherapy supervision (pp. 381-399). John Wiley & Sons Inc.
  • Atik, Z. (2017). Counselor candidates' evaluation of individual counseling practicum and supervision [Unpublished doctoral dissertation]. Hacettepe University Graduate School of Educational Sciences, Ankara.
  • Baker, C., Wuest, J., & Stern, P. N. (1992). Method slurring: The grounded theory/phenomenology example. Journal of Advanced Nursing, 17(11), 1355-1360.
  • Bernard, M. J., & Goodyear, R. K. (2009). Introduction to clinical supervision: Fundamentals of clinical supervision. Pearson.
  • Bernard, M. J. (1979). Supervisor training: A discrimination model. Counselor Education & Supervision, 19(1), 60- 68.
  • Beinart, H. (2004). Models of supervision and the supervisory relationship and their evidence base. In I. Fleming, & L. Steen (Eds.), Supervision and clinical psychology: Theory, practice and perspectives (pp. 36-50). Taylor & Francis
  • Barletta, J. (2007). Clinical supervision. In N. Pelling, R. Bowers, & P. Armstrong (Eds.), The practice of counselling. (pp. 118-135). Thomson.
  • Blocher, H. D. (1983). Toward a cognitive developmental approach to counseling supervision. The Counseling Psychologist, 11(1), 27-34.
  • Borders, L. D., Welfare, E. L., Greason, P. B., Paladino, D. A., Mobley, A. K., Villalba, J. A., & Wester, K. L. 2012. Individual and triadic and group: supervisee and supervisor perceptions of each modality. Counselor Education and Supervision, 51, 281-295.
  • Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P., & Nance, D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision, 31(1), 58-80.
  • Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision. Erlbaum.
  • Borders, L. D., & Drury, M. S. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487-498.
  • Borders, L. D. (1991). A systematic approach to peer group supervision. Journal of Counseling and Development, 69, 248-252.
  • Büyükgöze-Kavas, A. (2011). Bireysel ve grupla psikolojik danışma uygulamalarına yönelik bir değerlendirme [An evaluation of individual and group counseling practices]. Türk Eğitim Bilimleri Dergisi [Turkish Journal of Educational Sciences], 9(2), 411-432.
  • Campbell, J. M. (2000). Becoming an effective supervisor. Taylor & Francis Group.
  • Corey, G., Haynes, R., Moulton, P., & Muratori, M. (2014). Clinical supervision in the helping professions: A practical guide. John Wiley & Sons.
  • Cormier, W. H., & Cormier, S. L. (1991). Interviewing strategies for helpers. Cole Publishing Company.
  • Council for the Accreditation of Counseling and Related Educational Programs. (2001). CACREP Accreditation Manual. Alexandria, VA: Author.
  • Council for Accreditation of Counseling and Related Educational Programs. (2020, 9 July). CACREP 2009 Standards. http://67.199.126.156/doc/2009%20Standards.pdf
  • Council for the Accreditation of Counseling and Related Educational Programs. (2020, 8 July). CACREP 2016 Standards. https://www.cacrep.org/for-programs/2016-cacrep-standards
  • Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Daniels, J. A., & Larson, L. M. (2001). The impact of performance feedback on counseling self-efficacy and counselor anxiety. Counselor Education and Supervision, 41(2), 120-130.
  • Davis, K. (1988). İşletmede insan davranışı örgütsel davranış [Human behavior in business organizational behavior]. İstanbul Üniversitesi İşletme Fakültesi Yayını [Istanbul University Faculty of Business Publication].
  • Denizli, S. (2010). Prediction of client perceived working alliance and session impact levels regarding some variables: The example of Ege University [Unpublished doctoral dissertation]. Ege University Graduate School of Social Sciences, İzmir.
  • Dollarhide, C. T., & Miller, G. M. (2006). Supervision for preparation and practice of school counselors: Pathways to excellence. Counselor Education and Supervision, 45(4), 242-252.
  • Fernando, D. M. (2013). Supervision by doctoral students: A study of supervisee satisfaction and self-efficacy, and comparison with faculty supervision outcomes. The Clinical Supervisor, 32(1), 1-14.
  • Fernando, D. M., & 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 and Supervision, 44(4), 293-304.
  • Fulton, C. L., & Cashwell, C. S. (2015). Mindfulness‐based awareness and compassion: Predictors of counselor empathy and anxiety. Counselor Education and Supervision, 54(2), 122-133.
  • Hart, G. M., & Nance, D. (2003). Styles of counselor supervision as perceived by supervisors and supervisees. Counselor Education & Supervision, 43, 146–158.
  • Henriksen Jr, R. C., Henderson, S. E., Liang, Y. W., Watts, R. E., & Marks, D. F. (2019). Counselor supervision: A comparison across states and jurisdictions. Journal of Counseling & Development, 97(2), 160-170.
  • Hodges, D. (2011). The assessment of student learning in cooperative and work-integrated education. In R. K. Coll & K. E. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (pp. 53-62). World Association for Cooperative Education.
  • Hill, C. E., Lent, R. W., Morrison, M. A., Pinto-Coelho, K., Jackson, J. L., & Kivlighan, D. M. (2016). Contribution of supervisor interventions to client change: The therapist perspective. The Clinical Supervisor, 35(2), 227-248.
  • Holloway, E. L., & Hosford, R. E. (1983). Towards developing a prescriptive technology of counselor supervision. The Counseling Psychologist, 11(1), 73-77.
  • Holloway, E. L., & Johnston, R. E. (1985). Group supervision: Widely practiced but poorly understood. Counselor Education and Supervision, 24(4), 332-340.
  • Kalkan, B., & Can, N. (2019). Supervision in counselor education: Exploration of current status and standards in Turkey. Adıyaman University Journal of The Faculty of Education, 9(2), 271-290.
  • Klenke, K. (2016). Qualitative research in the study of leadership. Emerald Group Publishing Limited
  • Koç, İ. (2013). The effect of the supervision with interpersonal process recall on the counseling skills, self-efficacy and anxiety levels of counselor trainees [Unpublished doctoral dissertation]. Ege University Graduate School of Social Sciences, İzmir.
  • Koçyiğit-Özyiğit, M. K., & İşleyen, F. (2016). Supervisor training in counseling. Abant Izzet Baysal University Journal of The Faculty of Education, 16(4), 1813-1832.
  • Larson, L. M. (1998). The social cognitive model of counselor training. The Counseling Psychologist, 26(2), 219-273.
  • Leddick, G., & Bernard, J. M. (1980). The history of supervision: A critical review. Counselor Education & Supervision, 19(3), 186-194.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Little, C., Packman, J., Smaby, M. H., & Maddux, C. D. (2005). The skilled counselor training model: Skills acquisition, self‐assessment, and cognitive complexity. Counselor Education and Supervision, 44(3), 189-200.
  • Lorenz, D. C. (2009). Counseling self-efficacy in practicum students: Contribution of supervision [Unpublished doctoral dissertation]. The Pennsylvania State University, Pensilvanya.
  • Meydan, B., & Denizli. S. (2018). Turkish undergraduate supervisees' views regarding supervisory relationship. Eurasian Journal of Educational Research (EJER), 74, 1-23.
  • Meydan, B. (2010). The examination of competency level of counselor trainees in reflection of content and reflection of feeling skills. H. U. Journal of Education, 30(4), 1-15.
  • Meydan, B. (2014). A supervision model for counseling practicum: microcounseling supervision model. Ege Journal of Education, 15(2), 358-374.
  • Min, R. M. (2012). Impact of the supervisory relationship on trainee development. International Journal of Business and Social Science, 3(18). 168-178.
  • Moldovan, R., & David, D. (2013). The impact of supervisor characteristics on trainee outcome in clinical supervision: a brief report. Journal of Evidence-Based Psychotherapies, 13(2), 517-528.
  • Muse-Burke, J. L., Ladany, N., & Deck, M. D. (2001). The supervisor relationship. In L. J. Bradley, and N. Ladany (Eds.), Counselor supervision: Principles, process, and practice (pp. 28-62). Brunner-Routledge.
  • Nelson, M. L., & Friedlander, M. L. (2001). A close look at conflictual supervisory relationships: The trainee's perspective. Journal of Counseling Psychology, 48(4), 384-395.
  • Neukrug, E. (2016). The world of the counselor: An introduction to the counseling profession. Cengage Learning.
  • Özdemir, H., & Avcı, M. S. (2019). Does The Customer Forgive? (A Qualitative Research On Service Failure And Compensation At Chain Supermarkets). Third Sector Social Economic Review, 54(1), 549-564. http://doi.org/10.15659/3.sektor-sosyal-ekonomi.19.03.1097
  • Özyürek, R. (2009). The supervision opportunities for practicum students of school counseling provided to trainees in Turkish universities: a national survey. Turkish Psychological Counseling and Guidance Journal, 4(32), 54-63.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Sage.
  • Pearson, Q. M. (2000). Opportunities and challenges in the supervisory relationship: Implications for counselor supervision. Journal of Mental Health Counseling, 22(4), 283-295.
  • Prieto, L. R. (1998). Practicum class supervision in CACREP--accredited counselor training programs: A national survey. Counselor Education and Supervision, 38(2), 113-122.
  • Ray, Dee, & Altekruse, M. (2000). Effectiveness of group supervision versus combined group and individual supervision. Counselor Education and Supervision, 40(1), 19-30.
  • Renfro-Michel, E. L. (2006). The relationship between counseling supervisee attachment orientation and supervision working alliance rapport [Unpublished doctoral dissertation]. Missisipi State University, Missisipi.
  • Ronnestad, M. H., & Skovholt, T. (1993). Supervision of beginning and advanced graduate students of counseling and psychotherapy. Journal of Counseling & Development, 71(4), 396-405.
  • Seale, C. (1999). Quality in qualitative research. Qualitative Inquiry, 5(4), 465-478.
  • Siviş-Çetinkaya, Rahşan, & Karaırmak, Ö. (2012). Supervision in counselor education. Turkish Psychological Counseling and Guidance Journal, 4(27), 107-121.
  • Starling, P. V., & Baker, S. B. (2000). Counselor preparation: Structured peer group practicum supervision: Supervisees' perceptions of supervision theory. Counselor Education and Supervision, 39(3), 162-173.
  • Steward, R. J., Breland, A., & Neil, D. M. (2001). Novice supervisees' self‐evaluations and their perceptions of supervisor style. Counselor Education and Supervision, 41(2), 131-141.
  • Ülker-Tümlü, G. (2019). Structuring the group supervision process in the supervision of individual counseling practicum based on the discrimination model [Unpublished doctoral dissertation]. Anadolu University Institute of Educational Sciences, Eskişehir.
  • Woo, H., Henfield, M. S., & Choi, N. (2014). Developing a unified professional identity in counseling: A review of the literature. Journal of Counselor Leadership and Advocacy, 1(1), 1-15.
  • Worthington, E. L., & Roehlke, H. J. (1979). Effective supervision as perceived by beginning counselors-in-training. Journal of Counseling Psychology, 26(1), 64-73.
  • Worthington, E. L. (1984). Empirical investigation of supervision of counselors as they gain experience. Journal of Counseling Psychology, 31(1), 63-75.
  • Worthen, V., & McNeill, B. W. (1996). A phenomenological investigation of good supervision events. Journal of Counseling Psychology, 43(1), 25-34.
  • Yakut-Çayır, M., & Saritaş, M. T. (2017). Computer assisted qualitative data analysis: A Descriptive content analysis (2011 – 2016). Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 518-544.
  • Yıldırım, A. & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin.
  • Yılmaz, O., & Voltan-Acar, N. (2015). The importance of supervision in psychological counselor training and its role in group counseling. Abant Izzet Baysal University Journal of The Faculty of Education, 15(1), 342-356.
  • Yüksel-Şahin, F. (2018). Psikolojik danışmanlar için el kitabı [Handbook for counselors]. Nobel.
  • Zeligman, M. (2017). Supervising counselors-in-training through a developmental, narrative model. Journal of Creativity in Mental Health, 12(1), 2-14.

Counselors’ Views About Their Training Supervision: A Qualitative Survey

Year 2022, Volume: 12 Issue: 66, 363 - 387, 15.09.2022

Abstract

This study aims to examine counselors’ views about the supervision they received during their training. It was designed according to the phenomenological approach, which is a qualitative research design. To select the study group, the researchers made simultaneous use of the criteria sampling, maximum diversity sampling, and convenience sampling methods. The main inclusion criteria for the study group required that the counselors had taken the “Individual Counseling Practicum” course during their undergraduate education and had graduated from a department of “Counseling and Guidance”. Thus, 21 counselors who graduated from universities in different regions were purposefully selected to ensure maximum diversity in the research. MAXQDA software was used for data analysis to help the researcher in systematic evaluation and interpretation of qualitative texts. Based on the study results, the theme ‘supervisory process’ was divided into seven sub-themes, which are assessment of supervision, the methods and techniques used in supervision, frequency of supervision, focused theory of supervision, supervisor’s approach and style, supervisory relationship, and focus of feedback during supervision. In addition, these seven sub-themes identified according to research results were further divided into additional categories.

References

  • Association for Counselor Education and Supervision. (2011, 10 September). Best practices in clinical supervision. http://www.acesonline.net/wp-content/uploads/2011/10/ACES -Best-Practices-in-clinical-supervision-document-FINAL.pdf
  • Altfeld, A. D., & Bernard, H. S. (1997). An experiential group model for group psychotherapy supervision. In C. E. Watkins (Eds.), Handbook of psychotherapy supervision (pp. 381-399). John Wiley & Sons Inc.
  • Atik, Z. (2017). Counselor candidates' evaluation of individual counseling practicum and supervision [Unpublished doctoral dissertation]. Hacettepe University Graduate School of Educational Sciences, Ankara.
  • Baker, C., Wuest, J., & Stern, P. N. (1992). Method slurring: The grounded theory/phenomenology example. Journal of Advanced Nursing, 17(11), 1355-1360.
  • Bernard, M. J., & Goodyear, R. K. (2009). Introduction to clinical supervision: Fundamentals of clinical supervision. Pearson.
  • Bernard, M. J. (1979). Supervisor training: A discrimination model. Counselor Education & Supervision, 19(1), 60- 68.
  • Beinart, H. (2004). Models of supervision and the supervisory relationship and their evidence base. In I. Fleming, & L. Steen (Eds.), Supervision and clinical psychology: Theory, practice and perspectives (pp. 36-50). Taylor & Francis
  • Barletta, J. (2007). Clinical supervision. In N. Pelling, R. Bowers, & P. Armstrong (Eds.), The practice of counselling. (pp. 118-135). Thomson.
  • Blocher, H. D. (1983). Toward a cognitive developmental approach to counseling supervision. The Counseling Psychologist, 11(1), 27-34.
  • Borders, L. D., Welfare, E. L., Greason, P. B., Paladino, D. A., Mobley, A. K., Villalba, J. A., & Wester, K. L. 2012. Individual and triadic and group: supervisee and supervisor perceptions of each modality. Counselor Education and Supervision, 51, 281-295.
  • Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P., & Nance, D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision, 31(1), 58-80.
  • Borders, L. D., & Brown, L. L. (2005). The new handbook of counseling supervision. Erlbaum.
  • Borders, L. D., & Drury, M. S. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487-498.
  • Borders, L. D. (1991). A systematic approach to peer group supervision. Journal of Counseling and Development, 69, 248-252.
  • Büyükgöze-Kavas, A. (2011). Bireysel ve grupla psikolojik danışma uygulamalarına yönelik bir değerlendirme [An evaluation of individual and group counseling practices]. Türk Eğitim Bilimleri Dergisi [Turkish Journal of Educational Sciences], 9(2), 411-432.
  • Campbell, J. M. (2000). Becoming an effective supervisor. Taylor & Francis Group.
  • Corey, G., Haynes, R., Moulton, P., & Muratori, M. (2014). Clinical supervision in the helping professions: A practical guide. John Wiley & Sons.
  • Cormier, W. H., & Cormier, S. L. (1991). Interviewing strategies for helpers. Cole Publishing Company.
  • Council for the Accreditation of Counseling and Related Educational Programs. (2001). CACREP Accreditation Manual. Alexandria, VA: Author.
  • Council for Accreditation of Counseling and Related Educational Programs. (2020, 9 July). CACREP 2009 Standards. http://67.199.126.156/doc/2009%20Standards.pdf
  • Council for the Accreditation of Counseling and Related Educational Programs. (2020, 8 July). CACREP 2016 Standards. https://www.cacrep.org/for-programs/2016-cacrep-standards
  • Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Daniels, J. A., & Larson, L. M. (2001). The impact of performance feedback on counseling self-efficacy and counselor anxiety. Counselor Education and Supervision, 41(2), 120-130.
  • Davis, K. (1988). İşletmede insan davranışı örgütsel davranış [Human behavior in business organizational behavior]. İstanbul Üniversitesi İşletme Fakültesi Yayını [Istanbul University Faculty of Business Publication].
  • Denizli, S. (2010). Prediction of client perceived working alliance and session impact levels regarding some variables: The example of Ege University [Unpublished doctoral dissertation]. Ege University Graduate School of Social Sciences, İzmir.
  • Dollarhide, C. T., & Miller, G. M. (2006). Supervision for preparation and practice of school counselors: Pathways to excellence. Counselor Education and Supervision, 45(4), 242-252.
  • Fernando, D. M. (2013). Supervision by doctoral students: A study of supervisee satisfaction and self-efficacy, and comparison with faculty supervision outcomes. The Clinical Supervisor, 32(1), 1-14.
  • Fernando, D. M., & 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 and Supervision, 44(4), 293-304.
  • Fulton, C. L., & Cashwell, C. S. (2015). Mindfulness‐based awareness and compassion: Predictors of counselor empathy and anxiety. Counselor Education and Supervision, 54(2), 122-133.
  • Hart, G. M., & Nance, D. (2003). Styles of counselor supervision as perceived by supervisors and supervisees. Counselor Education & Supervision, 43, 146–158.
  • Henriksen Jr, R. C., Henderson, S. E., Liang, Y. W., Watts, R. E., & Marks, D. F. (2019). Counselor supervision: A comparison across states and jurisdictions. Journal of Counseling & Development, 97(2), 160-170.
  • Hodges, D. (2011). The assessment of student learning in cooperative and work-integrated education. In R. K. Coll & K. E. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (pp. 53-62). World Association for Cooperative Education.
  • Hill, C. E., Lent, R. W., Morrison, M. A., Pinto-Coelho, K., Jackson, J. L., & Kivlighan, D. M. (2016). Contribution of supervisor interventions to client change: The therapist perspective. The Clinical Supervisor, 35(2), 227-248.
  • Holloway, E. L., & Hosford, R. E. (1983). Towards developing a prescriptive technology of counselor supervision. The Counseling Psychologist, 11(1), 73-77.
  • Holloway, E. L., & Johnston, R. E. (1985). Group supervision: Widely practiced but poorly understood. Counselor Education and Supervision, 24(4), 332-340.
  • Kalkan, B., & Can, N. (2019). Supervision in counselor education: Exploration of current status and standards in Turkey. Adıyaman University Journal of The Faculty of Education, 9(2), 271-290.
  • Klenke, K. (2016). Qualitative research in the study of leadership. Emerald Group Publishing Limited
  • Koç, İ. (2013). The effect of the supervision with interpersonal process recall on the counseling skills, self-efficacy and anxiety levels of counselor trainees [Unpublished doctoral dissertation]. Ege University Graduate School of Social Sciences, İzmir.
  • Koçyiğit-Özyiğit, M. K., & İşleyen, F. (2016). Supervisor training in counseling. Abant Izzet Baysal University Journal of The Faculty of Education, 16(4), 1813-1832.
  • Larson, L. M. (1998). The social cognitive model of counselor training. The Counseling Psychologist, 26(2), 219-273.
  • Leddick, G., & Bernard, J. M. (1980). The history of supervision: A critical review. Counselor Education & Supervision, 19(3), 186-194.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
  • Little, C., Packman, J., Smaby, M. H., & Maddux, C. D. (2005). The skilled counselor training model: Skills acquisition, self‐assessment, and cognitive complexity. Counselor Education and Supervision, 44(3), 189-200.
  • Lorenz, D. C. (2009). Counseling self-efficacy in practicum students: Contribution of supervision [Unpublished doctoral dissertation]. The Pennsylvania State University, Pensilvanya.
  • Meydan, B., & Denizli. S. (2018). Turkish undergraduate supervisees' views regarding supervisory relationship. Eurasian Journal of Educational Research (EJER), 74, 1-23.
  • Meydan, B. (2010). The examination of competency level of counselor trainees in reflection of content and reflection of feeling skills. H. U. Journal of Education, 30(4), 1-15.
  • Meydan, B. (2014). A supervision model for counseling practicum: microcounseling supervision model. Ege Journal of Education, 15(2), 358-374.
  • Min, R. M. (2012). Impact of the supervisory relationship on trainee development. International Journal of Business and Social Science, 3(18). 168-178.
  • Moldovan, R., & David, D. (2013). The impact of supervisor characteristics on trainee outcome in clinical supervision: a brief report. Journal of Evidence-Based Psychotherapies, 13(2), 517-528.
  • Muse-Burke, J. L., Ladany, N., & Deck, M. D. (2001). The supervisor relationship. In L. J. Bradley, and N. Ladany (Eds.), Counselor supervision: Principles, process, and practice (pp. 28-62). Brunner-Routledge.
  • Nelson, M. L., & Friedlander, M. L. (2001). A close look at conflictual supervisory relationships: The trainee's perspective. Journal of Counseling Psychology, 48(4), 384-395.
  • Neukrug, E. (2016). The world of the counselor: An introduction to the counseling profession. Cengage Learning.
  • Özdemir, H., & Avcı, M. S. (2019). Does The Customer Forgive? (A Qualitative Research On Service Failure And Compensation At Chain Supermarkets). Third Sector Social Economic Review, 54(1), 549-564. http://doi.org/10.15659/3.sektor-sosyal-ekonomi.19.03.1097
  • Özyürek, R. (2009). The supervision opportunities for practicum students of school counseling provided to trainees in Turkish universities: a national survey. Turkish Psychological Counseling and Guidance Journal, 4(32), 54-63.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. Sage.
  • Pearson, Q. M. (2000). Opportunities and challenges in the supervisory relationship: Implications for counselor supervision. Journal of Mental Health Counseling, 22(4), 283-295.
  • Prieto, L. R. (1998). Practicum class supervision in CACREP--accredited counselor training programs: A national survey. Counselor Education and Supervision, 38(2), 113-122.
  • Ray, Dee, & Altekruse, M. (2000). Effectiveness of group supervision versus combined group and individual supervision. Counselor Education and Supervision, 40(1), 19-30.
  • Renfro-Michel, E. L. (2006). The relationship between counseling supervisee attachment orientation and supervision working alliance rapport [Unpublished doctoral dissertation]. Missisipi State University, Missisipi.
  • Ronnestad, M. H., & Skovholt, T. (1993). Supervision of beginning and advanced graduate students of counseling and psychotherapy. Journal of Counseling & Development, 71(4), 396-405.
  • Seale, C. (1999). Quality in qualitative research. Qualitative Inquiry, 5(4), 465-478.
  • Siviş-Çetinkaya, Rahşan, & Karaırmak, Ö. (2012). Supervision in counselor education. Turkish Psychological Counseling and Guidance Journal, 4(27), 107-121.
  • Starling, P. V., & Baker, S. B. (2000). Counselor preparation: Structured peer group practicum supervision: Supervisees' perceptions of supervision theory. Counselor Education and Supervision, 39(3), 162-173.
  • Steward, R. J., Breland, A., & Neil, D. M. (2001). Novice supervisees' self‐evaluations and their perceptions of supervisor style. Counselor Education and Supervision, 41(2), 131-141.
  • Ülker-Tümlü, G. (2019). Structuring the group supervision process in the supervision of individual counseling practicum based on the discrimination model [Unpublished doctoral dissertation]. Anadolu University Institute of Educational Sciences, Eskişehir.
  • Woo, H., Henfield, M. S., & Choi, N. (2014). Developing a unified professional identity in counseling: A review of the literature. Journal of Counselor Leadership and Advocacy, 1(1), 1-15.
  • Worthington, E. L., & Roehlke, H. J. (1979). Effective supervision as perceived by beginning counselors-in-training. Journal of Counseling Psychology, 26(1), 64-73.
  • Worthington, E. L. (1984). Empirical investigation of supervision of counselors as they gain experience. Journal of Counseling Psychology, 31(1), 63-75.
  • Worthen, V., & McNeill, B. W. (1996). A phenomenological investigation of good supervision events. Journal of Counseling Psychology, 43(1), 25-34.
  • Yakut-Çayır, M., & Saritaş, M. T. (2017). Computer assisted qualitative data analysis: A Descriptive content analysis (2011 – 2016). Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 11(2), 518-544.
  • Yıldırım, A. & Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Seçkin.
  • Yılmaz, O., & Voltan-Acar, N. (2015). The importance of supervision in psychological counselor training and its role in group counseling. Abant Izzet Baysal University Journal of The Faculty of Education, 15(1), 342-356.
  • Yüksel-Şahin, F. (2018). Psikolojik danışmanlar için el kitabı [Handbook for counselors]. Nobel.
  • Zeligman, M. (2017). Supervising counselors-in-training through a developmental, narrative model. Journal of Creativity in Mental Health, 12(1), 2-14.
There are 74 citations in total.

Details

Primary Language English
Subjects Psychology
Journal Section Makaleler
Authors

Hacer Yıldırım Kurtuluş This is me

Fulya Yüksel Şahin This is me

Publication Date September 15, 2022
Published in Issue Year 2022 Volume: 12 Issue: 66

Cite

APA Yıldırım Kurtuluş, H., & Yüksel Şahin, F. (2022). Counselors’ Views About Their Training Supervision: A Qualitative Survey. Turkish Psychological Counseling and Guidance Journal, 12(66), 363-387. https://doi.org/10.17066/tpdrd.1174962

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