Counselors-In-Training Evaluation of Faculty and Site Supervisors' Competency and Effectiveness

Autor/in	Cain, Amy E.
Titel	Counselors-In-Training Evaluation of Faculty and Site Supervisors' Competency and Effectiveness
Quelle	(2023), (109 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kansas State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7330-0
Schlagwörter	Hochschulschrift; Dissertation; Supervision; Counselor Training; Student Attitudes; Teacher Competencies; Supervisors; Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Lehrkunst; Erfahrung
Abstract	Because clinical supervision plays a vital role in the education and preparation of counselors-in-training, interest in best practices in supervision and competency-based supervision has increased. The purpose of this quantitative study was to examine how counselors-in-training perceive the competency of faculty and site supervisors and how the type of supervisors and supervisors' perceived level of experience impacts the counselors-in-trainings' ratings of supervisory competency. Using convenience sampling, counselors-in-training from CACREP-accredited programs (n = 77) completed an online survey rating supervisors' competency for a total of 230 faculty and site supervisors. Surveys consisted of demographic information and the instrument, the Supervision Evaluation and Supervisory Competence (SE-SC) short version scale (Gonsalvez, 2020). Overall, the results of this study indicated that the role of being a faculty supervisor or site supervisor did not yield substantial differences in perceived supervisory competency. However, when examining the differences in level of supervisory experience, the results yielded a multitude of differences, notably between novice- and intermediate-level supervisors and novice- and expert-level supervisors. An additional finding revealed a high frequency of inadequate or negative supervision experiences. Implications, limitations, and recommendation for research and practice based off these findings are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01