Testing Self-Focused Attention Theory in Clinical Supervision: Effects of Supervisee Anxiety and Performance

Autor/inn/en	Ellis, Michael V.; Krengel, Maxine; Beck, Michael
Titel	Testing Self-Focused Attention Theory in Clinical Supervision: Effects of Supervisee Anxiety and Performance
Quelle	In: Journal of Counseling Psychology, 49 (2002) 1, S.101-116 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
Schlagwörter	Supervision; Anxiety; Counselor Training; Observation; Attention; Audience Awareness; Clinical Experience; Counseling Effectiveness; Supervisory Methods + Suchen Sie Ihr Suchwort? Angst; Beobachtung; Aufmerksamkeit
Abstract	Audio- or videotaping and one-way mirrors are often used in clinical supervision. Yet, the effects of audio- or videotaping on supervisees have yielded equivocal results. Some studies suggest that audio- or videotaping increases trainee anxiety and hinders performance, whereas other studies suggest negligible effects. The authors present 2 studies in which they tested self-focused attention theory (e.g., C. S. Carver & M. F. Scheier, 1982; S. Duval & R. A. Wicklund, 1972) to explain the equivocal findings. In each study, trainees were randomly assigned to 1 of 3 awareness conditions (private or public self-awareness, or subjective awareness) and conducted initial counseling sessions. Analyses of supervisee anxiety and performance found no significant differences due to self-awareness condition in either study. The results suggest that a mirror and audio- or videotaping elicit trivial aversive effects on supervisees. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10