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Supervisor emphasis and supervisee c...

Wise, Cheryl Annette.

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Supervisor emphasis and supervisee counseling self-efficacy in counseling supervision.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supervisor emphasis and supervisee counseling self-efficacy in counseling supervision./
Author:	Wise, Cheryl Annette.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 68-01, Section: B, page: 0611.
Contained By:	Dissertation Abstracts International68-01B.
Subject:	Education, Guidance and Counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3247321

Supervisor emphasis and supervisee counseling self-efficacy in counseling supervision.
Wise, Cheryl Annette.

Supervisor emphasis and supervisee counseling self-efficacy in counseling supervision. - 148 p.

Source: Dissertation Abstracts International, Volume: 68-01, Section: B, page: 0611.

Thesis (Ph.D.)--Temple University, 2006.

This within-subjects study examined the effects of supervisor emphasis on counseling self-efficacy of students in a counseling practicum over the course of a semester. One hundred master's level counseling practicum students completed the Counseling Activity Self-Efficacy Scales (CASES) at the beginning and end of the semester. Of these students, 61 also completed the Supervisor Emphasis Rating Form - Revised, (SERF-R), Form T and recruited their on-site supervisors to complete the SERF-R, Form SS. One of four primary emphases of the supervisors during supervision sessions was determined. Serving as a comparison group, 122 pre-practicum students completed pre and post-test CASES and were compared with the practicum students.Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Supervisor emphasis and supervisee counseling self-efficacy in counseling supervision.
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035 $a (UMI)AAI3247321
035 $a AAI3247321
040 $a UMI $c UMI
100 1 $a Wise, Cheryl Annette. $3 1922199
245 1 0 $a Supervisor emphasis and supervisee counseling self-efficacy in counseling supervision.
300 $a 148 p.
500 $a Source: Dissertation Abstracts International, Volume: 68-01, Section: B, page: 0611.
500 $a Adviser: Gordon M. Hart.
502 $a Thesis (Ph.D.)--Temple University, 2006.
520 $a This within-subjects study examined the effects of supervisor emphasis on counseling self-efficacy of students in a counseling practicum over the course of a semester. One hundred master's level counseling practicum students completed the Counseling Activity Self-Efficacy Scales (CASES) at the beginning and end of the semester. Of these students, 61 also completed the Supervisor Emphasis Rating Form - Revised, (SERF-R), Form T and recruited their on-site supervisors to complete the SERF-R, Form SS. One of four primary emphases of the supervisors during supervision sessions was determined. Serving as a comparison group, 122 pre-practicum students completed pre and post-test CASES and were compared with the practicum students.
520 $a No significant effects of type of supervisor emphasis on counseling self-efficacy were detected, likely due to the insufficient sample size in each of the supervisor emphasis categories. Counseling self-efficacy scores increased among both practicum and pre-practicum student groups. Practicum students reported higher counseling selfefficacy scores in all but one subscale, Insight Skills. Practicum student increases in counseling self-efficacy, however, was not higher than increases for pre-practicum counseling self-efficacy, however, was not higher than increases for pre-practicum students. Average increases for both groups were not significantly different excepting practicum student increases on the Insight Skills scale and the Client Distress Skills scale. Further, particular supervisor emphases did not have an effect on three specific domains of counseling self-efficacy.
520 $a Next, very low agreement between supervisors and supervisees was found regarding what was being emphasized in session, yet there was no significant correlation between the level of agreement and the changes in counseling self-efficacy scores. Finally, higher levels of counseling self-efficacy were reported on post-test measures by pre-practicum students than pre-test scores of practicum students.
520 $a Implications of the present study include a need to enhance participation by increasing the contact between the researcher and supervisors and taking advantage of professional networks. Also, counseling self-efficacy should be understood as a complex concept with both fluctuating and individualistic optimal levels.
520 $a Future research may include analysis of specific activities that affect counseling self-efficacy and research in which supervisor emphasis is tailored. Also, when possible, the use of videotape, measurements of counselor performance, and analysis of client outcomes is highly recommended.
590 $a School code: 0225.
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Psychology, General. $3 1018034
690 $a 0519
690 $a 0621
710 2 0 $a Temple University. $3 959342
773 0 $t Dissertation Abstracts International $g 68-01B.
790 1 0 $a Hart, Gordon M., $e advisor
790 $a 0225
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3247321