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An examination of factors affecting ...

Borzumato-Gainey, Christine.

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An examination of factors affecting peer feedback in group supervision.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An examination of factors affecting peer feedback in group supervision./
Author:	Borzumato-Gainey, Christine.
Description:	159 p.
Notes:	Director: James M. Benshoff.
Contained By:	Dissertation Abstracts International65-12A.
Subject:	Education, Guidance and Counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3158559
ISBN:	9780496917631

An examination of factors affecting peer feedback in group supervision.
Borzumato-Gainey, Christine.

An examination of factors affecting peer feedback in group supervision. - 159 p.

Director: James M. Benshoff.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2004.

The interactions among supervision group members offer opportunities for peer feedback and support, exposure to a wide variety of clinical issues, and personal insight into interpersonal behavior germane to counselors' professional roles (Bernard & Goodyear, 1992; Hayes, 1990). In order to generate these benefits, members must engage in effective, honest feedback. Despite the importance of accurate peer feedback, peers do not readily give clinical suggestions and corrective feedback (Morran, Stockton, & Bond, 1991) and may tend to give overly superlative and global positive feedback (Nilson, 2003). This study was designed to analyze a selection of variables prevalent in both the group work and supervision literature pertaining to the offering of corrective feedback among master's level supervisees in group supervision during their internship experiences in counselor training programs.

ISBN: 9780496917631Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

An examination of factors affecting peer feedback in group supervision.
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005 20110915
008 110915s2004 eng d
020 $a 9780496917631
035 $a (UMI)AAI3158559
035 $a AAI3158559
040 $a UMI $c UMI
100 1 $a Borzumato-Gainey, Christine. $3 1292319
245 1 3 $a An examination of factors affecting peer feedback in group supervision.
300 $a 159 p.
500 $a Director: James M. Benshoff.
500 $a Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4471.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2004.
520 $a The interactions among supervision group members offer opportunities for peer feedback and support, exposure to a wide variety of clinical issues, and personal insight into interpersonal behavior germane to counselors' professional roles (Bernard & Goodyear, 1992; Hayes, 1990). In order to generate these benefits, members must engage in effective, honest feedback. Despite the importance of accurate peer feedback, peers do not readily give clinical suggestions and corrective feedback (Morran, Stockton, & Bond, 1991) and may tend to give overly superlative and global positive feedback (Nilson, 2003). This study was designed to analyze a selection of variables prevalent in both the group work and supervision literature pertaining to the offering of corrective feedback among master's level supervisees in group supervision during their internship experiences in counselor training programs.
520 $a The offering of feedback by 68 supervisees was investigated (via responses from supervisors and supervisees) in 12 supervision groups at nine CACREP-accredited counseling programs. Following the conclusion of a group supervision session, each supervisee participant completed instruments designed to gather data pertaining to demographic information, emotional barriers and perceptions around corrective feedback and counseling efficacy which may have contributed to or hindered the offering of effective corrective feedback. Supervisor participants completed a demographics questionnaire and an evaluation of supervisee feedback for each supervisee.
520 $a The multiple regression analyses indicated the contribution of supervisee emotions and perceptions around corrective feedback, and counseling efficacy did not adequately explain supervisee self-ratings of corrective feedback offered, nor did these factors explain supervisor ratings of supervisee corrective feedback. However, results indicated that supervisee self-efficacy scores were significantly different between the supervisees who received high supervisor ratings and the supervisees who received low supervisor ratings. Finally, a t-test and a correlation matrix were used to investigate the relationship between supervisor assessment of supervisee feedback and supervisee self-assessment of corrective feedback. Both data analyses' results indicated significance. Therefore, supervisor ratings and supervisee ratings tend to be in general agreement with each other (both rate the feedback high or both rate the feedback low) but within each supervisor-supervisee pairing, supervisees often rate their own feedback significantly higher than supervisors rate it.
590 $a School code: 0154.
650 4 $a Education, Guidance and Counseling. $3 1017740
650 4 $a Health Sciences, Mental Health. $3 1017693
650 4 $a Social Work. $3 617587
690 $a 0347
690 $a 0452
690 $a 0519
710 2 0 $a The University of North Carolina at Greensboro. $3 1029687
773 0 $t Dissertation Abstracts International $g 65-12A.
790 $a 0154
790 1 0 $a Benshoff, James M., $e advisor
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3158559