supervising students in training: what, how, and why · 2012-03-06 · supervision an intervention...

+

Supervising Students In Training: What, How, and Why

Jung H. Hyun, Ph.D.

Cher N. Edwards, Ph.D.

Seattle Pacific University

+ Reflections…

What is Supervision?

How was your supervision experience when you were in the

program?

What did you like about your supervision?

What didn’t you like about your supervision?

Hyun & Edwards, 2012

2

+ Supervision

An intervention provided by a more senior

member of a profession to a more junior

member or members of that same profession.

This relationship is evaluative, extends over

time, and has the simultaneous purposes of

enhancing the professional functioning of the

more junior person(s),

monitoring the quality of professional services

offered to client(s) she, he or they see(s), and

serving as a gatekeeper of those who are to enter

the profession. (p.8, Bernard & Goodyear, 2004)


3

+ Review of Studies on Supervision

in School Counseling

Significant differences in supervisory activity between RAMP

programs and traditional programs (Blakely, Underwood, &

Rehfuss, 2009)

School counselors utilizing the ASCA national model seemed

to have more experience (significantly) than school

counselors not utilizing the ASCA national model. (Blakely,

Underwood, & Rehfuss, 2009)


4



Communities of practice: Relationship with supervisors, lack

of power to change things in school are the major themes ,

which led the participants to turn to their peers to make

sense of their experience. (Woodside, Ziegler, & Paulus,

2009)


5



Respondents with more than 40 hours of supervision training scored in the upper end of the self-efficacy scale, whereas respondents with fewer than 40 hours of supervision training reported a wider range of self-efficacy. (Dekruyf & Pehrsson, 2011)

School counselors would benefit in the following areas (Dekruyf & Pehrsson, 2011):

(a) counselor development

(b) supervision methods and techniques

(c) the supervisory relationship

(d) models of supervision


6



School counselor supervisors’ perception of and their

approach to supervision seem different from ones in other

contexts. (Peace & Sprinthall, 1998; Peterson & Deuschle,

2006; Luke, Ellis, & Bernard, 2011)


7



No Evidence that supervision in school counseling is occurring in a substantial way

No clinical supervision training (Crutchfield & Borders, 1997; Sutton & Page, 1994)

Limited qualified supervisors

Lack of awareness of benefits counselor resistance

Focus of administrative supervision

Ethical issues

Lack of state or national mandate

(Dollarhide & Miller, 2006)


8

+

Results

9

+ WHY do SC take interns?

Responsibility for Growth of the field.

Giving back

Influenced by previous experience

Good interns: competent skills, good fit to the grade level, love

what they do, knowledge

Good interns: self-starter, asking for help, being able to multi-

task, follow through


10

+ Ethical Standards for School

Counselors (2010)

F.3 Supervision of School Counselor Candidates Pursuing Practicum and Internship

Experiences:

Professional school counselors:

a. Provide support for appropriate experiences in academic, career, college access and

personal/social counseling for school counseling interns.

b. Ensure school counselor candidates have experience in developing, implementing and

valuating a data-driven school counseling program model, such as the ASCA National

Model.

c. Ensure the school counseling practicum and internship have specific, measurable

service delivery, foundation, management and accountability systems.

d. Ensure school counselor candidates maintain appropriate liability insurance for the

duration of the school counseling practicum and internship experiences.

e. Ensure a site visit is completed by a school counselor education faculty member for

each practicum or internship student, preferably when both the school counselor

trainee and site supervisor are present.


11

+ Before you take interns…

Are you ready?

Supervision training

Experience in the building

Experience at the grade level

Is the site ready?

Principal’s permission

Office space

Technology

Building policy


12

+ What does Supervision consist of?

Huge Commitment!

Understanding the intern (skills, attitude, & fit)

Questions that you would like to ask during interview

Why do you like to work at that grade level?

Experience at that grade level?

What kinds of training have you received?

What’s your strengths?

What’s your weaknesses?

What’s your university’s expectations?

What’s your expectations?

Commitment?

Clear goals and expectations

Syllabus

Contracts


13

+ HOWs

Depending on…

relationship with the supervisor

familiarity with school

intern’s strengths and weaknesses


14

+ WHATs

Help interns to…

Understand how SC does differently from other educational staff

Fit in with the staff

Understand the reality

Have fun with their jobs and love what they do

Apply their knowledge into practice

Ask for help

Make mistakes

Feel empowered

Listen to their clinical judgment

Thrive on their own way


15

+ More WHATs

Different Roles

observation and conversation (modeling & explaining)

process and debrief events (observing, good questions)

consulting

Questions are different depending on the level

What do you observe?

Why do you think that I did what I did?

How would you do it differently?

Why do you do what you do?

Know when/how to give feedback (Ask!)

What did they do? (clear, specific, objective)

How did they do?

How do you feel about what you did?

I-message


16

+ Challenges in Supervision

Quality time in limited time

Stretching intern

Intern’s limited availability

Challenges from staff

Being challenges by the intern


17

+ What would be helpful?

Previous supervision experience

Supervision training

Feeling prepared to guide

Having a clear idea of preparation: what to ask, how to

screen, and what personality works, etc.


18

+

What’s it like?

Questions?


19

http://www.youtube.com/watch?v=QVwS4OpNhm0&feature=related

+ References Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision (3rd ed.).

Needham Heights, MA US: Allyn & Bacon.

Blakely, C., Underwood, L. A., & Rehfuss, M. (2009). Effectiveness of school counselor supervision with trainees utilizing the ASCA model. Journal of School Counseling, 7(30). Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ886144

Crutchfield, L. B., & Borders, L. (1997). Impact of Two Clinical Peer Supervision Models on Practicing School Counselors.Journal of Counseling & Development, 75(3), 219-30. Retrieved from EBSCOhost.

DeKruyf, L., & Pehrsson, D. (2011). School counseling site supervisor training: An exploratory study. Counselor Education and Supervision, 50(5), 314-327

Devlin, J. M., Smith, R. L., & Ward, C. A. (2009). An adlerian alliance supervisory model for school counseling. Journal of School Counseling, 7(42) Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ886162

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.


20

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ886144



+ Luke, M., Ellis, M. V., & Bernard, J. M. (2011). School counselor

supervisors' perceptions of the discrimination model of supervision. Counselor Education and Supervision, 50(5), 328-343.

Peace, S., & Sprinthall, N. A. (1998). Training School Counselors to Supervise Beginning Counselors: Theory, Research, and Practice. Professional School Counseling, 1(5), 2-8. Retrieved from EBSCOhost.

Peterson, J. S., & Deuschle, C. (2006). A model for supervising school counseling students without teaching experience. Counselor Education and Supervision, 45(4), 267-281.

Stewart, D. W., & Shamdasani, P. N. (1990). Focus groups: Theory and practice. Thousand Oaks, CA US: Sage Publications, Inc.

Sutton, J. r., & Page, B. J. (1994). Post-Degree Clinical Supervision of School Counselors. School Counselor, 42(1), 32-39.

Woodside, M., Ziegler, M., & Paulus, T. M. (2009). Understanding school counseling internships from a communities of practice framework. Counselor Education & Supervision, 49(1), 20-38


21

+ Contact Information

June Hyun

[email protected]

Cher Edwards

[email protected]


22

mailto:[email protected]

mailto:[email protected]

supervising students in training: what, how, and why · 2012-03-06 · supervision an intervention...

Documents