Counselors-in-training evaluation of faculty and site supervisors’ competency and effectiveness

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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.

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Keywords

Counselor education, Supervision, Counselor-in-training, Supervisors, Supervisee, Competency

Graduation Month

May

Degree

Doctor of Philosophy

Department

Department of Special Education, Counseling and Student Affairs

Major Professor

Yang Yang

Date

2023

Type

Dissertation

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