Using consensual qualitative research, researchers interviewed 16 supervisors regarding their use of self-disclosure in supervision. Supervisors reported that their prior training in supervisor self-disclosure (SRSD) came via didactic sources and encouraged judicious use of SRSD. Supervisors used SRSD to enhance supervisee development and normalize their experiences; supervisors did not use SRS...

The main objective of this study was to examine a set of independent group variables (group size, gender composition, and supervisory style) in group supervision, and their interrelation with supervisees’ and supervisors’ view on group interactions, group climate, and attained skill. The study also examined changes over time in supervisees’ and supervisors’ ratings of group interactions, group ...

The behaviors displayed and statements articulated during supervision are a function of the supervisee’s current stage of development (Loganbill, Hardy, & Delworth, 1982). The various forms of supervisee resistance often result when the supervisory style does not match the supervisee’s readiness level or developmental stage (Rando, 2001). By integrating the use of the Loganbill et al. Developme...

The attachment of the supervisor was explored as a predictor of ratings of supervisee development. The sample consisted of 90 supervisor-supervisee dyads. Variance due to the psychological reactance of the supervisee and the duration of the supervisory relationship was held constant. Supervisors with a preoccupied style of attachment were more likely to give supervisees low professional develop...

The authors take the genogram, a classic supervision method used to address the self-of-the-therapist, and tweak it by highlighting the cultural influences on supervisees. (See Chapter 10 in the accompanying book for the initial development and purposes of the genogram and Chapter 3 for ways it is now used to assess cultural equity.) After illustrating the value of the cultural genogram for sup...

This article presents a developmental model of counselor supervision that conceptualizes the training process as a sequence of identifiable stages through which the trainee progresses. The progress of the supervisee is described from the entry level counselor through the advanced master counselor stage. Characteristics of supervisees at each of the four levels of the model are discussed as well...

This paper explores the contribution of work-based supervision to an education programme in mental health from the perspectives of supervisors and supervisees. It attempts to clarify the supervisory role by looking at the literature together with supervisors reported learning and development needs. Supervisors responded positively to a development programme established to help them support thei...

Multiple attributes are expected of postgraduate research supervisors. Provision of timely and effective face-to-face feedback is one such skill that carries enormous significance in supervisee's professional development. Feedback allows the supervisees to improve upon their performances. Unfortunately, both supervisors and supervisees have contrasting approaches towards the ongoing feedback pr...

While resistance has long been discussed as an obstacle to the process of psychotherapy (Freud, S., 1912,1914; Freud, A., 1936; Fenichel, 1945; Gill, 1963; Greenson, 1967) it has been less frequently addressed in the context of psychotherapy supervision. The most frequent aspect of resistance in supervision that has been discussed in the literature is the type of resistant behavior most commonl...

Supervisor’s feedback is both a naysaying and a puzzling concern that has always tormented academics in higher education. Particularly, written feedback on pre-final or final versions of a submitted doctoral dissertation is indisputably the most significant step toward granting a doctoral student supervisee the right to defend his/her research project. It also constitutes a rich source on how s...