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Direct linkFickling, Melissa J.; Borders, L. DiAnne; Mobley, Keith A.; Wester, Kelly – Counselor Education and Supervision, 2017
The authors conducted a content analysis of supervisors' (n = 10) and supervisees' (n = 31) descriptions (n = 707) of most and least helpful significant events in individual, group, and triadic supervision across 1 semester. Categories by group for each modality and areas of agreement and disagreement are highlighted.
Descriptors: Supervisors, Supervisor Supervisee Relationship, Content Analysis, Counselor Training
Kemer, Gulsah; Borders, L. DiAnne; Yel, Nedim – Counselor Education and Supervision, 2017
Using Kemer, Borders, and Willse's (2014) concept map as a conceptual model, the authors aimed to understand expert supervisors' priorities with their easy and challenging supervisees. Experts' priorities with easy and challenging supervisees were represented in different parts of the concept map, and they seemed to individualize their work with…
Descriptors: Expertise, Supervisor Supervisee Relationship, Preferences, Supervision
Tangen, Jodi L.; Borders, L. DiAnne – Counselor Education and Supervision, 2017
Although clinical supervision is an educational endeavor (Borders & Brown, [Borders, L. D., 2005]), many scholars neglect theories of learning in working with supervisees. The authors describe 1 learning theory--information processing theory (Atkinson & Shiffrin, 1968, 1971; Schunk, 2016)--and the ways its associated interventions may…
Descriptors: Counselor Training, Supervision, Cognitive Processes, Supervisor Supervisee Relationship
Borders, L. DiAnne; Welfare, Laura E.; Sackett, Corrine R.; Cashwell, Craig – Counselor Education and Supervision, 2017
Seven doctoral supervisors described their experiences giving corrective feedback, including events when constructive feedback and confrontation did and did not go well. Findings reveal their thoughts and feelings before, during, and after each event. The authors suggest several specific pedagogical directions for facilitating supervisor…
Descriptors: Supervision, Supervisors, Feedback (Response), Counselor Training
Daniel, Laura; Borders, L. DiAnne; Willse, John – Counselor Education and Supervision, 2015
The authors explored whether supervisor and supervisee self-ratings of mindfulness (N = 72 supervision pairs) predicted perceptions of the supervisory relationship and session dynamics. Only supervisor self-ratings of mindfulness predicted their own ratings of the supervisory relationship and session dynamics.
Descriptors: Supervision, Supervisor Supervisee Relationship, Self Evaluation (Individuals), Perception
Kemer, Gülsah; Borders, L. DiAnne; Willse, John – Counselor Education and Supervision, 2014
Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, [Kane, M., 2007]) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment,…
Descriptors: Supervisors, Supervision, Supervisor Supervisee Relationship, Concept Mapping
Borders, L. DiAnne; Welfare, Laura E.; Greason, Paige B.; Paladino, Derrick A.; Mobley, A. Keith; Villalba, Jose A.; Wester, Kelly L. – Counselor Education and Supervision, 2012
In this consensual qualitative research study, the authors explored supervisors' (n= 11) and their supervisees' (n= 31) perceptions of individual, triadic, and group supervision sessions during practicum. Data from supervisor individual interviews and supervisee focus-group interviews revealed several themes regarding the advantages and…
Descriptors: Qualitative Research, Supervisors, Counselor Training, Practicums
