Describes use of positive reframing in context of supervision. Notes supervisors encountering resistance from their supervisees can use positive reframing as way to reduce threat and promote growth. Rationale is developed for using reframing with supervisees. Presents examples and outlines limitations. Concludes when positive reframes are designed…

A model for group facilitator supervision using a one-way mirror for unobtrusive observations and interventions is presented. Methodology adapted from selected family therapists was applied in a group counseling class in order to achieve live supervision. (Author)

This book was written to provide information about the principles, process, and practice of counselor supervision for both clinical and administrative supervisors. The 12 chapters of the book are organized under three major headings. Part I, Counselor Supervision: Essentials for Training, consists of chapters 1 and 2. Chapter 1 includes the basic…

Compares the American and Japanese first-line supervisor: production statistics, supervisory style, company loyalty, management style, and communication. Also suggests what Americans might learn from the Japanese methods. (CT)

Examines the supervision needs of correctional mental health counselors and psychologists. Adding a confrontational supervision style to the unavoidable confrontations that occur in therapy is discouraged because of the possibilities for increased tension and conflict. An application of a supervision model is presented. (LLL)

Discusses major ethical issues related to training and supervising counseling practitioners including transference, dependency, and power in the supervisory relationship, dual relationship, stereotyping, and the imposition of the supervisors' beliefs on the supervisee. Identifies suggestions for lessening the threat of ethical violations. (Author)

Various lifeguard training courses are described, with emphasis on the Red Cross' new lifeguard training. Sources of information about the training programs are given. (MT)

Responds to Biggs' article on the case presentation approach in clinical supervision, commending the author for drawing together two areas of psychology: case presentation in counselor supervision and cognitive development. Discusses three major contributions of, and three concerns with, Biggs' model. (NB)

Contends that organizational changes depend heavily on the supervisor for successful implementation. Points out that a supervisory climate of trust should be nurtured, and tact should be employed if uncertainty and resistance within the organization's staff are to be kept at tolerable levels. (Author/LLL)

Represents an initial effort to apply Lazarus's multimodal approach to a model of counselor supervision. Includes continuously monitoring the trainee's behavior, affect, sensations, images, cognitions, interpersonal functioning, and when appropriate, biological functioning (diet and drugs) in the supervisory process. (LLL)

Proposes a reconceptualization of problems and processes of developmental group supervision as occurring in three different but interesting domains. Asserts that a more thorough understanding of developmental assumptions upon which supervision models are built will help to identify deficiencies in existing models and to facilitate development of…

Discusses case presentation approach as mechanism for improving case conceptualization skills. Describes case presentation as dealing with three conceptualization tasks: (1) identifying and differentiating how observations and inferences provide evidence for clinical judgments; (2) describing components of counseling relationship; and (3)…

The Postgraduate Center for Psychotherapy in Haifa, Israel has developed a one-year seminar in psychodynamic supervision for practicing supervisors. Twenty-five participants took part in group seminars designed to address the process of supervision and the theoretical, personal, and stylistic differences among supervisors. This paper describes the…

Presents the social facilitation paradigm as a useful model for predicting positive and negative effects of supervision observation on the performance of counselors. Describes some recent studies that have attempted to test this paradigm in actual counseling studies and offers some suggestions for future research. (LLL)

Reviews social influence literature and proposes a model of counselor supervision based on social influence theory and research. Suggests that supervisees seek supervisor assistance because they view supervisors as individuals who can resolve difficulties supervisees feel are beyond their control. (JAC)