Article is an exploration of some of the ethical issues facing rehabilitation counselors who provide clinical supervision. Ethical issues related to competence, evaluation and due process, dual relationships, confidentiality, and informed consent are discussed. (Contains 28references, 2 tables, and 1 appendix.) (Author)

As an important component of counselor education and development, supervision is a likely teaching and learning opportunity to address spirituality in counseling. The author examines ways in which spiritual and religious issues might be presented in supervision, using the focus areas of the Discrimination Model, namely intervention,…

Emphasizes the important contributions of systems theory in the supervision process. A case study is used to illustrate how attention to the systemic contexts of the client, the supervisee, and the supervision process itself enlarge the possibilities for helpful change. The unifying themes of many systems theories are identified, and techniques…

Examines supervision from attributional perspective. Conceptualizes counselor supervision as interactional process in which trainees learn to describe and manage cause-effect relationships. Reviews attribution theory and discusses common biases and errors in attribution process. Proposes interventions to help supervisors minimize influence of…

Asserts that informed consent between supervisor and supervisee in clinical supervision should be explicitly addressed, and provides a prototypical form. Presents areas to be covered in a written statement and offers suggestions for discussing informed consent in an initial supervision session. (JPS)

Notes that ethical concerns of helping professionals focus on issues related to supervision and training of interns and that Committee on Ethical and Professional Practices of art therapy profession has received complaints from interns concerning their supervisors. Examines nature of supervisory relationship and roles of participating members as…

Discusses the importance of feedback in service occupations and looks at Thomas J. Connellan's six principles on the use of feedback, reward, and recognition. (JOW)

Human resource development (HRD) officers in 23 companies indicated that HRD responsibilities are being delegated to first-line managers when facilitating conditions existed--manager training, motivation, official task descriptions, and sufficient time. HRD roles for managers include analysis of performance problems, support, and actual training.…

An ethnographic study of customer service call centers found that both desired and unintended outcomes are influenced by personal coping and organizational sustaining mechanisms. When organizations use behavioral control, a climate of resistance ensues. An alternative is to view call centers as learning sites. (SK)

Describes GEMS, a spiral model that profiles volunteer administration. Components include Generate, Educate, Mobilize, and Sustain, four sets of processes that span volunteer recruitment and selection to retention or disengagement. (SK)

School counselors typically receive little or no supervision of their counseling. Results of an evaluation of the Structured Peer Consultation Model for School Counselors indicate that the model may help meet the needs of school counselors for ongoing feedback on their counseling with student-clients. (Author)

Reports on a national survey of substance abuse counselors (N=134) to learn their current and preferred supervision practices. Results suggests that substance abuse counselor are receiving supervision similar to other counselors. No preference was indicated for the sex of the supervisor, nor for the 12-step recovery experience. Counselors did…

In response to a survey of counseling supervisors, 70 practitioners provided information about their practice as supervisors of counselors and supervisors of supervisors. All but six of the respondents claimed to have supervision for supervision. Results show issues in four categories: boundaries, competence of supervisees, training, and ethics.…

There are two factors that limit our knowledge of the risk factors associated with homelessness among runaway adolescents, namely (1) the samples used are often composed of youth homeless service users and/or youths living on the streets (visible homelessness), whereas most adolescents in fact use ''private'' resources (hidden homelessness), and…

This article provides a description of the structure and examples of how the socioprocess group may be used as a major approach for the training and supervision of psychoeducational groups. The distinguishing characteristics of this psychoeducational group approach are provided, along with examples, strategies, and guidelines for its application…