This single-subject study presents the development of an observational rating scale of supervision feedback. Feedback statements across 31 hours of supervision were scored on a 4-point scale for 4 behaviors: positivity, negativity, constructiveness, and specificity. Adequate interrater reliability and initial estimates of construct validity are…

Surveyed counselors-in-training regarding their acceptance of rape myths and their willingness to make blame-based attributions toward a male victim of rape. Results suggested male counselor trainees tended to endorse the greatest degree of acceptance of rape myths. Trainees of both sexes thought that a male rape victim who showed no resistance to…

Addresses the underlying emotional factors that contribute to therapists' difficulties in making decisions in accordance with ethical codes. The ethical genogram can allow therapists to gain insights into the emotionally driven forces that can lead to difficulty making tough ethical decisions. Suggestions for using the ethical genogram in training…

A model for group supervision is presented to guide beginning family therapy supervisors. The stages of the model include: Checking in; Case Presentation; Questions from the Audience; Video Review; Commentator Reflections; Audience Reflections; and Post-supervision Supervisor Reflections. One student's perspective on the usefulness of the model is…

Studied the contextual supervision (CS) model that has been developed and applied in several practicum settings and synthesized research findings on the effectiveness of CS in assisting faculty supervisors and cooperating teachers in mentoring preservice teachers. Findings show that the CS model has the potential to help supervisory personnel with…

Investigates the relationship between general styles of communicating and more situation-specific conflict management styles. Finds substantial relationships between general communication styles and conflict management styles, as well as very substantial relationships between the style constructs and task attraction of supervisors. (SR)

Describes process that six counselor trainees and two supervisors used with treatment and observation teams to examine their own coevolution as a therapeutic system using the Milan model of family therapy and Ericksonian hypnotherapy. Concludes with a discussion of advantages and pitfalls of this type of dual supervision. (Author/ABL)

Examined the effects of intensive probation supervision and treatment on 40 alcoholic offenders. Forty regularly supervised probationers served as control group. Analyzed contacts, services, criminal behavior, social adjustment and employment. Results indicated that the alcohol group performed as well as the control group despite their alcohol…

Contends that counseling/therapy is more complicated than it may first appear. Urges counselors/therapists trained in limited areas to place their specific techniques within a general, comprehensive counseling framework. Stresses that failing to do so makes counselors/therapists limited in what treatment they can provide. (CM)

Presents research approaches using qualitative methods that are needed as alternatives to traditional, quantitative methods. Describes the three qualitative methods of participant-observation, in-depth interviewing, and life histories and case studies. Discusses exemplars of qualitative techniques for research in counselor education and…

In a study based on a sample of counselor trainees (n=123) in the United States, results indicated that a stronger supervisory working alliance was predictive of less trainee role conflict and ambiguity in supervision. (Author)

Examined intensive parole supervision (IPS) as alternative to incarceration. Compared to regular parolee group (n=45), IPS group (n=55) had much higher parole officer and parolee activity in all areas except community counseling; performed about same on all dependent variables except type of parole warrant; and had more nonserious violations.…

Refers to misunderstandings of client-centered theory and attempts to explain how client-centered supervision works. Notes that a client-centered supervisor sets explicit standards for student behavior and, on basis of those standards, evaluates particular behaviors of a supervisee while still relating to trainee as person worthy of respect. (NB)

Responding to Joe Smith's unfavorable comments concerning Texas' alternative certification program in the November 1991 issue of "Educational Leadership," this article claims the Texas program is highly successful, thanks to school-university cooperation and closely supervised teacher interns. New Jersey's failures cannot be likened to…

Presents four exercises for family therapy educators to use in facilitating family therapy education and supervision that offer rapprochement between systems and individual conceptualizations, according to the Diagnostic and Statistical Manual of Mental Disorders III-Revised. Presents rationale, descriptions and examples for each exercise…