Western Michigan University Western Michigan University ScholarWorks at WMU ScholarWorks at WMU Dissertations Graduate College 12-2000 Supervisory Identity Development and its Relationship to Supervisory Identity Development and its Relationship to Supervisory Experience, Counseling Experience, and Training in Supervisory Experience, Counseling Experience, and Training in Supervision Supervision Nadine Joy Pelling Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Counselor Education Commons Recommended Citation Recommended Citation Pelling, Nadine Joy, "Supervisory Identity Development and its Relationship to Supervisory Experience, Counseling Experience, and Training in Supervision" (2000). Dissertations. 1477. https://scholarworks.wmich.edu/dissertations/1477 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected].
134
Embed
Supervisory Identity Development and its Relationship to ...
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Western Michigan University Western Michigan University
ScholarWorks at WMU ScholarWorks at WMU
Dissertations Graduate College
12-2000
Supervisory Identity Development and its Relationship to Supervisory Identity Development and its Relationship to
Supervisory Experience, Counseling Experience, and Training in Supervisory Experience, Counseling Experience, and Training in
Supervision Supervision
Nadine Joy Pelling Western Michigan University
Follow this and additional works at: https://scholarworks.wmich.edu/dissertations
Part of the Counselor Education Commons
Recommended Citation Recommended Citation Pelling, Nadine Joy, "Supervisory Identity Development and its Relationship to Supervisory Experience, Counseling Experience, and Training in Supervision" (2000). Dissertations. 1477. https://scholarworks.wmich.edu/dissertations/1477
This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected].
SUPERVISORY IDENTITY DEVELOPMENT AND ITS RELATIONSHIP TO SUPERVISORY EXPERIENCE, COUNSELING EXPERIENCE,
AND TRAINING IN SUPERVISION
by
Nadine Joy Pelling
A Dissertation Submitted to the
Faculty of The Graduate College in partial fulfillment of the
requirements for the Degree of Doctor of Philosophy
Department of Counselor Education and Counseling Psychology
Western Michigan University Kalamazoo, Michigan
December 2000
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
SUPERVISORY IDENTITY DEVELOPMENT AND ITS RELATIONSHIP TO SUPERVISORY EXPERIENCE, COUNSELING EXPERIENCE,
AND TRAINING IN SUPERVISION
Nadine Joy Pelling, Ph.D.
Western Michigan University, 2000
The relationship between supervisory identity development and supervisory
experience, counseling experience, and training in supervision was investigated in this
study. A developmental model of supervisory identity development was utilized, the
Supervisor Complexity Model, in both the conceptualization of supervisory identity
development and the measurement of supervisory identity development.
Consequently, supervisory identity and some factors thought to effect its
development are reviewed. Counseling professionals likely to be engaged in
providing supervision services were surveyed by mail. Participants completed a
measure of supervisory identity development, the Psychotherapy Supervisor
Development Scale, and also indicated their supervisory experience, counseling
experience, and training in the area of supervision. Multiple regression analyses were
then performed to examine the relationship between supervisory identity development
and supervisory experience, counseling experience, and training in supervision.
Results indicate that supervisory experience and training in supervision account for a
significant proportion of the variance of supervisory identity development scores. The
implications of these findings, regarding supervisor development theory and practical
applications, are reviewed.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
INFORMATION TO USERS
This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer.
The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction.
In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.
Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6* x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order.
Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA
800-521-0600
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
UMI Number 9988433
Copyright 2000 by Pelling, Nadine Joy
All rights reserved.
___ _
UMIUMI Microform9988433
Copyright 2001 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
Bell & Howell Information and Learning Company 300 North Zeeb Road
P.O. Box 1346 Ann Arbor, Ml 48106-1346
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Copyright by Nadine Joy Pelling
2000
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
ACKNOWLEDGMENTS
Throughout the course of my professional development, the support and
guidance I have received from a number of people has been invaluable. I would like
to take this opportunity to thank a few of those who have assisted me.
I would like to thank Dr. Robert Betz for serving as the chairperson of my
dissertation committee. Moreover, I would like to thank Dr. C. Dennis Simpson and
Dr. Edward Trembley for being members on my dissertation committee. I have
benefited from the experience all three have in supervising research and doctoral
students. I also thank them for serving as competent and caring psychologist and
supervisor role models.
I also would like to thank Dr. Joseph Oldz, who has especially shaped my
identity as a psychologist. I am so very glad that he encouraged me to further my
education to the doctoral level.
Finally, I wish to thank Camille Tribe, a former high school teacher and
current friend. I continue to marvel at how different my life would have turned out if
I had not met her.
I have indeed been lucky that so many have lent their support, guidance, and
knowledge to my development. I am a better person and counseling psychologist
because of you. I am grateful.
Nadine Joy Pelling
ii
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
TABLE OF CONTENTS
ACKNOWLEDGMENTS.................................................................................. ii
LIST OF TABLES................................................................................................ vi
LIST OF FIGURES.............................................................................................. vti
CHAPTER
I. INTRODUCTION AND LITERATURE REVIEW................................ 1
The Present Study .............................................................................. 3
Importance of the Study...................................................................... 4
Summary and Recommendations for Future Research...................... 70
APPENDICES
A. Human Subjects Institutional Review Board Approval ............................ 72
B. Demographic Survey.................................................................................. 74
C. Postcard O n e .............................................................................................. 78
D. Cover Letter O n e ........................................................................................ 80
E. Consent Document .................................................................................... 82
F. Envelope.................................................................................................... 84
G. Postcard T w o .............................................................................................. 86
H. Cover Letter Tw o........................................................................................ 88
I. Skewness and Kurtosis Scores for the Six Independentand Three Composite Independent Variables............................................ 90
J. Before and After Transformation Skewness/Kurtosis Ratio Chart,Frequency Distributions, and Normal P-P Comparisonsfor the Independent Variables.................................................................... 92
K. PSDS Skewness and Kurtosis Scores and DistributionCharacteristics.......................................................................................... 100
L. Correlation M atrix.................................................................................... 106
M. Larzelere and Mulaik Adjusted Bonferroni Correlations ........................ 108
N. Multiple Regression Residual Charts ...................................................... 110
O. Multiple Regression Homogeneity of Variance ..................................... 112
supervised counseling experience, formal training in supervision, and self-study in
supervision) were collapsed into three variables (supervisory experience, counseling
experience, and training in supervision) which then underwent a square root
transformation to more adequately approximate a normal distribution so that the
multiple regression assumption that the mean is an appropriate measure of the
variables could be fulfilled. No such transformation fulfilled this assumption for the
dependent variable measure, PSDS scores. No nonlinear or multicollinearity
difficulties were evident in the data.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
62
Multiple regression analyses (forward stepwise) were then performed to
examine the relationship between supervisory identity development and supervisory
experience, counseling experience, and training in supervision. The main results
indicated that supervisory experience and training in supervision accounted for a
significant portion of supervisory identity development variance. Additional post hoc
analyses similarly indicated that training in supervision explained a statistically
significant proportion of supervisory identity development score variance, while
supervisory experience and counseling experience were variously identified as
explaining a statistically significant proportion of supervisory identity development
score variance. Supervisory experience and counseling experience did not both
explain a statistically significant proportion of supervisory identity development score
variance together in any of the multiple regression models.
Discussion and Conclusions
Supervisory Experience
Descriptive statistics indicated that participants had substantial supervision
experience which was expected given the group chosen for study; i.e., ACA ACES
members who indicated being counselor educators or supervisors. Supervision
experience accounted for a significant portion of supervisory identity development
variance in the main analysis. Thus, supervision experience adds significantly to the
prediction of supervisory identity scores, and was also true when the more mature
subset of the sample was examined with a separate multiple regression analysis. One
can conclude from this result that supervisory experience, or a variable related to
both supervisory experience and identity development, has a positive effect on
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
63
supervisory identity development. This finding was in support o f the first hypothesis
proposed in this study.
In the sample tested, the more experience one had as a supervisor was related
to supervisory identity development which is a result expected by some, but not all,
researchers and theorists. Experience as a supervisor is seen by many as a
requirement for supervisory growth. However, researchers have also indicated that
mere experience as a supervisor does not necessarily make one a better supervisor or
lead to increased development (Watkins, 1995d; Worthington, 1987).
It is possible that the environments in which the participants worked were
sufficiently collegial in nature to provide for a supportive environment conducive to
supervisory identity development as proposed by the SCM. Thus, in essence a large
portion of the supervisory experience may have been provided in an atmosphere that
was supportive in a way that facilitates exploration via a secure base leading to
greater supervisory identity development, versus “independent” in nature assumed
not to relate to supervisory development. However, this is speculation regarding the
academic environment many of the participants worked within, as in the present study
it was not possible to directly investigate the difference between independent
supervision experience and supervised supervision experience.
The results of the present study seem to indicate that supervisory experience
is related to supervisoridenthy development. Thus, it may be beneficial to require
potential supervisors to have such experience, or are provided with supervision of
their early supervision experiences, as is required by the ACA’s Approved Clinical
Supervisor credential.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
64
Counseling Experience
Demographics also indicated that the sample investigated reported a
substantial amount o f counseling experience. However, the main analysis indicated
that counseling experience did not add significantly to the prediction of supervisory
identity development scores. This finding was not in support of the second hypothesis
proposed in this study. However, additional analyses indicated that counseling
experience did add significantly to the prediction of supervisory identity development
scores for those who indicated providing regular supervision services and the
younger participants.
Many researchers and theorists indicate that having counseling experience and
being a competent counselor are necessary but not sufficient to being a supervisor.
The lack of main results suggesting that counselor experience significantly relates to
supervisory identity development seems to support this notion. Moreover, the
supplementary findings that younger supervisors’ counseling experience scores can
add to the accuracy of supervisory identity development score prediction also
supports this notion, as younger supervisors may still be developing the minimum
counseling base necessary for maximum supervisory development. Once a certain
level of counseling experience is reached, the variable may no longer add to
supervisory identity development. The relative influences of independent and
supervised counseling experience were not investigated in the present study.
It may be interesting to note that in the main analysis and also the
supplementary analyses, supervision experience and counseling experience were
never paired together in a regression equation as significantly predicting supervisory
identity development scores. Supervisory and counseling experience were also
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
65
significantly and moderately correlated with each other. Thus, it is possible that both
variables are related to a more global experience variable which relates to supervisory
identity development. As a consequence, once one variable is placed in a regression
equation to predict supervisory identity scores there is not enough variance
distinctive to the other variable to add to the prediction. This more global variable
could be related to general counseling related experience or exposure to supervision
role models. However, this possibility is only tentative as counseling and supervision
are distinct activities, despite their similarities.
The present results do not seem to suggest that counseling experience is
necessary, past a minimum level, for supervisory identity development. However, as
the sample investigated tended to be a mature and experienced sample it is possible
that the supervisory identity development of younger and less experienced groups
could be more influenced by counseling experience. The results of the present study
do not clearly support nor refute the ACA’s Approved Clinical Supervisor credential
requirement for counseling experience. However, it does appear that a minimum
amount of counseling experience is needed for supervisory identity development and
competence.
Training in Supervision
A fairly high level of training was reported by participants. Moreover, training
was the one independent variable most often identified as contributing significantly to
supervisory identity development score predictions. Indeed the only analysis run that
did not identify training as a significant predictor of supervisory identity development
was the analysis involving the more mature and male subsets, possibly explained by
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
66
the fact that training in the area of supervision is a recent development in doctoral
programs. This finding was in support of the third hypothesis proposed in this study.
These results indicate that training, or a factor related to training and
supervisory identity development, has a positive influence on supervisory identity
development. Previous research and theorists seem to support this notion. Indeed,
despite the fact that many do not have supervisory training an official part of their
university training there have been many calls for more training in this important area.
This result would seem to reiterate the importance of training, or gaining knowledge
through self-study, in supervision for those who provide supervision, as is required by
the ACA’s Approved Clinical Supervisor credential.
Implications
The results obtained support that experience in the provision of supervision
can aid in supervisory identity development. As supervisory identity development is
theoretically linked, in the SCM, to supervisory competence it is suggested that new
supervisors gain experience and have supervision of their supervision experiences to
aid in their skill development so that their identity as a supervisor can be established.
The results also suggest that a minimum amount of counseling experience is required
for supervisory identity development. Consequently, new graduates who are placed in
supervisory roles are encouraged to continue gaining counseling experience to aid in
their development as supervisors. Finally, as training in the area o f supervision is
clearly related to supervisory identity development these results support the position
that those who are to provide supervision services gain either formal training in the
area or undertake serious self-study in the area of supervision. In summary, the
results of the present study support the requirements set forth by the ACA for the
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
67
Approved Clinical Supervisor credential and further indicate the necessity for training
and experience in the area in which counseling professionals plan to practice.
Limitations
Internal,Validity Issues
This study explored supervisory identity development using a cross-sectional
survey design. Thus, causal statements cannot be made regarding the independent
variables’ causal effect on the dependent variables. Also, a longitudinal design could
be better suited for an investigation of a developmental model (Watkins, 1995b,
1995d), but would involve a greater time commitment and finding an appropriate
number of participants could be difficult.
An additional limitation could be the fact that at least two possible
confounding variables were not included in the present study. Specifically, personality
attributes and dispositions and supervisory relationship variables.
Measurement Issues
In retrospect, the demographic survey used to collect information regarding
supervisory experience, counseling experience, and training in supervision could have
been designed to better facilitate data collection. As many participants indicated not
currently providing supervision services but that they had in the past, Question 7
could have been worded, “Do you or have you ever regularly provided clinical
supervision to therapists or therapist trainees?” Similarly, Questions 10 through 15
could have been designed so that participants would just indicate the number of
courses, workshops, and publications in which one was involved. This may have
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
68
lowered the number of participants who checked “yes” but did not indicate a number
(thus producing less accurate/usable data).
Also, although participants had no difficulty understanding what was meant as
independent and supervised counseling experience, there was confusion regarding
what was meant by supervised supervision versus independent supervision
experience. Consequently, a brief definition o f these could improve the Mness and
accuracy of the responses to these questions. However, the demographic survey was
designed with ease o f completion in mind. Adding explanations and more explanatory
sections versus check boxes, could have increased the time and effort taken to
complete the measure and thus reduce the response rate obtained.
Another methodological difficulty in the present study involves the gross
estimates of supervisory experience, counseling experience, and supervisory training
used to facilitate data collection. Supervisory experience was measured as years
providing supervision. Details regarding part-time or full-time experience, or the
number of different supervisees seen and at what level of development were not
obtained. However, some authors indicate that such breadth of experience can have a
facilitative developmental effect. Similarly, counseling experience details were not
obtained. Training in supervision also was a global measure lacking certain detail, yet
may have not measured an important aspect o f self-training in supervision. Namely,
time spent reading journals, books, and discussing supervision related matters. Such
details were not utilized as standardizing the number of discussions/items read or the
time spent in such activities appeared clearly problematic and difficult for busy
professionals to estimate quickly and report on a survey instrument.
The specificity o f the independent variables was further reduced by the
decision to utilize three composite versus the six independent variables to increase
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
69
power, thus not allowing for differential analyses involving supervised and
independent experience and formal versus self-study.
The PSDS performed well as a measure, as good reliability was
demonstrated. However, Questions 5 and 14 were left blank by a number of
participants. The lack of foil PSDS scores may have had an unknown effect on the
analyses.
Statistical Issues
Certain multiple regression assumptions were violated in the present study.
For example, the nonnormal distribution of PSDS scores violated one of the
assumptions of multiple regression analyses. Namely, that the mean is an appropriate
measure of the variables involved (Bausell, 1986). Training total also violated the
assumption that the mean is an appropriate measure of the variables involved. One
more violation of the assumptions of multiple regression occurred. The
homoscedastic nature of error variance was mildly violated. Luckily, Licht (1997)
reports that such violations tend not to be problematic. As stated by Pedhazur (1997)
“It has been demonstrated that regression analysis is generally robust in the face of
departures from assumptions” (p. 34).
External Validity Issues
The participants investigated in the present study may also be a constricted
sample in terms of supervisory experience, counseling experience, and training due to
the participants’ strong interest in supervision issues by virtue of their involvement in
ACES. Indeed, the sample obtained tended to be mature in nature and have a great
deal of experience. It is possible that a younger and less experienced sample would
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
70
provide different results. Finally, many of the respondents were from an academic
environment and it is possible that those providing supervision in other environments
would produce different results. Focusing future research in settings outside of
academe would head one of Borders’ (1989) moratoriums on supervision research,
namely to focus on non academic settings, and continue a trend towards more
realistic field studies in supervision research (Ellis et al., 1996).
Summary and Recommendations for Future Research
This study examined the little investigated relationship between supervisory
identity development and supervisory experience, counseling experience, and training
in supervision. Indeed supervisory development in general is not a highly investigated
topic. It was found that supervisory experience and training related to supervisory
identity development, suggesting the possible importance of these variables for
supervisory development and limited support for the SCM of supervisory
development. These are new findings in a new area of supervision research.
However, the sample, supervisors within a mostly academic environment, and the
methodology involved, survey cross-sectional research, are often used in the
investigation o f supervision. Those who investigate supervisor development in the
future may be best advised to continue to explore supervisory identity development
but do so using different methodology and different populations.
Consequently, future researchers are encouraged to continue to investigate
the importance of experience, supervision and counseling, and training in supervision
for supervisory identity development. However, methodologically, future research is
advised to avoid cross-sectional research and investigate development longitudinally.
Future research is also advised to investigate the different effects of supervised versus
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
71
independent experience and formal versus self-study in the area o f supervision. More
detailed, less global measures, of experience could also be utilized. Future studies
could be designed to explore possible interaction effects between experience,
supervisory and counseling, with training.
Additional variables, such as personality variables, including self-esteem, or
variability in supervisory experience may also be fruitfully explored for their
relationship to supervisory identity development. The investigation of critical
instances in the provision or receiving of supervision may also prove fruitful
regarding supervisory identity development. Also, many different populations could
be explored including younger and less experienced supervisors, counseling or
clinical psychologists (versus counseling educators), and those who provide the
majority of their supervision in nonacademic settings. Supervisory identity
development could also be related to various aspects concerning the provision of
supervision. For instance, the amount and focus of supervisor planning statements.
Historically, one was considered able to conduct supervision if they were a
competent counselor. It is now recognized that being a competent counselor is not
sufficient for being a competent supervisor. Training and experience, supervision and
counseling, are now seen as needed for competency as a supervisor. The results of
this study support the importance of training and experience in supervision for
supervisory identity development. Future research can further investigate these
relationships and provide guidelines for enhancing supervisory development.
Enhancing supervisory identity development could relate to supervisory competence
and thus the development of countless numbers of supervisees, consequently
improving the counseling services clients receive.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix A
Human Subjects Institutional Review Board Approval
72
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Human Subjects Institutional Review Board
73
Kalamazoo. Michigan 49008-3899
W e s t e r n M ic h ig a n U n iv e r s it y
Date: 12 October 1999
To: Robert Betz, Principal InvestigatorNadine Pelling, Student Investigator for Dissertation
From: Sylvia Culp, Chair
Re: HSIRB Project Number 99-07-15
This letter will serve as confirmation that your research project entitled “Supervisory Development and Its Relationship to Supervisory Experience, Counseling Experience, and Training in Supervision” has been approved under the exempt category of review by the Human Subjects Institutional Review Board. The conditions and duration of this approval are specified in the Policies of Western Michigan University. You may now begin to implement the research as described in the application.
Please note that you may only conduct this research exactly in the form it was approved. You must seek specific board approval for any changes in this project. You must also seek reapproval if the project extends beyond the termination date noted below. In addition if there are any unanticipated adverse reactions or unanticipated events associated with the conduct of this research, you should immediately suspend the project and contact the Chair of the HSIRB for consultation.
The Board wishes you success in the pursuit of your research goals.
Approval Termination: 12 October 2000
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix B
Demographic Survey
74
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
7. Do you regularly provide clinical supervision to therapists or therapist trainees?
yes no
Counseling & Guidance
Social Work
Hospital
Student Counseling Center
Medical School
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
76
8. Your License/Credential Status
________ Licensed Psychologist
________ Licensed Counselor
Certified Social Worker
________ Other, please specify___
.National Certified Counselor
. Approved Clinical Supervisor
9. Theoretical Orientation Used In Clinical Supervision
________Behavioral _____
________Cognitive-Behavioral _____
________Developmental _____
________Family Systems _____
________Eclectic, please specify________
________Other, please specify__________
. Psychodynamic/analytic
Relational
. Rational-Emotive
Person Centered
10. Have you had a graduate university didactic course in clinical supervision?
________yes, please indicate how many didactic supervisioncourses have you had_______
no
11. Have you had a graduate university practicum course in clinical supervision?
________yes, please indicate how many supervision practicumcourses have you had______
no
12. Have you ever attended a workshop in clinical supervision?
. yes, estimate the number of supervision workshops you have attended______
no
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
77
13. Have you ever taught a course in clinical supervision (practicum & didactic)?
________yes, estimate the number of supervision courses youhave taught_____
________no
14. Have you presented a workshop on clinical supervision?
________yes, estimate how many supervision workshops youhave presented_____
________no
15. Have you professionally published on the topic of clinical supervision?
________yes, how many articles on supervision have you published_____
_______ no
16. Supervised Therapy Experience (experience you have had providing therapy that was supervised)
________ years*
17. Independent Therapy Experience (experience you have had providing therapy that has not been supervised)
________ years*
18. Supervised Clinical Supervision Experience (experience you have had providing supervision to therapists that has been supervised)
________years*
19. Independent Clinical Supervision Experience (experience you have had providing supervision to therapists that has not been supervised)
________years*
* If your experience level is I to 12 months, please indicate one year o f experience.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix C
Postcard One
78
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
79
STAMP
Dr. J. Doe 123 State Stoat Ssta UnfroraJty SmtUa.WA 34442
Dear ACES Member
My name is Nadine Peliing and i am a doctoral student in counseling psychology at Western Michigan University. I am studying the development of supervisors for my doctoral dissertation and in just one week I wilt be attempting to gather data for my dissertation.Consequently, in about a week you will receive a small research packet containing a demographic survey and a measure of supervisory development The entire packet should take about ten minutes for you to complete. I would greatly appreciate it if when you receive the packet you complete the materials and return them to me in the envelope provided. Additional information about the study will be ^ contained in the packet
Thank you in advance for your participation,
Nadine Pelting
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix D
Cover Letter One
80
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
81
College of Education Kalamazoo. Michigan49008-5195Counselor Education and Counseling Psychology 616387-5100
W e s t e r n M ic h ig a n U n iv e r s it y
Dear ACES Member
My name is Nadine Pelling and I am a doctoral student in the Counselor Education and Counseling Psychology Department at Western Michigan University. You may recall that I sent you a postcard last week informing you that I would be sending you this research packet.
I am conducting a research project entitled “Supervisory Development and its relationship to supervisory experience, counseling experience, and training in supervision." Consequently, I am collecting information on the development of supervisors and relating it to supervisory and therapy experience as well as supervisory training. By participating you would be contributing to a new area of research which may assist future beginning supervisors and thus therapists and clients.
Participation will involve one demographic survey and one measure of supervisory development. Together these measures should take about ten minutes to complete. Please return the enclosed measures to me via the addressed stamped envelope provided and indicate on the back of the envelope if you would like a copy of the results of this study sent to you. You will notice that the back of the envelope has an identification number. This is so I can take you off of my mailing list when the materials are returned and place you on the list to receive the study results, if you so wish. Your responses will be promptly removed and separated from the identifying envelope and all responses will be confidential.
If you have any questions or concerns you may contact Dr. Robert Betz at (616) 387-5107, Nadine Pelling at (616) 342-9195, the Human Subjects Institutional Review Board at (616) 387-8293, or the vice president for research at (616) 387- 8298.
Thank you for your time.
Sincerely,
Nadine Pelling
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix E
Consent Document
82
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
College of Education __ ^Counselor Education and Counseling Psychology ro r* t^ -
W e s t e r n M ic h ig a n
Supervisory Development and Its Relationship to Supervisory Experience, Counseling Experience, and Training in Supervision
Robert L. Betz, PhJD., Principal Investigator Nadine Pelling, M.A., Student Investigator
You are invited to participate in a research project entided “Supervisory Development and Its Relationship to Supervisory Experience, Counseling Experience, and Training in Supervision” designed to explore the reladonship of certain variables to supervisory development This project is being conducted by Dr. Robert L. Betz and Nadine Pelling from Western Michigan University, Department of Counselor Education and Counseling Psychology. This research is being conducted as part of the doctoral dissertation requirement for Nadine Pelling.
You may refuse to participate or quit at any time during the study without prejudice or penalty. You may skip any questions you wish to leave blank. Please return the survey and measure in the enclosed addressed and stamped envelope. Returning the materials indicates your consent for use of the answers you supply.
If you have any questions, you may contact Dr. Robert L. Betz at (616) 387-5107, Nadine Pelling at (616) 342-9195, Human Subjects Institutional Review Board at (616) 387-8293, or the vice president of research at (616) 387-8298.
This consent document has been approved for use for one year by the Human Subjects Institutional Review Board (HSIRB) as indicated by the stamped date and signature of the board chair in the upper right comer. You should not participate in this project if the comer does not have a stamped date and signature.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix F
Envelope
84
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
' ■ H a t t & i Q M M s . - > -i :; CocnMtotBfaaaon J^Coamfcg Piyciiolocr . C c h g M t f i f o a S a n V r t ^ C ’* ' - •-W em n lia tF i Unlwniit £ T . Jj-'i. -
Putfdpant^ j -
WouMyouik* to receive! copy erf the reeutoofthte «tudy?
Yes
No CZK
nT rfV 'i SSs- -J. • - :
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix G
Postcard Two
86
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Two weeks ago I sent you a demographic survey and a measure of supervisory development and asked you to complete and return them to me. I have not yet received the materials from you. Whereas I realize that you are likely busy it is imperative to my research that I receive these materials from you. If you have already returned the survey, perhaps it has crossed this note in the mail, I thank you. If you have not completed the research packet I ask that you do so at your earliest convenience.
Thank you for your participation,
Nadine Pelling
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix H
Cover Letter Two
88
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
89
College of Education Kalamazoo, Michigan 49008-5195Counselor Education and Counseling Psychology 616387-5100
W e s t e r n M ic h ig a n U n iv e r s it y
Dear ACES Member
My name is Nadine Pelling and I am a doctoral student in the Counselor Education and Counseling Psychology Department at Western Michigan University. A few weeks ago I sent you a research packet and asked for your participation in a research project entitled "Supervisory Development and its relationship to supervisory experience, counseling experience, and training in supervision." Consequently, I am collecting information on the development of supervisors and supervisory and therapy experience as well as supervisory training.
I have not received any materials from you. If you have already filled out the materials and sent them back to me, perhaps they have crossed this letter in the mail, there is no reason for you to complete the enclosed materials a second time. However, if you have not yet completed the materials I am enclosing a new set and ask for your participation. By participating you would be contributing to a new area of research which may assist future beginning supervisors and thus therapists and clients.
Participation will involve one demographic survey and one measure of supervisory development and should take about ten minutes to complete. Please return the enclosed measures to me via the addressed stamped envelope provided and indicate on the back of the envelope if you would like a copy of the results of this study sent to you. You will notice that the back of the envelope has an identification number. This is so I can take you off of my mailing list when the materials are returned and place you on the list to receive the study results, if you so wish. Your responses will be promptly removed and separated from the identifying envelope and all responses will be confidential.
If you have any questions or concerns you may contact Dr. Robert Betz at (616) 387-5107, Nadine Pelling at (616) 342-9195, the Human Subjects Institutional Review Board at (616) 387-8293, or the vice president for research at (616) 387- 8298.
Thank you for your time.
Sincerely,
Nadine Pelling
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix I
Skewness and Kurtosis Scores for the Six Independent and Three Composite Independent Variables
90
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Corr
elatio
n Is
signi
fican
t at
the
0.01
leve
l (2
-taile
d),
Corr
elatio
n is
signi
fican
t at
the
0.05
leve
l (2
-taile
d).
Appendix M
Larzelere and Mulaik Adjusted Bonferroni Correlations
108
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Larzelere and Mulaik Adjusted Bonferroni
109
Pair I Correlation P Value Alpha/(k-I+l)
Supervision Experience and Counseling Experience
I .667 .000 .005Significant
Formal Study and Self- Study
2 .353 .000 .006Significant
Training Total and Supervision Experience
3 .303 .000 .007Significant
Training Total and PSDS Scores
4 .232 .002 .008Significant
Supervision Experience and PSDS Scores
5 .229 .004 .010Significant
Counseling Experience and PSDS Scores
6 .222 .003 .013Significant
Training Total and Counseling Experience
7 .153 .046 .017 Not Significant
Independent Supervision and Supervised Supervision
8 .072 .393 Not Significant
Independent Counseling and Supervised Counseling Experience
9 .006 .943 Not Significant
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix N
Multiple Regression Residual Charts
110
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
I l l
Histogram
Dependent Variable: PSD S
Regression Standardized Residual
Normal P-P Plot of Regression Standardized Resi
Dependent Variable: PSDS1.00
.75-
.50-CL
.25-
Uj 0.000.00 .25 .50 .75 1.00
Observed Cum Prob
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Appendix 0
Multiple Regression Homogeneity of Variance
112
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
PSD
S
113
Partial Regression Plot
Dependent Variable: PSDS
i o a oDnch10 - a a
-1 0 -
-20 -
-30
-40-
-50-
-6060 2 4•2-4
Supervision
Partial Regression Plot
Dependent Variable: PSDS
2 0 *
a a10< aoj
o ' Boaot* ,Sa-10 .
-20.
-30
Dl -500-4 -2 2 4 6 8
Training
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
BIBLIOGRAPHY
Alonso, A. (1983). A developmental theory of psychodynamic supervision. The Clinical Supervisor, I, 23-36.
Alonso, A. (1985). The quiet profession: Supervisors o f psychotherapy. New York: Macmillan.
Ary, D., Jacobs, L. C., & Razavieh, A. (1990). Introduction to research ineducation. Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.
Asch, D. A., Jedrziewski, M. K., & Christakis, N. A. (1997). Response rates to mail surveys published in medical journals. Journal o f Clinical Epidemiology, 50(10), 1129-1136.
Baranchok, J. S., & Kunkel, M. A. (1990). Clinical supervision training in counseling psychology. The Counseling Psychologist, 18(4), 685-687.
Bartlett, W. E. (1983). A multidimensional framework for the analysis of supervision of counseling. The Counseling Psychologist, / /( l) , 9-17.
Bausell, R. B. (1986). A practical guide to conducting empirical research. New York: Harper & Row.
Bernard, J. M. (1981). Inservice training for clinical supervisors. Professional Psychology, 12(6), 740-748.
Bernard, J. M. (1998). Approved clinical supervisor. AnewNBCC credential. Counseling Today, 4/(1), 19.
Bernard, J. M., & Goodyear, R. K. (1992). Fundamentals o f clinical supervision (2nd ed.). Boston: Allyn & Bacon.
Binder, J. L., & Strupp, H. H. (1997). Supervision of psychodynamicpsychotherapies. In C. E. Watkins (Ed.), Handbook o f psychotherapy supervision (pp. 44-62). New York: John Wiley & Sons, Inc.
Blair, K. L., & Peake, T. H. (1995). Stages of supervisor development. The Clinical Supervisor, 13(2), 119-127.
Borders, L., & Leddick, G. R. (1987). Handbook o f counseling supervision. Alexandria, VA: Association for Counselor Education and Supervision.
114
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
115
Borders, L. B., Bernard, J. M., Dye, a A., Fong, M. L., Henderson, P., & Nance,D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision, 31, 58-80.
Borders, L. D. (1989). A pragmatic agenda for developmental supervision research. Counselor Education and Supervision, 29, 16-24.
Borders, L. D., & Cashwell, C. S. (1992). Supervision regulations in counselor licensure legislation. Counselor Education and Supervision, 31, 208-218.
Borders, L. D., & Fong, M. L. (1994). Cognitions of supervisors-in-training: An exploratory study. Counselor Education and Supervision, 33, 280-293.
Borders, L. D., & Leddick, G. R. (1988, March). A nationwide survey o f supervision training. Counselor Education and Supervision, pp. 271-283.
Borders, L. D., Rainey, L. M., Crutchfield, L. B., & Martin, D. W. (1996). Impact of a counseling supervision course on doctoral students' cognitions. Counselor education and supervision, 35, 204-217.
Bowlby, J. (1988). A secure base. USA: Basic Books.
Bradley, L. J., & Whiting, P. P. (1989). Supervision training: A model. In L. J.Bradley (Ed.), Counselor supervision: Principles, process, practice. Muncie,IN: Accelerated Development, Inc.
Carroll, M. (1996). Counselling supervision: Theory, skills and practice. London: Cassell.
Chagnon, J., & Russell, R. K. (1995). Assessment of supervisee developmental level and supervision environment across supervisor experience. Journal o f Counseling and Development, 73(5), 553-558.
Clarkson, P., & Gilbert, M. (1991). The training of counsellor trainers andsupervisors. In W. Dryden & B. Thome (Eds.), Training and supervision for counselling in action (pp. 143-169). London, England: Sage.
Crespi, T. D. (1995). Gender sensitive supervision: For male and female supervisors.The Clinical Supervisor, 13(2), 19-29.
Davies, D. (1997). Counselling in psychological services. Buckingham: Open University Press.
Dewald, P. A. (1997). The process of supervision in psychoanalysis. In C. E. Watkins (Ed.), Handbook o f psychotherapy supervision. New York: John WOey &Sons.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
116
Dye, H. A., & Borders, L. D. (1990). Counseling supervisors: Standards forpreparation and practice. Journal o f Counseling & Development, 69, 27—29.
Edwards, D. (1997). Supervision today: The psychoanalytic legacy. In G. Shipton (Ed.), Supervision o f psychotherapy and counselling. Buckingham: Open University Press.
Efstation, J. F., Patton, M. J., & Kardash, C. M. (1990). Measuring the working alliance in counselor supervision. Journal o f Counseling Psychology, 37(3), 322-329.
Ellis, M. V. (1991). Critical incidents in clinical supervision and in supervisorsupervision: Assessing supervisory issues. Journal o f Counseling Psychology, 38(3), 342-349.
Ellis, M. V., & Douce, L. A. (1994). Group supervision of novice clinicalsupervisors: Eight recurring issues. Journal o f Counseling & Development,72(5), 520-525.
Ellis, M. V., Ladany, N., Krengel, M., & Schult, D. (1996). Clinical supervision research from 1981 to 1993: A methodological critique. The Journal o f Counseling Psychology, 43(1), 35-50.
Farrell, W. (1996). Training and professional development in the context of counselling psychology. In R. Wolfe & W. Dryden (Eds.), Handbook o f counselling psychology (pp. 581-604). London: Sage.
Feltham, C., & Dryden, W. (1994). Developing counsellor supervision. London:Sage.
Freeman, B., & McHenry, S. (1996). Clinical supervision of counselors-in-training: A nationwide survey of ideal delivery, goals, and theoretical influences. Counselor Education and Supervision, 36, 144—158.
Getz, H. G. (1999). Assessment of clinical supervisor competencies. Journal o f Counseling and Development, 77, 491-497.
Goodyear, R. K., & Bernard, J. M. (1998). Clinical supervision: Lessons form the literature. Counselor Education and Supervision, 35(1), 6-22.
Goodyear, R. K., & Bradley, F. O. (1983). Integration and evaluation: Theories of counselor supervision: Points of convergence and divergence. The Counseling Psychologist, 11(1), 59-67.
Harrar, W. R., VandeCreek, L., & Knapp, S. (1990). Ethical and legal aspects of clinical supervision. Professional Psychology: Research and Practice, 20(1), 37-41.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
117
Heid, L. (1997). Supervisor development across the professional lifespan. The Clinical Supervisor, 16(2), 139-152.
Hess, A. K. (1980). Psychotherapy supervision: Theory, research and practice. New York: John Wiley & Sons.
Hess, A. K. (1986). Growth in supervision: Stages of supervisee and supervisor development. The Clinical Supervisor, 4, 57-67.
Hess, A. K. (1987). Advances in psychotherapy supervision: Introduction.Professional psychology: Research and Practice, 18, 251-259.
Hillman, S. L., McPherson, R. H., Swank, P. R , & Watkins, C. E. J. (1998). Further validation of the Psychotherapy Supervisor Development Scale. The Clinical Supervisor, 17(1), 17-32.
Hogan, R. A. (1964). Issues and approach in supervision. Psychotherapy, theory, research, and practice, 1, 139-141.
Holloway, E., & Carroll, M. (1996). Reaction to the special section on supervision research: Comment on Ellis et al. (1996), Ladany et al. (1996), Neufeldt et al. (1996), and Worthen and McNeill (1996). Journal o f Counseling Psychology, ■/3(l), 51-55.
Holloway, E. L. (1987). Developmental models of supervision: Is it development. Professional Psychology: Research and Practice, 18(4), 209-216.
Howell, D. C. (1997). Statistical methodsfor psychology (4th ed.). Belmont, CA: Duxbury Press.
Johnson, E. A., & Stewart, D. W. (2000). Clinical supervision in Canadian academic and service settings: The importance of education, training, and workplace support for supervisor development. Canadian Psychology/Psychologie Canadienne, 41(2), 124-130.
Kagan, H., & Kagan, N. (1997). Interpersonal process recall: Influencing human interaction. In C. E. Watkins (Ed.), Handbook o f psychotherapy supervision (pp. 296-309). New York: John Wiley & Sons.
Klein, A. D. (1993). The development o f a training program fo r the supervision o f psychological practice. Unpublished doctoral dissertation, The State University of New Jersey, New Brunswick.
Lambert, M., & Ogles, B. (1997). The effectiveness of psychotherapy supervision. In C. E. Watkins (Ed.), Handbook o f psychotherapy supervision (pp. 421-446).New York: John Wiley & Sons.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
118
Leddick, G. R., & Dye, H. A. (1987). Effective supervision as portrayed by trainee expectations and preferences. Counselor Education & Supervision, 27(2),139-154.
Licht, M. H. (1995). Multiple regression and correlation. In L. G. Grim & P. R.Yamold (Eds.), Reading and understanding multivariate statistics (pp. 19-64). Washington: American Psychological Association.
Liddle, H., Becker, D., & Diamond, G. (1997). Family therapy supervision. In C. E. Watkins (Ed.), Handbook o f psychotherapy supervision (pp. 400-418). New York: John Wiley & Sons.
Marikis, D. A., Russell, R K., & Dell, D. M. (1985). Effects of supervisory experience level on planning and in session verbal behavior. Journal o f Counseling Psychology, 30, 403-412.
Matema, D. (1993). A survey o f supervision training in APA approved clinical psychology doctoral programs. Unpublished doctoral dissertation, Indiana University of Pennsylvania.
McNeill, B. W., Stoltenberg, C. D., & Pierce, R. A. (1985). Supervisees’ perceptions of their development: A test of the counselor complexity model. Journal o f Counseling Psychology, 52(4), 630-633.
Mead, D. E. (1990). Effective supervision: A task-oriented model for the mental health professionals. New York: Brunner/Mazel.
Minnes, P. M. (1987). Ethical issues in supervision. Canadian Psychology/Psychologie Canadienne, 28(3), 285—290.
Mordock, J. B. (1990). The new supervisor: Awareness of problems experienced and some suggestions for problem resolution through supervisory training. The Clinical Supervisor, 5(1), 81-92.
Neufeldt, S., Iversen, J., & Juntunen, C. (1995). Supervision strategiesfor the first practicum. Alexandria: VA: American Counseling Association.
Neufeldt, S. A. (1994). Use of a manual to train supervisors. Counselor Education & Supervision, 33, 327-336.
Neufeldt, S. A., Beutler, L. E., & Banchero, R. (1997). Research on supervisor variables in psychotherapy supervision. In C. E. Watkins (Ed.), Handbook o f psychotherapy supervision (pp. 508—526). New York: John Wiley & Sons.
Patterson, C. H. (1983). A client-centered approach to supervision. The Counseling Psychologist, //(I), 21-25.
Pedhazur, E. J. (1997). Multiple regression in behavioral research. Orlando, FL: Harcourt Brace.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
119
Pistole, M. C., & Watkins, C. E. (1995). Attachment theory, counseling process, and supervision. The Counseling Psychologist, 23(3), 457—478.
Powell, D. (1998). Clinical supervision m alcohol and drug abuse counseling. San Francisco: Jossey-Bass.
Powell, D. J. (1991). Supervision: Profile o f a clinical supervisor. Alcoholism Treatment Quarterly, 5(1), 69-86.
Rich, P. (1993). The form, (unction, and content of clinical supervision: An integrated model. Clinical Supervisor, 11(1), 137-178.
Richardson, B. K., & Bradley, L. J. (1984). Microsupervision: A skill development model for training clinical supervisors. Clinical Supervisor, 2(3), 43-54.
Riordan, R. J., & Kern, R. (1994). ShazamU! You’re a clinical supervisor. The Family Journal: Counseling and Therapy for Couples and Families, 2(3), 259-261.
Robiner, W. N., Saltzman, S. R., Hoberman, H. M., & Schirvar, J. A. (1997).Psychology supervisors’ training, experiences, supervisory evaluation and self-rated competence. Clinical Supervisor, 76(1), 117-144.
Robiner, W. N., & Schofield, W. (1990). References on supervision in clinical and counseling psychology. Professional Psychology: Research and Practice,2/(4), 297-312.
Rodenhauser, P. (1995). Experiences and issues in the professional development of psychiatrists for supervising psychotherapy. Clinical Supervisor, /3(1), 7-22.
Rodenhauser, P. (1997). Psychotherapy supervision: Prerequisites and problems in the process. In C. E. Watkins (Ed.), Handbook o f psychotherapy supervision (pp. 526-548). New York: John Wiley & Sons.
Ronnestad, M. H., & Skovholt, T. M. (1993). Supervision of beginning and advanced graduate students o f counseling and psychotherapy. Journal o f Counseling and Development, 7/(4), 396-405.
Schwartz, L. B. (1990). The effect o f supervisor experience on supervisory behaviors with differing levels o f supervisee development. Unpublished doctoral dissertation, University of Missouri, Kansas City.
Sena, D. A. (1980). The development o f a modelfor training counselor supervisors in clinical supervision. Unpublished doctoral dissertation, University of Denver.
SPSS Base 9.0: Applications Guide. (1999). Chicago, IL: SPSS Inc. Marketing Department.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
120
Stevens, D. T., Goodyear, R. K., & Robertson, P. (1997). Supervisory development:An exploratory study in change in stance and emphasis. The Clinical Supervisor, 16(2), 73-88.
Stoltenberg, C., & Delworth, U. (1987). Supervising counselors and therapists: A developmental approach. San Francisco: Jossey-Bass.
Stoltenberg, C., McNeill, B., & Delworth, U. (1998). IDM Supervision: Anintegrated developmental model for supervising counselors and therapists. San Francisco: Jossey-Bass.
Stoltenberg, C. D. (1981). Approaching supervision from a developmental perspective: The counselor complexity model. Journal o f Counseling Psychology, 28, 59-65.
Stone, G. L. (1980). Effects of experience on supervision planning. Journal o f Counseling Psychology, 27, 84-88.
Strosahl, K., & Jacobson, N. S. (1986). Training and supervision of behavior therapists. The Clinical Supervisor, 4, 183—206.
Styczynski, L. (1980). The transition from supervisee to supervisor. In A. Hell (Ed.), Psychotherapy supervision: Theory, research & practice (pp. 29-40). New York: John Wiley & Sons.
Taylor, M. (1994). Gender and power in counselling and supervision. British Journal o f Guidance and Counselling, 22(3), 319-326.
Wampold, B. E., & Holloway, E. L. (1997). Methodology, design, and evaluation in psychotherapy supervision research. In C. E. Watkins (Ed.), Handbook o f psychotherapy supervision (pp. 11-30). New York: John Wiley & Sons.
Watkins, C. (1990a). Development of the psychotherapy supervisor. Psychotherapy, 27(4), 553-560.
Watkins, C. (1990b). The separation-individuation process in psychotherapy supervision. Psychotherapy, 27(2), 202-209.
Watkins, C. (1991). Reflections on the preparation of psychotherapy supervision. Journal o f Clinical Psychology, 47(6), 145-147.
Watkins, C. (1993). Development o f the psychotherapy supervisor Concepts, assumptions, and hypotheses of the supervisorcomplexity model. American Journal o f Psychotherapy, 47(1), 58—74.
Watkins, C. (1994). The supervision of psychotherapy supervisor trainees. American Journal o f Psychotherapy, 45(3), 417-431.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
121
Watkins, C. (1995a). Psychotherapy supervision in the 1990s: Some observations and reflections. American Journal o f Psychotherapy, 49(4), 568—581.
Watkins, C. (1995b). Psychotherapy supervisor and supervisee: Developmental models and research nine years later. Clinical Psychology Review, 17(7),647-680.
Watkins, C. (1995c). Psychotherapy supervisor development: On musings, models, and metaphor. The Journal o f Psychotherapy Practice and Research, 4,150-158.
Watkins, C. (1995d). Researching psychotherapy supervisor development: Four key considerations. The Clinical Supervisor, 13(2), 139.
Watkins, C. (1997a). Handbook o f psychotherapy supervision. New York: John Wiley & Sons.
Watkins, C. (1997b). The ineffective psychotherapy supervisor Some reflections about bad behaviors, poor process, and offensive outcomes. The Clinical Supervisor, /d(l), 163-180.
Watkins, C., Schneider, L., Haynes, J., & Nieberding, R. (1995). Measuringpsychotherapy supervisor development: An initial effort at scale development and validation. The Clinical Supervisor, 73(1), 77-90.
Wessler, R. L., & Ellis, A. (1983). Supervision in counseling: Rational-Emotive therapy. The Counseling Psychologist, II, 43-50.
Wiley, M. O., & Ray, P. B. (1986). Counseling supervision by developmental level. Journal o f Counseling Psychology, 33(4), 439-445.
Winter, P. (1994). A personal experience of supervision. British Journal o f Guidance and Counselling, 22(3), 353-356.
Worthington, E. (1987). Changes in supervision as counselors and supervisors gain experience: A review. Professional Psychology: Research & Practice, 18(3), 189-208.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.