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Supervising Students In Training: What, How, and Why
Jung H. Hyun, Ph.D. Cher N. Edwards, Ph.D. Seattle Pacific University
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Reflections…
What is Supervision?
How was your supervision experience when you were in the
program?
What did you like about your supervision?
What didn’t you like about your supervision?
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Supervision
An intervention provided by a more senior
member of a profession to a more junior
member or members of that same profession.
This relationship is evaluative, extends over
time, and has the simultaneous purposes of
enhancing the professional functioning of the
more junior person(s),
monitoring the quality of professional services
offered to client(s) she, he or they see(s), and
serving as a gatekeeper of those who are to enter
the profession.
(p.8, Bernard & Goodyear, 2004)Hyun & Edwards, 2012
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Review of Studies on Supervision
in School Counseling
Significant differences in supervisory activity between RAMP
programs and traditional programs (Blakely, Underwood, & Rehfuss, 2009)
School counselors utilizing the ASCA national model seemed
to have more experience (significantly) than school
counselors not utilizing the ASCA national model. (Blakely, Underwood, & Rehfuss, 2009)
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Review of Studies on Supervision
in School Counseling
Communities of practice: Relationship with supervisors, lack
of power to change things in school are the major themes , which led the participants to turn to their peers to make sense of their experience. (Woodside, Ziegler, & Paulus, 2009)
Hyun & Edwards, 2012
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Review of Studies on Supervision
in School Counseling
Respondents with more than 40 hours of supervision training
scored in the upper end of the self-efficacy scale, whereas respondents with fewer than 40 hours of supervision training reported a wider range of self-efficacy. (Dekruyf & Pehrsson, 2011)
School counselors would benefit in the following areas (Dekruyf
& Pehrsson, 2011):
(a) counselor development
(b) supervision methods and techniques (c) the supervisory relationship
(d) models of supervision
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Review of Studies on Supervision
in School Counseling
School counselor supervisors’ perception of and their
approach to supervision seem different from ones in other contexts. (Peace & Sprinthall, 1998; Peterson & Deuschle, 2006; Luke, Ellis, & Bernard, 2011)
Hyun & Edwards, 2012
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Review of Studies on Supervision
in School Counseling
No Evidence that supervision in school counseling is
occurring in a substantial way
No clinical supervision training (Crutchfield & Borders, 1997;
Sutton & Page, 1994)
Limited qualified supervisors
Lack of awareness of benefits counselor resistance Focus of administrative supervision
Ethical issues
Lack of state or national mandate
(Dollarhide & Miller, 2006)
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Results
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WHY do SC take interns?
Responsibility for Growth of the field.
Giving back
Influenced by previous experience
Good interns: competent skills, good fit to the grade level, love
what they do, knowledge
Good interns: self-starter, asking for help, being able to
multi-task, follow through
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Ethical Standards for School
Counselors (2010)
F.3 Supervision of School Counselor Candidates Pursuing Practicum and Internship Experiences:
Professional school counselors:
a. Provide support for appropriate experiences in academic, career, college access and
personal/social counseling for school counseling interns.
b. Ensure school counselor candidates have experience in developing, implementing and
valuating a data-driven school counseling program model, such as the ASCA National Model.
c. Ensure the school counseling practicum and internship have specific, measurable
service delivery, foundation, management and accountability systems.
d. Ensure school counselor candidates maintain appropriate liability insurance for the
duration of the school counseling practicum and internship experiences.
e. Ensure a site visit is completed by a school counselor education faculty member for
each practicum or internship student, preferably when both the school counselor trainee and site supervisor are present.
Hyun & Edwards, 2012
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Before you take interns…
Are you ready?
Supervision training
Experience in the building Experience at the grade level
Is the site ready?
Principal’s permission Office space
Technology Building policy
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What does Supervision consist of?
Huge Commitment!
Understanding the intern (skills, attitude, & fit)
Questions that you would like to ask during interview
Why do you like to work at that grade level? Experience at that grade level?
What kinds of training have you received? What’s your strengths?
What’s your weaknesses?
What’s your university’s expectations? What’s your expectations?
Commitment?
Clear goals and expectations
Syllabus Contracts
Hyun & Edwards, 2012
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HOWs
Depending on…
relationship with the supervisor familiarity with school
intern’s strengths and weaknesses
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WHATs
Help interns to…
Understand how SC does differently from other educational staff Fit in with the staff
Understand the reality
Have fun with their jobs and love what they do Apply their knowledge into practice
Ask for help Make mistakes Feel empowered
Listen to their clinical judgment Thrive on their own way
Hyun & Edwards, 2012
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More WHATs
Different Roles
observation and conversation (modeling & explaining) process and debrief events (observing, good questions) consulting
Questions are different depending on the level
What do you observe?
Why do you think that I did what I did? How would you do it differently?
Why do you do what you do?
Know when/how to give feedback (Ask!)
What did they do? (clear, specific, objective) How did they do?
How do you feel about what you did?
I-message
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Challenges in Supervision
Quality time in limited time
Stretching intern
Intern’s limited availability
Challenges from staff
Being challenges by the intern
Hyun & Edwards, 2012
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What would be helpful?
Previous supervision experience
Supervision training
Feeling prepared to guide
Having a clear idea of preparation: what to ask, how to
screen, and what personality works, etc.
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What’s it like?
Questions?
Hyun & Edwards, 2012
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References
Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision (3rd ed.). Needham Heights, MA US: Allyn & Bacon.
Blakely, C., Underwood, L. A., & Rehfuss, M. (2009). Effectiveness of school counselor supervision with trainees utilizing the ASCA model. Journal of School Counseling, 7(30). Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ886144
Crutchfield, L. B., & Borders, L. (1997). Impact of Two Clinical Peer Supervision Models on Practicing School Counselors.Journal of Counseling & Development, 75(3), 219-30. Retrieved from EBSCOhost.
DeKruyf, L., & Pehrsson, D. (2011). School counseling site supervisor training: An exploratory study. Counselor Education and Supervision, 50(5), 314-327
Devlin, J. M., Smith, R. L., & Ward, C. A. (2009). An adlerian alliance supervisory model for school counseling. Journal of School Counseling, 7(42) Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ886162
Dollarhide, C. T., & Miller, G. M. (2006). Supervision for preparation and practice of school counselors: Pathways to excellence. Counselor Education and Supervision, 45(4), 242-252.
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Luke, M., Ellis, M. V., & Bernard, J. M. (2011). School counselorsupervisors' perceptions of the discrimination model of
supervision. Counselor Education and Supervision, 50(5), 328-343.
Peace, S., & Sprinthall, N. A. (1998). Training School Counselors
to Supervise Beginning Counselors: Theory, Research, and
Practice. Professional School Counseling, 1(5), 2-8. Retrieved from EBSCOhost.
Peterson, J. S., & Deuschle, C. (2006). A model for supervising
school counseling students without teaching experience.
Counselor Education and Supervision, 45(4), 267-281.
Stewart, D. W., & Shamdasani, P. N. (1990). Focus groups: Theory
and practice. Thousand Oaks, CA US: Sage Publications, Inc.
Sutton, J. r., & Page, B. J. (1994). Post-Degree Clinical Supervision
of School Counselors. School Counselor, 42(1), 32-39.
Woodside, M., Ziegler, M., & Paulus, T. M. (2009). Understanding
school counseling internships from a communities of practice framework. Counselor Education & Supervision, 49(1), 20-38
Hyun & Edwards, 2012
