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Description
This study examined the factor structure of supervisee disclosure in clinical supervision. An original survey measure was created for this study, the Supervisee Disclosure Scale (SDS). Through exploratory factor analysis eight specific content areas of supervisee disclosure were identified. The eight specific content areas of supervisee disclosure include: Perceived Clinical Inadequacy, Transference Issues, Strengths of the Supervisory Relationship, Clinical Successes, Self, Weaknesses of the Supervisory Bond, Dissatisfaction with the Clinical Setting, and Own Clinical Voice. Furthermore, this study examined the potential relationship of clinical experience with the content areas of supervisee disclosure. The results of this study support a relationship between greater clinical experience and disclosure of items related to Self but not with the other content areas. Additionally, the bi-level factor structure of the Working Alliance Inventory/Supervision-Short (WAI-SS) was validated via confirmatory factor analysis. The bi-level factor structure of the WAI-SS identifies a hierarchical structure of general alliance in addition to the specific factors of task, bond, and goal. Lastly, this study preliminarily evaluated the relationship between WAI-SS factors of general alliance, task, bond, and goal and the preliminary specific content areas of supervisee disclosure. The hierarchical factor of general alliance was a statistically significant predictor for all specific content areas of supervisee disclosure. The preliminary findings of this study, highlight the important differences in the relationships among the specific factors of the supervisory working alliance and content areas of supervisee nondisclosure. The factor of task was not significantly correlated with content areas of supervisee disclosure and the factor of goal was only a significant predictor for two content areas of disclosure: Strengths of the Supervisory Relationship and Dissatisfaction with Clinical Setting. The factor of bond was significantly correlated with six content areas of supervisee disclosure and significantly predicted five content areas: Strengths of the Supervisory Relationship, Clinical Successes, Self, Weaknesses of the Supervisory Bond, and Dissatisfaction with the Clinical Setting. This study contributes specificity to the supervision literature on supervisee disclosure and nondisclosure. The results of this study provide a psychometrically sound foundation for future research to identify aspects of the supervisory working alliance that may reduce supervisee nondisclosure.
ContributorsHachiya, Laura Y (Author) / Bernstein, Bianca L. (Thesis advisor) / Tracey, Terence (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2018
Description
Multicultural counseling competencies (MCCs) are fundamental to the ethical practice of providing services to clients. One such competency is the aspect of self-awareness of one's own worldview. As such, it is incumbent that attention to counselor's self-awareness be a part of clinical training. While research has begun to examine multicultural supervision, much of the research holds assumptions about the types of multicultural discussions that take place, as well as what may actually occur within these sessions. Little is known about what is discussed and how. This exploratory, qualitative study examined what actually occurs within clinical supervision sessions with regard to having discussion of multicultural perspectives, as well as how supervisors and supervisees experience these discussions. Five supervisory dyads from university counseling centers in the southwest were recruited to engage in a guided discussion of multicultural perspectives (DMP) in a supplemental supervision session. In these DMPs, dyads were asked to discuss issues related to personal identity, as well as to discuss the relevance of having such discussions in clinical supervision. Both the supervisors and supervisees then engaged in follow-up telephone interviews with the researcher to discuss their experience in having this discussion. All supervision sessions and follow-up interviews were recorded and transcribed. Grounded theory was used to analyze the transcribed sessions and the follow-up interviews for emergent themes. Four domains emerged from the data: dynamics in the relationship, cultural lens, characteristics of the discussion, and impact of the discussion. Further, several areas of congruence between supervisors' and interns' accounts of what occurred during the DMP, as well as congruence between supervisors' and interns' accounts of what occurred and what actually happened during the DMPs were discovered. These areas of congruence that emerged included power, similarities, differences, comfort level, enjoyment, intentionality for future work and increased awareness. The one distinct pattern of incongruence that emerged from the data was in the category of increased connection in supervisory relationship. A theoretical model of supervisors' and interns' experiences in discussions of multicultural perspectives is included. Implications, limitations and suggestions for future research are explored.
ContributorsZapata, Angela Lynn (Author) / Bernstein, Bianca (Thesis advisor) / Coon, David W. (Thesis advisor) / Arciniega, Miguel (Committee member) / Arredondo, Patricia (Committee member) / Arizona State University (Publisher)
Created2010
Description
In this study, I investigated supervisory practices (i.e., structure and facilitation) when training therapists of differing levels of experience and self-efficacy are working with clients presenting with varying levels of suicidal risk (i.e., low or high). While previous research has supported that trainees need and want less structure and direction from their supervisors and become more self-efficacious as they gain more experience, this same assumption may not hold for crisis situations, such as when clients present with suicidal risk. To examine how trainees rate the quality of clinical supervision when working with clients presented with varying levels of suicidal risk, and how this may vary according to trainee experience level and trainee self-efficacy, an experimental design was used in which trainees read vignettes of pretend clients and supervisory sessions. It was hypothesized that quality ratings of supervision and client risk level, trainee experience level, and trainee self-efficacy would be moderated by the type of supervisory practice received. Results found significant main effects for trainee experience level, client risk level, and type of supervision received on supervision quality ratings, but no significant moderations. Clinical implications for supervisory practices and future directions for research are discussed.
ContributorsHolzapfel, Jenny (Author) / Tracey, Terence J.G. (Thesis advisor) / Bludworth, James (Committee member) / Tran, Giac-Thao (Committee member) / Arizona State University (Publisher)
Created2020