TY - JOUR
T1 - Dimensions That Characterize Supervisor Interventions Delivered in the Context of Live Supervision of Practicum Counselors
AU - Heppner, P. Paul
AU - Kivlighan, Dennis M.
AU - Burnett, Jeffery W.
AU - Berry, Thomas R.
AU - Goedinghaus, Marianne
AU - Doxsee, Deborah J.
AU - Hendricks, Frederica Maria
AU - Krull, Lori Ann
AU - Wright, Gail E.
AU - Bellatin, Anna Maria
AU - Durham, Roxann Jean
AU - Tharp, Allyson
AU - Kim, Hoyoung
AU - Brossart, Daniel Frederick
AU - Wang, Li Fei
AU - Witty, Thomas Ezekiel
AU - Kinder, Mark Hunter
AU - Hertel, James B.
AU - Wallace, David L.
PY - 1994/4
Y1 - 1994/4
N2 - This study empirically examined underlying dimensions from actual supervisory statements taken from interventions occurring during live supervision of counseling interviews. Twenty-seven supervisor interventions were identified and transcribed from the 3rd and 4th counseling sessions of 16 counseling dyads. Twenty-six judges sorted and rated these transcribed interventions. Multidimensional scaling revealed 6 dimensions that characterized the supervisor interventions. The dimensions were interpreted as (a) Directing-Instructing Versus Deepening, (b) Cognitive Clarification Versus Emotional Encouragement, (c) Confronting Versus Encouraging the Client, (d) Didactic-Distant Versus Emotionally Involved, (e) Joining With Versus Challenging the Trainee, and (f) Providing Direction Versus Resignation. The findings are discussed in relation to the supervision literature.
AB - This study empirically examined underlying dimensions from actual supervisory statements taken from interventions occurring during live supervision of counseling interviews. Twenty-seven supervisor interventions were identified and transcribed from the 3rd and 4th counseling sessions of 16 counseling dyads. Twenty-six judges sorted and rated these transcribed interventions. Multidimensional scaling revealed 6 dimensions that characterized the supervisor interventions. The dimensions were interpreted as (a) Directing-Instructing Versus Deepening, (b) Cognitive Clarification Versus Emotional Encouragement, (c) Confronting Versus Encouraging the Client, (d) Didactic-Distant Versus Emotionally Involved, (e) Joining With Versus Challenging the Trainee, and (f) Providing Direction Versus Resignation. The findings are discussed in relation to the supervision literature.
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U2 - 10.1037/0022-0167.41.2.227
DO - 10.1037/0022-0167.41.2.227
M3 - Article
AN - SCOPUS:0006818745
SN - 0022-0167
VL - 41
SP - 227
EP - 235
JO - Journal of Counseling Psychology
JF - Journal of Counseling Psychology
IS - 2
ER -
