Developmental changes of supervisees during first practicum

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
L. DiAnne Borders, Burlington Industries Excellence Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Little supervision research has tested a particular developmental model or employed a longitudinal design (Borders, 1986; Holloway, 1987; Worthington, 1987). This study investigated short-term changes along three dimensions postulated by Stoltenberg (1981): self-awareness, dependency/autonomy, and theory/skills acquisition. Supervisees (n = 44) completed the Supervisee Levels Questionnaire (SLQ; McNeill, Stoltenberg, & Pierce, 1985) at the beginning and end of first practicum. An analysis of covariance revealed supervisees reported statistically significant gains on all three developmental dimensions. Results provided additional support for a developmental perspective on supervision, but indicated a need to clarify the definition of developmental level.

Additional Information

The Clinical Supervisor, 8(2), 157-167
Language: English
Date: 1991
counseling supervision, skills development, developmental model

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