The Therapist's Intuition and Responsiveness: What Makes the Difference between Expert and in Training Gestalt Psychotherapists

This study aims to investigate the presence of intuition and responsiveness in early students and in experienced students and psychotherapists, which is understood as the ability to integrate bodily sensitivity and cognition of what is experienced with the patient (aesthetic relational knowing-ARK). The study compares how the therapist's felt sense of the phenomenological intersubjective field and aesthetic relational competence differs between a group of experienced students and psychotherapists and a group of beginners. The sample consisted of 128 participants (20 M; 108 F), finally divided into two groups: "experienced students and psychotherapists" and "beginners". The Aesthetic Relational Knowledge Scale (ARKS), a questionnaire consisting of 58 items targeting three factors (empathy, body awareness, and resonance), was administered. Statistical analyses were conducted to assess (i) differences between the two groups (through Student's t and Cohen's d for effect sizes), (ii) the influence of the level of training for each ARK factor using analyses of covariance for testing the possible influence of demographic variables, and (iii) logistic regressions to compare the influence of the three factors of the ARK model on the group variable with groups as a categorical variable. Significant differences between the two groups were found in body awareness and resonance. Body awareness was found to be the variable best discriminating between the beginners and the experienced students and psychotherapists. Despite being non-significant, there is a tendency suggesting that empathy appears more relevant at the beginning of training. The study shows the importance of training for the development of the therapist's intuition and responsiveness, especially in the factors of body awareness and resonance. The results indicate the importance of assessing and supporting the aesthetic and field resonance of therapists in training, increasing quality and depth of the therapist's responsiveness. This study is limited by a correlational design using self-report and on a limited sample, but it shows that the ARKS can monitor the effectiveness of training related to Gestalt therapeutic competencies.

An exploratory prioritisation of supervision styles in library and information science experiential learning programmes in Pakistan

Library and information science (LIS) education in Pakistan requires students to undergo in-depth supervised practicum placement as part of the course requirements. The purpose of this study was to explore the supervision styles of LIS practicum supervisors, and to examine how these supervision styles are perceived by the practicum students. Forty-three semi-structured in-depth interviews were conducted with practising librarians ( n = 21) who supervise practicums in their respective libraries, and LIS students ( n = 22) who had completed their practicums. Data were collected across 13 higher education LIS institutions in Pakistan. Constructivist Grounded theory was used as a method of data collection and analysis. Findings revealed four distinct styles of practicum supervision: (1) directed, (2) developmental, (3) independent, and (4) reflective. While LIS practicum supervisors practise a combination of these supervision styles, one style was found dominant among others. Also discovered was a mismatch of supervision style preferences between supervisors and students, which can negatively impact the promotion of learning and consequent development of professionally competent graduate librarians. Findings of this study warrant the need for more research to explore impacts of supervision on professional practice.

The Journey of Service Delivery Competence in Applied Sport Psychology: The Arc of Development for New Professionals

A fundamental issue in applied sport psychology is the development of competent professionals who can provide effective and ethical services to clients. The current study uses a qualitative longitudinal design to track the development of five novice sport psychology practitioners in their first year of practice. The research team analyzed and integrated data from surveys, interviews, and journals to understand the participants’ experiences and compare them to previous literature on practitioner development. Participants reported increased confidence and flexibility over time, and reduced their perceived anxiety and dependence on supervision. These changes were similar in nature to what has been reported for counseling trainees, but seemed to happen more quickly. These findings highlight important developmental characteristics of first year sport psychology practitioners, which can help graduate programs to tailor their supervision and training to their students’ needs.

Clinical Supervision in Public Rehabilitation Counseling Settings

The present study examined clinical supervision in posteducational rehabilitation counseling settings. The purpose of the study was twofold: to assess the current practice of clinical supervision in the public sector and to empirically validate a model of supervision within the context of a posteducational setting. Current clinical supervisory models and practices, as well as factors that affected the quality of the supervisory working alliance, are discussed.

The Journey of the Counselor and Therapist: Research Findings and Perspectives on Professional Development

This article summarizes a reformulation of the main findings and perspectives from a cross-sectional and longitudinal qualitative study of the development of 100 counselors and therapists. The results are presented as a phase model and as a formulation of 14 themes of counselor/therapist development. The following six phases are described: The phases of the lay helper, the beginning student, the advanced student, the novice professional, the experienced professional, and the senior professional. The themes describe central processes of counselor/therapist development. The themes are addressing different issues such as shifts in attentional focus and emotional functioning, the importance of continuous reflection for professional growth, and a life-long personal/profession integration process. Sources of influence for professional functioning and development are described. The results show consistently that interpersonal experiences in the personal life domain (early family life

On Hope, Promise, and Possibility in Counseling Psychology or Some Simple, but Meaningful Observations about Our Specialty

In this article, IO broad-based trends that seem to characterize counseling psychology are identified The trends focus on changes having occurred and occurring in (a) research and training, (b) special populations, (c) assessment, counseling, and counseling training and supervision, (d) vocational psychology, and (e) Division 17. Evidence supporting each trend is presented, and some brief discussion about the significance of these trends for our specialty's future is provided.

Attachment Theory, Counseling Process, and Supervision

This article is designed to stimulate interest in the clinical utility of attachment theory and examine how its constructs are relevant to counseling and counseling supervision. The initial section illustrates attachment constructs in action and demonstrates how the theory and its related research can be used to conceptualize clients' experience in their emotionally important relationships. The authors then discuss counseling process focusing on the ways attachment theory can contribute to understanding the client-counselor relationship and change strategies. The implications of the central constructs are also explored in relation to counseling supervision. In concluding, the authors discuss research and clinical extensions of attachment theory, alluding briefly to areas that are also extensions of traditional counseling psychology. Throughout, the article's intent is to help the reader appreciate the complexity of attachment theory as well as its science-practice links and its potential contribution to clinical research and service delivery.

The Social Cognitive Model of Counselor Training

This article articulates a social cognitive model of counselor training. The metaphor of a drama is used to present the model. The drama concerns the emerging efficacy of the counselor in working with clients. First, the uniqueness of the drama is described. Second, the cast of characters is presented, namely, the counselor in the major role with the supervisor and client in supporting roles. Third, the plot is developed, which involves the counselor as a human agent, constructing and regulating her or his actions while taking in feedback from the supervisor and client. Fourth, attention is given to the emergence of barriers that may derail the plot. Fifth, the intemal and extemal contexts of the drama are presented. Sixth, seven research propositions are generated to build on the current knowledge base. Finally, suggestions are provided to supervisors as they work with counselor trainees.

Ethical Issues in the Conduct of Supervision

The American Psychological Association code of ethics is used to understand the ethical issues present in the conduct of supervision. Because supervision is characterized by goals of behavior change, has many qualities similar to therapy, and by definition requires multiple roles of its participants, it should be considered a psychological intervention particularly vulnerable to ethical misconduct. The ethical issues of responsibility, client and supervisee welfare, confidentiality, competency, moral and legal standards, public statements, and professional relationships are discussed in relation to supervision.

Persuasion and Development in Counselor Supervision

This article attempts to integrate three models dealing with aspects of human behavior for the domain of counselor supervision. One model, the Elaboration Likelihood Model of Persuasion, reflects current thinking and research evidence regarding a traditional and important area of social psychology dealing with attitude change. Another is a classic model from the counseling literature, the Interpersonal Influence Model with roots in social psychology dealing with social influence that has been adapted for the supervision context. The final model is developmental in nature and derived specifically for the supervision process: the Integrated Developmental Model. The article discusses how each model adds to our understanding of counselor supervision with recommendations for practitioners and suggestions for future research

Internship: The Applied Training of a Counseling Psychologist

The objectives of this article were (I) to provide a comprehensive view of the predoctoral internship, (2) to delineate relevant issues in intern training, (3) to stimulate the field of counseling psychology to examine critically the effectiveness of internship training programs; section 3 compares the major types of internship provide direction for future practices and research in internship programs. The article is organized into five primary areas. Section 1 provides a brief history and definition of the internship; section 2 describes the organization and management of internship training programs; section 3 compares the major types of internship settings chosen by counseling psychology students and includes the results of a national survey conducted by the authors; section 4 addresses the influence and impact of pressures from within and outside the profession on internship training; finally, section 5 summarizes questions and concerns relevant to the internship of the future.

Training in Supervision

This study examined the current state of affairs of training in the practice of supervision in doctoral programs and predoctoral internship sites accredited by the American Psychological Association. Results indicated that although a majority of programs and sites offered some type of opportunity for training in supervision, there were differences in the methods and extent of the training. In particular, statistically significant differences were found between the training offered in counseling psychology programs when compared to clinical psychology programs, and in university counseling center internship programs when compared to other types of internship sites. The more extensive training in supervision offered among counseling psychology programs and counseling center internship sites is discussed in terms of the identity of counseling psychology and the future of professional psychology in general. Recommendations for enhancing training in the conduct of supervision and directions for further research are also offered.

Intern Evaluation in University Counseling Centers

This article discusses the need for more rigorous evaluations due to the demands faced by today's intern, as well as the practical challenges faced by intern evaluators. Recommendations are provided to strengthen the process of intern evaluation. The strengths and weaknesses of scales that can be used to evaluate interns are discussed. A framework is given for developing an intern rating system, considering both what areas of intern training to evaluate and how to select appropriate content items. Finally, a 7-point intern professional growth scale is presented that focuses on the development of applied skills throughout the internship year. Exit criteria are offered.

Peter CC, Ceperich SD, Beasley JF. The Scientific Stature of Counseling Psychology Training Programs

Previous research examining the scientific stature of counseling psychology training programs has not attended to emerging methodological issues. Two databases (PsycLIT from 1974 to June of 1991 and the Social Science Citation Index [SSCI] from 1971 to 1991) provided publication and citation frequencies for all 488 counseling psychology faculty affiliated with all 68 currently active doctoral programs. Grand total scores from these databases were determined and then adjusted on the basis of faculty size alone, faculty age alone, and faculty size and age combined. An additional stability correction was derived by deleting the record of the most prolific (PsycLIT) or cited (SSCI) faculty member from the total scores of each program. The leading programs identified on the basis of the 11 adjusted and unadjusted measures of scientific stature are presented. An r of .70 between PsycLIT and SSCI was found.

The Preservice Training and Supervision of Consultants

According to surveys conducted over the past 10 years, counseling psychologists are increasingly involved in consultation roles. Strangely, the professional counseling psychology literature has virtually ignored the development of consultation skills. The purpose of this article is to provide an overview of the issues and problems in developing consultation skills and outline a supervisory model that can be employed by practicum and internship supervisors interested in developing consultation skills. The reciprocal relationships model that is presented is rooted in social learning theory. It attempts to explain the relationship among cognitions, behavioral, and environmental variables in the supervisory process. Specific recommendations are made for remedying particular problems that may arise during the course of supervision.

Supervision of Predoctoral Graduate Research

A practice-oriented approach to research supervision is described, which emphasizes the application of clinical thinking and practice-oriented methods to inquiry and involves a process of learning by doing. The research interests, orientation, and learning response of the students who have experienced this research practicum are reported. It is concluded that a research practicum of this nature can engage the interest of those counseling students who are practice oriented and prepare them for a contributing role in research relevant to practice.