Counselor supervision has evolved as a skillset unique from counseling in the last 30 years. Approaches to counselor supervision, often created with counselor developmental models in mind, are examined, and the author claims that a combination of postmodern approaches to counselor supervision (narrative, systemic, reflective, and IPR strategies), referred to as constructivist approaches, are worthy of additional consideration and assessment. However, no instrument currently exists that validates constructivist approaches to counselor supervision. The purpose of this dissertation was to explore constructivist themes and characteristics associated with constructivist supervisors and supervisees' preference for each of the constructivist supervisor characteristics. The author sent a peer-reviewed and pilot-tested Constructivist Supervisor Scale to multiple counselor supervises. A principal components analysis was used to determine how many components are representative of constructivist supervision. Three components were revealed during the exploratory process: Warm and non-directive relationship, past and present experiences, and acceptance of various styles. Results also revealed that supervisees preferred constructivist supervisor characteristics. Future supervisors can use the Constructivist Supervisor Scale to determine whether constructivist methods are being used during supervision. The Constructivist Supervisor Scale can also be used to assess supervisees' preference for constructivist supervisor characteristics.
|Advisor:||Guiffrida, Douglas, Lynch, Martin|
|School:||University of Rochester|
|Department:||Education and Human Development|
|School Location:||United States -- New York|
|Source:||DAI-B 76/09(E), Dissertation Abstracts International|
|Subjects:||School counseling, Counseling Psychology|
|Keywords:||Constructivism, Constructivist approaches, Counseling, Counselor education, Supervision|
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