Web-Based Peer Supervision, Collective Self-Esteem, and Case Conceptualization Ability in School Counselor Trainees.

This study investigated the efficacy of a 12-week, Web-based peer supervision group in increasing school counselor trainees' collective self-esteem (i.e., positive feelings in identifying as a school counselor) and written case conceptualization ability. Results suggested that school counselor trainees who participated in a Web-based peer supervision group reported significantly higher collective self-esteem and case conceptualization skills than did their counterparts who did not participate in Web-based peer supervision. Implications of the findings for counselors in training and practicing school counselors are presented. ********** The Internet is being used increasingly in academic training and clinical supervision settings (Janoff & Schoenhohz-Read, 1999; Kanz, 2001). In particular, the utilization of Web-based peer supervision interventions in school counselor training settings has received important attention in the past decade (Rust, 1995). The use of a peer group as a supervision opportunity has been reported to be helpful to many school counselor trainees and professionals (Agnew, Vaught, Getz, & Fortune, 2000; Crutchfield & Borders, 1997; Gainor & Constantine, 2002). However, few investigations have documented its effectiveness (Starling & Baker, 2000). This study examined the extent to which school counselor trainees benefited from a peer group supervision experience that took place over the Internet. Specifically, we explored the degree to which school counselor trainees would report increases in their collective self-esteem (i.e., the extent to which they felt positively about being a school counselor) and their case conceptualization ability (i.e., the degree to which they were able to formulate a theoretical conceptualization of a student's mental health concerns) as a result of their participation in a Web-based peer supervision group. We believe this type of peer supervision experience could represent a valuable and supplementary opportunity for school counselor trainees to receive support and feedback related to their development as emerging professionals. In peer supervision, different perspectives on how to handle a clinical situation are discussed and vicarious learning can occur (Starling & Baker, 2000). A peer supervision group also can serve as a forum for obtaining collegial support and encouragement and for addressing mutual areas of professional development (Bradley & Kottler, 2001; Roberts & Borders, 1994; Wilbur, Roberts-Wilbur, Hart, Morris, & Betz, 1994). Moreover, in peer supervision models, the traditional hierarchical and evaluative relationship between supervisor and student is de-emphasized, and it is assumed that all students have nearly equivalent amounts of experience (Benshoff & Paisley, 1996; Powell, 1996). Receiving peer group supervision in a Web-based format, in particular, could have several important advantages for school counselor trainees. For instance, one potential benefit is that school counselor trainees can receive and offer a spectrum of feedback from peers related to working with challenging students and dealing with other professional and ethical issues (Gilbride & Stensrud, 1999). Moreover, online peer forums may serve as valuable means for providing supportive settings wherein members are able to convey concerns, challenges, and successes (Gainor & Constantine, 2002; Kanz, 2001; Rust, 1995). In fact, many qualities of in-person peer supervision groups also are found among online peer communities (McKenna & Bargh, 1998, 1999). Web-based peer supervision groups also can provide milieus that promote school counselor trainees' professional identity development by focusing on shared professional issues and concerns (Agnew et al., 2000; Benshoff & Paisley, 1996; Crutchfield & Borders, 1997). Thus, school counselor trainees' collective self-esteem may be enhanced by their participation in such groups. …