Emergent Supervisors: Comparing Counseling Center and Non-Counseling-Center Interns' Supervisory Training Experiences.

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non-counseling-center interns. A qualitative analysis of participants' responses showed that non-counseling-center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns. ********** Focusing on supervision training is important for a variety of reasons. Many professionals, for example, stress both the positive and negative impact supervisors have on the development of counselor trainees (Johnson, 2007; M. L. Nelson & Friedlander, 2001; Ramos-Sanchez et al., 2002; Worthen & McNeill, 1996). In addition, counselors are likely to provide supervision during their professional career (Wood, 2005). Furthermore, the role of supervisor is often identified as a key identity element and a core competency for counseling professionals (Davis, Alcorn, Brooks, & Meara, 1992; Falendar et al., 2004; Rodolfa et al., 2005). The preparation of supervisors, therefore, seems worthy of continued scrutiny and study. The counseling field appears to have focused on supervision and development of supervision skills more than have other related fields. Standards for counseling supervisors have been identified by the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 1998), the International Association for Counseling Services (Garni et al., 1982), and the Association for Counselor Education and Supervision (Dye & Borders, 1990). Furthermore, research on supervisor preparation has shown that counseling psychology programs are more likely to offer specific training in supervision than are clinical psychology programs (Romans, Boswell, Carlozzi, & Ferguson, 1995; Scott, Ingram, Vitanza, & Smith, 2000). Similarly, training directors at counseling center internship sites have reported more opportunities for interns to supervise than have directors at other sites (Scott et al., 2000). Several supervisory training guides, programs, and models have been developed in response to the need for further preparation of supervisors (e.g., Bernard & Goodyear, 2009; Bradley & Whiting, 2001; Falendar & Shafranske, 2004; Holloway, 1995; Stoltenberg, McNeil, & Delworth, 1998). The Integrated Developmental Model proposed by Stoltenberg et al. (1998), for instance, describes novice supervisors' level of motivation, autonomy, and awareness at different stages of the supervisory development process. Although counselors have embraced the training of supervisors, the existing literature on supervision training focuses mainly on the perceptions of instructors, training directors, and program chairs in doctoral programs toward supervision training (Borders & Leddick, 1988; Scott et al., 2000). Relatively few studies have examined novice supervisors' own experiences and reactions in performing supervision-related behaviors or negotiating particular supervision situations (Majcher & Daniluk, 2009; K. W. Nelson, Oliver, & Capps, 2006). Furthermore, there is little research on the impact of supervisory training. McMahon and Simons (2004), for instance, found that short-term training for practicing professional counselors resulted in increased supervision scores at posttest, and gains were maintained after 6 months; however, Kavanagh et al. (2008), in a randomized controlled trial, showed limited benefit from a brief supervision workshop. Crook-Lyon, Heppler, Leavitt, and Fisher (2008) showed that supervisory development scores were related to the amount of supervisory training and mentored supervision hours received by novice supervisors. There is a clear need for further research on helpful components of supervisory training, particularly from the point of view of the supervisor-in-training. …