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The Publication below is from Queensland Health.
- Dr Aaron Groves. Clinical Supervision Guidelines for Mental Health Services. Queensland Health, October 2009, p. 1-37.
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Table of Contents
The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.
The authors analyzed data from 5,528 American Counseling Association members to examine advocacy beliefs and behavior regarding Medicare reimbursement and advocacy for counselors. Nearly half (49.3%) of the respondents had participated in one or more forms of Medicare reimbursement advocacy. Advocacy participation differed significantly by professional status.
The authors examined the publication patterns of 821 counselor educators across 174 comprehensive universities for the years 2008 through 2017. Nearly half of the sample did not have any journal article publications, and the median number of publications was 1. Several institutional variables were useful for predicting article publication counts.
The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application‐specific consultation activities and assignments.
Coursework in teaching, fieldwork, and supervised teaching experiences were examined as predictors of counselor education doctoral students’ (N = 149) self‐efficacy toward teaching. Results revealed that all 3 variables related significantly to self‐efficacy toward teaching. Results suggested that students’ satisfaction with supervision of teaching was particularly important in strengthening self‐efficacy.
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