scholarly journals Supervisee Experiences of Impression Management, the Supervisory Working Alliance, and Counseling Self-Efficacy

2014 ◽  
Author(s):  
Jennifer M. Haist
Keyword(s):  
Working Alliance ◽  
Impression Management ◽  
Self Efficacy ◽  
Supervisory Working Alliance ◽  
Supervisee Experiences

The Supervisory Working Alliance, Trainee Self-Efficacy, and Satisfaction

1999 ◽  
Vol 77 (4) ◽  
pp. 447-455 ◽  
Author(s):  
Nicholas Ladany ◽  
Michael V. Ellis ◽  
Myrna L. Friedlander
Keyword(s):  
Working Alliance ◽  
Self Efficacy ◽  
Supervisory Working Alliance

scholarly journals Supervisory Working Alliance and Trainees’ Counseling Self-Efficacy: Implications for Developing Training Program of Counseling Students

2014 ◽  
Vol 8 (2) ◽  
pp. 231
Author(s):  
Jehad M. Alaedein
Keyword(s):  
Training Program ◽  
Working Alliance ◽  
Self Efficacy ◽  
Training Programs ◽  
Counseling Students ◽  
State Universities ◽  
Supervisory Working Alliance ◽  
Regression Analyses ◽  
Future Studies ◽  
Counseling Training

The study, based on the model of Bordin (1983), aims to explore whether the supervisors' and trainees' perceptions of supervisory working alliance (goals, tasks and emotional bond) predict trainees' perceptions of counseling self-efficacy. The study sample consisted of 144 undergraduate and graduate counseling students from four Jordanian state universities, and 14 supervisors of these students. Results of multiple regression analyses showed that from the viewpoint of the trainees, goals in the supervisory working alliance were the predictor of their counseling self-efficacy, and explained 11% of the variation in selfefficacy. In addition, supervisors' perceptions of the trainees' counseling self-efficacy, explained 4% of the variation in their trainees' perceptions of counseling self-efficacy. The study showed that trainees, compared to supervisors, had higher levels of counseling self-efficacy and supervisory working alliance perceptions, with the exception of the emotional bond. Findings highlight the importance of studying the supervisor-supervisee relationship in the context of counseling training programs. The study's results have implications for improving the supervision outcomes and proposals for future studies. 

scholarly journals Influence of Supervision Factor on Role Difficulties Among Counsellor Trainees in University Malaysia Sarawak (Unimas)

2018 ◽  
pp. 590-599
Keyword(s):  
Working Alliance ◽  
Role Conflict ◽  
Self Efficacy ◽  
Role Ambiguity ◽  
Role Theory ◽  
Practical Implication ◽  
Cognitive Model ◽  
Negative Relationship ◽  
Clinical Work ◽  
Supervisory Working Alliance

Counsellor trainees have to play many roles simultaneously during supervision. Although all the roles and expected behaviour are well-defined, counsellor trainees find it hard to acquire and learn all the roles since all the expectations from the roles come at the same time, causing role difficulties. Role difficulties refer to role conflict and role ambiguity. Presence of role difficulties highly associated with to work-related anxiety, dissatisfaction with clinical work and supervision as well, shown by previous studies. This is a correlational research with quantitative nature. 85 counsellor trainees who under practicum supervision from UNIMAS will be recruited as respondents, by using stratified random sampling. The data collected will be analyzed using Pearson Product-Moment Correlation Coefficient and Multiple Regression. There are four (4) research instruments being used. Role Conflict and Role Ambiguity Inventory (RCRAI) is used to measure role difficulties, Counselling Self-estimate Inventory (COSE) is used to measure the level of self-efficacy, Trainee Anxiety Scale (TAS) is used to measure the level of anxiety and Supervisory Working Alliance Inventory – Trainee (SWAI – T) is used to measure the level of working alliance during supervision. The finding of the research showed that there is no significant relationship between supervision factors and role difficulties. There is also no significant influence of supervision factors on role difficulties. Moreover, anxiety showed r(88) = 0.46, p < 0.05, weak positive relationship with role difficulties and statistically significant F(1,86) = 22.40, p < .05, and accounted for approximately 21% of the variance of role difficulties. Self-efficacy showed r(88) = -0.43, p < 0.05 weak negative relationship with role difficulties and statistically significant F(1,86) = 19.92, p < .05, accounted for approximately 19% of the variance of role difficulties. Working alliance showed r(88) = -0.26, p < 0.05 weak negative relationship with role difficulties and statistically significant F(1,86) = 7.80, p < .05, accounted for approximately 8.0% of the variance of role difficulties. The implications of the research were able to expand and further support the Role Theory and Social Cognitive Model of Counselor Training (SCMCT) in which the findings explained the role problems in supervision context and further supported self-efficacy as the main determinant in effective counselling process. The research also provided practical implication in which the supervisor could be more aware of cognitive and emotional development of counselor trainees. Future researchers are recommended to (1) Recruit supervisors as respondents; (2)Include more supervision factors; (3)Choose suitable instruments and (4)Consider qualitative research.

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