COMPARATIVE EFFECTS OF REMOTE AND FACE-TO-FACE SUPERVISION IN A COMPETENCY-BASED COUNSELING PRACTICUM F’ Dissertation for the Degree of Ph. MICHIGAN STATE UNIVERSITY GRANT LaMAR JENSEN 1973 L I B R A R Y 4? Michigan State I University (A This is to certify that the thesis entitled COMPARATIVE EFFECTS OF REMOTE AND FACE-TO-FACE SUPERVISION IN A COMPETENCY-BASED COUNSELING PRACTICUM presented by Grant LaMar Jensen has been accepted towards fulfillment of the requirements for Ph . D. degree in Education jib/o j, 414%“ Major professor Date July 23, 1973 0-7639 ‘5' amount av ”5 "ORG & SONS' BOOK WNW" INC. .T“ BRAIN ""‘nERs SLPIIIEPIII lit-le- .- ABSTRACT COMPARATIVE EFFECTS OF REMOTE AND FACE-TO-FACE SUPERVISION IN A COMPETENCY-BASED COUNSELING PRACTICUM BY Grant LaMar Jensen The growing trend in counselor education toward the provision of supervised counseling practice in field settings located at some distance from the university campus, and the increasing interest which is developing in such concepts as continuing supervision of counseling graduates and life-long counselor education, necessitate the development of alternative methods of supervision which are effective but which avoid the problems of expense and impracticality which frequently accompany traditional face- to-face methods. Remote supervision by means of audio- tapes exchanged through the mail has been suggested as a possible alternative. The basic purpose of this study was to investigate the differential effects of remote audio-tape and individual face-to-face supervision of students enrolled in a competency-based, off-campus counseling practicum. Grant LaMar Jensen Each of twenty-four subjects was randomly assigned to one of two treatment groups and to one of four super- visors. The treatments--remote audio-tape supervision and individual face-to-face supervision--were administered over an eight-week period during which the subjects served as part-time counselors in various schools and colleges. They made tape recordings of all their counseling interviews and submitted samples of those recordings to their supervisors each week. The supervisors, using specific performance criteria, critiqued the tapes and conducted various super- visory procedures. For those subjects in the remote audio- tape supervision group, the supervisory procedures were conducted through the medium of audio-tape recordings exchanged through the mail. For those in the individual face-to-face supervision group, the supervisory procedures were conducted during individual face-to-face conferences. Following the eight-week treatment period, seven criterion measures were taken. These included a competency- based evaluation of counseling performance, an evaluation of self-confidence, a measure of satisfaction with the method of supervision experienced, and measures of four dimensions of dyadic interaction between trainee and supervisor. Multivariate analysis of variance was used to compare the effects of the two treatments. No differences were apparent at the .05 level of significance on any of the outcome measures employed. The amount of supervisory Grant LaMar Jensen time required by the two treatments for supervision and travel were compared. Remote audio-tape supervision required much less time than did individual face-to-face supervision. Subjects' written comments revealed general satisfaction with both methods of supervision. An analysis of possible factors contributing to the outcomes obtained included issues related to sample, instrumentation, and treatments. It was concluded that the economy of time and expense afforded by remote super- vision combined with that method's general acceptance by those who experienced it, justifies further investigation. Several questions which should be pursued prior to further investigation into the effects of remote supervision were suggested. COMPARATIVE EFFECTS OF REMOTE AND FACE-TO-FACE SUPERVISION IN A COMPETENCY-BASED COUNSELING PRACTICUM By Grant LaMar Jensen A DISSERTATION Submitted to I Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services and Educational Psychology 1973 3?\ I .2} I :3 ACKNOWLEDGMENTS Many people assisted me in many ways during the years of study which culminated in this dissertation. To all of them I am deeply grateful. I wish to extend particular appreciation to my chairman, Dr. Bob B. Winborn and to the members of my committee, Dr. Herbert M. Burks, Jr., Dr. Norman R. Stewart, Dr. Stephen L. Yelon, and Dr. James w. Costar who assisted in Dr. Yelon's absence; to Dr. Maryellen McSweeney and Mr. Kowit Pravalpruk for their unstinting help with problems of measurement and statistics; to Nancy Voight and John Malacas for their willingness to do the extra things which the project required of practicum supervisors; to Christa Forrester and Judy Poren for their expert and freely-given secretarial assistance; and to the twenty-four fine people who served as subjects in the experiment. ii TABLE OF CONTENTS Page LIST OF TABLES . . . . . . . . LIST OF FIGURES. . . . . . . . . Chapter I. BACKGROUND AND REVIEW OF LITERATURE. . . . 1 Problem and Rationale. . . . . . . . 1 General Purpose of the Study . . . . . 6 7 7 Review of Pertinent Literature. . . . Objectives of Supervision. . . Role and Functions of Supervisor . Z : 9 The Systems Approach . . . . . . . 11 Systematic Counseling . . . . . . . 13 Remote Supervision . . . . . . . . 18 SW”. 0 O O O O O O O O O O 23 Definition of Terms . . . . . . . . 24 oveIViw O I O O O I O O O O O 0 27 II. EXPERIMENTAL DESIGN AND METHODOLOGY. . . . 28 overV1ew O O O O O O I O O O O O 28 subjeCt. O O O O O O O O O O O O 30 Procedures . . . . . . . . . . . 33 Instrumentation. . . . . . . . . . 36 The Confidence Scale (Appendix J) . . . 36 The Satisfaction Scale (Appendix K) . . 37 The Interaction Scale (Appendix L). . . 38 iii Chapter III. IV. .Non-Experimental Data . . . . Testable Hypotheses . . . . . . . Experimental Design . . . . . . . Treatments . . . . . . . . . Treatment 1: Remote Audio-Tape Supervision . . . . . . . . Individual Face-to-Face Supervision . Statistical Procedures . . . . . . RESULTS. 0 O O O O O O I O O 0 Results of Tests of Hypothesis 1. Results of Tests of Hypothesis 2. Results of Tests of Hypothesis 3. The Time Factor in Supervision. . . Reactions of Subjects Towards Method of Supervision . . . . . . . Summary . . . . . . . . . . . SUMMARY, DISCUSSION, AND CONCLUSIONS . . smary O O O O O O O O O O 0 Discussion . . . . . . . . . . Sample. . . . . Instrumentation. . Treatments . . . Time Requirements . Personal Reactions. Conclusions. . . . . . . . . . LIST OF REFERENCES . . . . . . . . . . APPENDICES Appendix A. B. Performance Criteria and Supervision Systematic Counseling Flowchart. . . . for Systematic Counseling . . . . . iv Checklist Page 41 43 44 45 46 47 49 53 56 56 58 58 60 63 65 65 69 69 71 72 73 73 77 84 85 Chapter C. t‘NC-d General Outline of Practicum and Evaluation Procedures . . . . . . . . Procedures for Submitting Tapes. . Helpful Hints for Mailing Cassettes Self-Evaluation Form . . . . . Weekly Counseling Log . . . . . Tape Outline . . . . . . . . Criteria for Case Evaluation. . . Confidence Scale. . . . . . . Satisfaction Scale . . . . . . Interaction Scale . . . . . . Page 109 114 116 118 119 120 121 124 127 132 Table 2.1. 3.1. 3.2. 3.3. 3.4. 3.5. 3.6. 3.7. LIST OF TABLES Demographic Data Concerning the Subjects . . Cell Means for Dependent Variables by Treatment and Supervisor. . . . . . . Dependent Variables Correlation Matrix (Within Cells) . . . . . . . . . . Multivariate and Univariate Tests for Differences Between Treatment Means . . . Multivariate and Univariate Tests for Differences Among Supervisors . . . . . Multivariate and Univariate Tests for Interaction Effects . . . . . . . . Total Amounts of Supervisory Time Expended in Supervision and Travel . . . . . . Typical Statements Made by Subjects Regarding Their Perceptions of the Advantages and Disadvantages of the Respective Methods of suPeIVisj-Ofl O O O O O O O O I O 0 vi Page 32 SO 52 54 57 59 60 61 LIST OF FIGURES Figure Page 1. Flowchart Description of the Process of Practicum Supervision . . . . . . . . 25 2. Interaction Scale Concordance Measures in the Supervisor-Trainee Dyad . . . . . . 40 3. Schematic Representation of the Design . . . 44 vii CHAPTER I .BACKGROUND AND REVIEW OF LITERATURE Problem and Rationale It has become generally accepted by counselor edu- cators that the skills, techniques, and competencies necessary for effective counseling can be acquired most effectively through supervised counseling practice (American Psychological Association, 1952; American Personnel and Guidance Association, 1967; Walz & Roeber, 1962; Patterson, 1964; Hansen & Stevic, 1967; Gust, 1970; Hansen 8 Moore, 1966). Many universities provide on-campus facilities equipped with one-way screens and electronic feedback devices for the supervision of counseling practice. In addition to laboratory courses and practicums conducted on the university campus, some universities also offer super- vised counseling practice in off-campus settings such as public schools, community colleges, and various community agencies. Some counselor educators consider off-campus placements to be of tremendous importance in counselor training because they enable students to gain a broader and more realistic experience than is possible in the comparatively limited and artificial on-campus setting (Hansen 5 Moore, 1966; Boy & Pine, 1966). In off-campus settings, however, direct, unobtrusive observation and supervision of counseling interviews are seldom possible. Counseling rooms equipped with one-way screens are not usually available in schools and agencies, and the use of television equipment and other electronic devices is likely to be considered inconvenient and undesirably obtrusive. Audio-tape recorders, however, have been found to be con- venient, unobtrusive, relatively inexpensive, effective aids in supervision (Anderson & Brown, 1955; Fosmire & Palmer, 1964; Yenawine & Arbuckle, 1971; Cooper, 1967). The traditional model of supervision, individual face-to-face supervision, makes extensive use of audio-tape recording. A supervisor who follows the individual face-to-face model usually conducts regular supervisory conferences with each student. During these conferences, tapes of the student's counseling interviews are reviewed and the student is given direct feedback, instruction, evaluation, and support. Major advantages of individual face-to-face supervision are that the tapes provide concrete information regarding the student's counseling behaviors and that supervision can be highly individualized and personalized. Important disadvantages of individual face-to-face supervision are the expense in terms of time and personnel requirements and the impracticality in certain off-campus and in-service situations. An alternative model of supervision, retaining the advantages of individual face-to-face super- vision while eliminating the disadvantages, would be desirable. Many schools, colleges, and agencies which provide ideal opportunities for counseling practice are located at considerable distances from the university campus. Uni- versity extension centers, which provide otherwise desirable locations for supervisory conferences, are also frequently located inconveniently far from campus. Such locations, although attractive in other respects, require considerable non-productive, expensive, and potentially dangerous travel by both supervisory staff and students. Alternative methods of supervision which allow the full utilization of desirable but distant practicum placements and, at the same time, reduce the amount of travel required, would be helpful in the education of counselors. It has been proposed by a number of counselor edu- cators (Kaplan, 1964; Ligon, 1968; Ryan, 1970; Gust, 1970; Hays, 1968) that supervision of the counselor trainee should be extended into the trainee's first employment setting following completion of his master's degree program. Ligon (1968) proposes that counselor educators should ' . . . maintain commitment by working out a con- tinuing relationship with our graduates rather than con- sidering them 'finished' when they leave . . . (p. 321)." Gust (1970) suggests that extension of university super- vision into the first critical year or two of a new counselor's career would be of benefit to the new counselor, to the school or agency in which he is employed, and to the counselor training program. However desirable continued supervision may be, the fact is that graduates become widely scattered soon after leaving the university. If counselor-educators are to maintain supervisory contact with their trainees after graduation, it is apparent that some form of remote supervision procedures must be devised. Attention is currently being given to the concept of life-long counselor education.. In helping students learn how to cope with an increasingly complex environment, counselors can no longer rely on competence based on techniques and information acquired during earlier counselor training. The school counselor's career may span 35 or 40 years and during that time, major develop- ments in counseling will take place. Opportunities for continual re-education and skills development must be created if counselors are to avoid professional obsolescence. Inservice training, the most common approach to professional reeducation and updating, generally consists of listening to speakers, participating in general professional dis- cussions, or reading professional or research literature. The acquisition and perfecting of new skills and tech- niques, however, can hardly be accomplished in this manner. Jessee asserts that professional supervision of actual counseling is required. According to Jessee (1970): Professional commitment requires the counselor to constantly reevaluate himself in relation to his work. It is only through the supervision process with its opportunities and facilities that he can grow with the demands of his profession (p. 87). Ryan (1970) makes a similar point. She observes that: In view of increasing pressures and demands being placed upon counselors, it is essential to implement a program of continuing supervision if counseling skills are to be maintained, revised, refined, and integrated with new knowledge. Alternatives for implementing supervision at this level need to be compared (p. 12). Considerable attention is being given to what has become known as life-long education. Universities that are exploring this concept have observed the necessity for continual renewal and upgrading of training programs in order to enable individuals to cope with a rapidly changing society. This observation is succinctly stated in the following paragraph written by the Michigan State University Continuing Education Service Committee on Lifelong Education (1972): Recognition that no human being can complete an edu- cation requires multiple opportunities for people to acquire knowledge. Access to the University's re- sources should be equally possible for the student who lives in Case Hall and for the student who resides in Benton Harbor. Thus, delivery systems which provide each individual the chance to maintain con- tinuing contact with the University are essential. . . . MSU will have to continue to improve and expand its delivery systems at every level and invent new ones when existing ones prove ineffective (p. 6). Remote audio-tape supervision of practicing counselors direct from the university campus (as one possible component of an off-campus lifelong education program) is a promising technique of bringing university supervisory services within reach of practicing counselors who wish to maintain and expand their professional com- petencies. General Purpose of the Study In the preceding section, it was suggested that a need exists for the development of alternative models of supervision in counselor education. This study was designed to determine whether remote audio-tape supervision con- stitutes a viable alternative to individual face-to-face supervision. The study was limited to an investigation of the differential effects of remote audio-tape supervision and individual face-to-face supervision of students enrolled in a master's degree counselor training program and who were engaged in an off-campus supervised counseling practicum. The study constituted a search for answers to the following questions: 1. Would students experiencing remote audio-tape supervision achieve the same or higher levels of competence in counseling as students experiencing individual face-to-face supervision? 2. Would students and their supervisors engaging in remote audio-tape supervision establish inter- personal relationships that are as strong and as positive as those engaging in individual face-to- face supervision? 3. Would students experiencing remote audio-tape supervision develop as much self-confidence as students experiencing individual face-to-face supervision? 4. Would practicum students feel as satisfied with remote audio-tape supervision as with individual face-to-face supervision? 5. Would remote audio-tape supervision be more efficient and economical than individual face-to- face supervision in terms of the amount of time and the number of professional personnel required? Review of Pertinent Literature Although numerous statements have appeared in the professional literature during the last few years attesting to the importance of supervised counseling practice in the training of counselors (APA, 1952; APGA, 1967; Walz & Roeber, 1962; Hansen 8 Moore, 1966; Hansen & Stevic, 1967; Gross, 1968; Ryan, 1970), a number of problems related to supervision remain unresolved. References relating to these problems and to some proposals for possible solutions to the problems are presented in this section. Objectives of Supervision In summarizing his review of the literature of supervision, Whiteley (1969) proposes that in order to avoid the shortcomings of past research, future attention must be given to the establishment of measurable objectives for counselor training programs and to a commitment to evaluate graduates in terms of how they meet those objectives. The current paucity of behavioral objectives has been pointed up by Schoch (1966) as one of the major problems interfering with the assessment of counselor training programs. The advantages of establishing behavioral objectives as well as techniques for formu- lating specific objectives for counselor education have been discussed by Winborn, Hinds, and Stewart (1971). Vagueness and conflict characterizing objectives of supervision, frequently evidenced in the formulation of global aims rather than operational objectives, have been identified by Ryan (1970) as one of the critical problems affecting counselor supervision. Some universities have been responsive to this need for operational objectives. Michigan State Uni- versity, for example, has established a performance objective for counseling practicum which meets all of the criteria for an appropriately written objective. The minimum performance expectancy for trainees in the MSU practicum, taken from the General Outline of Practicum and Evaluation Procedures (Appendix C) is that they will attain the following objective: Upon completion of counseling practicum, the trainee must have performed the functions outlined in the MSU Flowchart of Systematic Counseling with a minimum of two clients. To be considered adequate the trainee's performance must meet the specifications listed in the Performance Criteria for S stematic Counselin and must Be exempIIfied In audio recordings of tHe trainee's interviews. One of the counseling cases must require the use of behavior modification procedures (p. 3). The existence of measurable objectives for supervision obviously influences the role and function of a practicum supervisor and their absence in a program of supervision contributes to many of the problems discussed in the following section of this study. Role and Functions of EEe Supervisor In their review of the literature of supervision, Hansen and Warner (1971) concluded that studies which dealt with the role of the supervisor were descriptive and limited in nature, did not clarify the role or roles the supervisor should play, and did not add to our knowledge concerning the differences which various roles make in terms of developing the counselor's attitudes or skills. Hansen and Stevic (1967) concludes that too often the topic of super- vision has led to a fruitless discussion of whether counseling or teaching is at issue. He points out that Sanderson (1954), Arbuckle (1958), and Patterson (1964) all advance conflicting opinions on the subject and suggests that focusing attention on more fundamental issues is necessary before current disagreements about the process of supervision can be resolved. 10 Ryan (1970) discusses four kinds of supervisory tasks which have been advanced by Arnold (1962), Patterson (1964), and Peters and Hansen (1963). They are: (1) instructing trainees and operating counselors in coun- seling, occupational information dissemination, evaluation, staff relationships; (2) consulting and counseling with trainees to help them develop and grow personally and professionally; (3) evaluating trainees and operating counselors to point up strengths and weaknesses in imple- mentation of their professional role; and (4) administering training, procuring materials, selecting and placing trainees, preparing reports, certifying and licensing, and public relations. The wide divergence in these tasks has led to conflicting views of the nature of supervision. Whiteley (1969) claims that descriptive studies of the differences between counselors and non-counselors, and between effective and ineffective counselors have been of little value and that attempts to describe the personal characteristics of effective counselors have been fruit- less. He proposes that research should be focused on what the counselor does, on the establishment of measurable objectives, and on the construction of a systematic method of modifying counselor education programs in terms of those evaluations. An approach to counselor education which meets the conditions proposed by Whiteley and which 11 holds promise for the solution of many of the problems which beset supervision is described in the following sections. The Systems Approach The Association for Counselor Education and Super- vision Committee on Effectiveness of Counselor Education (Ryan, Baker, Fitzpatrick, & Hosford, 1969) recommended that the tasks of supervision be operationally defined and sug- gested that supervisors be trained in systems techniques for generating a model of supervision. A system has been described by Horan (1972) as ". . . an integrated and related set of components (sub-systems) organized for the purpose of obtaining a specific objective” (p. 2). The systems approach has been further defined and discussed by Banathy (1968), Silvern (1968), and Churchman (1968). Applications of the systems approach to counselor education have been described by Yelon (1969), Thoresen (1969), Lauver (1971), Ryan (1970), Zifferblatt (1972), and Winborn (1973). The systems approach to counselor education, according to Thoresen (1969), makes possible the most effective and efficient combination of specific training components to produce outcomes stated in terms of trainee behaviors. The identification of training objectives in terms of what the trainee will be doing as a result of instruction is the most essential component of the systems approach (Horan, 1972). It focuses 12 attention on what the trainee does to produce change in his client rather than upon his personal characteristics. Some basic principles of a systems-derived model of supervision are presented by Ryan (1970) as follows: 1. The supervision system is viewed as a whole, con- stituted by an assemblage of interrelated elements. All aspects of the system are directed toward the accomplishment of the system's objectives. Objectives are operationally defined in behavioral terms. The intent of the system is to optimize performance within limits imposed by constraints of the environments in which the system exists. Evaluation of system performance and adjustive actions take place on a continuing basis. In discussing the advantages of a systems approach to counselor supervision, Hosford (1970) points out that, although few programs of supervision provide for adequate measures of counselor performance, the systems approach is designed specifically to promote and measure desired per- formance. By concentrating on specific performance criteria, the supervisor and the trainee are better able to determine the specific learning activities which the trainee requires. They are able to ascertain with greater 13 accuracy which techniques, media and materials used in the supervisory process can be utilized most effectively to attain the outcome objective. Evaluation of trainee performance is more easily accomplished with greater objectivity. The ultimate criterion of success in super- vision, according to Hosford, must not be the opinion of supervisors or trainees, but rather the specific behaviors that trainees perform as a result of participating in the supervised experience program. The systems approach offers an effective and efficient means for accomplishing this. Systematic Counseling The systems approach to supervision, recommended by the ACES Committee on Effectiveness of Counselor Education (Ryan, 35 21., 1969) and discussed in the previous section of this chapter, was used in designing the model of Systematic Counseling (Stewart, Winborn, Johnson, Burks, & Engelkes, 1972, Appendix A) upon which the Michigan State University counselor training program is based. Systematic Counseling is a model for counseling and counselor edu- cation which clearly identifies the various functions which constitute the counseling process and organizes them into a sequence designed to assist the client to resolve his concerns in the most efficient and effective manner. Following the Systematic Counseling model, the counselor, after accepting a referral and establishing a mutually understood and acceptable relationship, helps his 14 client to identify the client's concerns and to select a specific concern for counseling. Together, they explore the behavioral, temporal, and situational components of the concern and establish a baseline for the current problem behavior. Later a culminating baseline is deter- mined and compared with the initial one in order to assess progress. The environmental conditions which are reinforcing the client‘s present behavior are determined and are used in deciding which procedures will be employed in helping the client accomplish his goal. A behavioral goal is agreed upon which describes what the client will be doing differently as a result of counseling. To assure that the goal will be capable of evaluation, the conditions under which the terminal behavior will occur and the criteria of successful per- formance are specified (Mager, 1962). After determining the intermediate objectives which may need to be accomplished in order to reach the terminal goal, the counselor and his client formulate a plan of action which will lead to the accomplishment of the Objectives. The plan will include overall strategy, operational steps to be followed, and behavioral tasks to be performed by the client. Although the actual learning of new behaviors is the client's responsibility, the counselor arranges environmental conditions, specifies 15 tasks to be performed, and provides encouraging conse- quences when the client starts to show some change in the desired direction. When the client has completed the tasks, his per- formance is evaluated to determine whether he has attained his objective and whether further counseling is required. If the objective has not been attained, it is necessary for the counselor and client to revise their plan of action and to repeat task operations after which client performance is again evaluated. An important characteristic of Systematic Coun- seling is that the counselor actively teaches his client to apply the strategies and skills involved in the counseling process to any future problems which the client might experience. Following each case, the counselor carefully evaluates his own performance and adapts his methods so as to be more effective and efficient with his next client. Winborn (1973) summarizes the features of Sys- tematic Counseling which, taken together, distinguish it from other models as follows: 1. The counselor and client jointly establish a desired counseling outcome and then work toward attainment of a specific outcome objective. 2. The desired counseling outcome is stated in terms of specific observable behaviors. 3. The counselor directs specific learning experi- ences designed to help the client attain his objective. 16 4. An attempt has been made to identify the elements of the counseling process and to place them in an optimal sequence. It should be noted that while this sequence is considered ideal for most situ- ations, flexibility is provided for unusual circumstances. 5. In this approach, counseling is viewed as a learning process. Through counseling, the client learns new ways of obtaining information, making decisions, and responding to his environment. Moreover, he learns how to apply this knowledge to other situations beyond those concerning the problem which brought him to the counselor. 6. The counselor uses a wide variety of resources in terms of techniques, strategies, and people to help the client attain his desired counseling outcome. 7. The model has been designed to be self—corrective. The results from evaluating the counselor's behavior are fed back to the counselor to help him improve his effectiveness in counseling. 8. The model of Systematic Counseling is an "open" system that is availabIe for inspection and criticism by the counseling profession. It can be, and is being revised as errors are found and new counseling functions are discovered. The model can also be misused. The functions shown in the flowchart can be performed by a counselor in a mechanical fashion and without sensitivity and regard for the client. A counselor, before he can make effective use of the flowchart, must be able to provide those qualities and conditions that enable two individuals to establish and maintain an effective counseling relationship. 9. Accountability is emphasized. Both the counselor educator and the counselor trainee utilize a model that graphically describes the specific tasks and decisions to be learned by the trainee. When accompanied by the Performance Criteria Manual, this model permits an objective evaluation Of_the performance of the trainee. Likewise, the model of Systematic Counseling makes it possible for the counselor and client to evaluate the client's performance in measurable terms. Finally, the counselor can be accountable to the public as he performs the functions described by this model (p. 21) . As a model for supervision, Systematic Counseling provides a clear and unambiguous description of the 17 specific tasks and decisions to be performed by the trainee. When accompanied by the Performance Criteria and Supervision Checklist (Appendix B), it constitutes a competency-based supervision model which permits an objective evaluation of the performance of the trainee. Since the counseling tasks and functions to be performed are clearly specified and operationally defined, it is possible for the trainee and his supervisor to identify ineffective performance and to make modifications as required. The performance can be continually reevaluated and remodified until an acceptable level of competence is attained. The model can be tailored to the specific requirements of each trainee since the criteria for evaluating the trainee's performance are based upon indi- vidual performance rather than the relative performance of an entire group of trainees. To complete a supervised counseling practicum following the Systematic Counseling model, a trainee must demonstrate, through actual counseling performance with genuine clients, his ability to perform, to an acceptable level of competence, the various functions, decisions, skills, and activities which constitute Systematic Counseling. In learning the desired skills and acquiring the required competencies, the trainee and his supervisor can make use of a multitude of techniques, materials, and media, thus making the Systematic Counseling supervision model highly versatile 18 and capable of being adapted to a wide range of supervisory situations and conditions. Remote Supervision The growing trend toward supervised counseling practice in field settings located at some distance from. the university campus, and the increasing interest which is developing in concepts such as continuing supervision of counseling graduates and life-long counselor education, necessitates the development of alternative methods of supervision which are effective but which avoid the problems of expense and impracticality which are frequently encountered by supervisors employing individual face-to- face methods. Remote supervision by means of audio-tape recordings is one such possible alternative. Audio-tape recordings have been in use in super- vision for years and have gained general acceptance (Tennyson, 1954; Anderson a Brown, 1955; Allen, 1960; Landsman & Love, 1963; Cooper, 1967; Yenawine & Arbuckle, 1971). Anderson and Brown report that tape recordings provide an objective picture of the interaction between trainee and client undistorted by the trainee's defenses and biases. Among the many advantages of the tape recorder listed by Cooper (1967) appear the following: 1. Opportunity for self-evaluation while removed from the emotional involvement of the teaching 19 situation. One can judge oneself more objectively and ultimately realize more potential. Develops self-direction. 2. Recordings can be repeated as often as necessary for personal study. 3. One need not study the whole recording if only a part is deemed pertinent. 4. Tapes are available for study and review at the student's convenience. 5. The tape can be started, stopped, and reversed as the student's needs and interests dictate. 6. It is easier for the supervisor to point up weak- nesses to the student and makes it easier for the student to practice, self-monitor, and repractice the weak skill or behavior until the desired level of competence is attained (p. 1072). The notion that tape recordings of trainee’s interviews and of supervisor's comments exchanged through the mail might be an effective means of supervision is supported by the reasoning of Knox (1967) who points out that, through the use of technological devices such as tape recorders, it is possible to expand the interpersonal relationship between teacher and student even though the two may be many miles apart. He indicates that it is now 20 quite possible to establish a close one-to—one relationship over considerable distances via some technological medium. No references were found in the literature to applications of techniques of remote supervision to counselor training. However, Mazer and Engle (1968) reported a study by Fosmire and Palmer (1964) which com- pared the relative efficacy of personal supervision and an impersonal "tape-and-commentary" method in the prepa- ration of therapists. Their findings suggest that the impersonal, programmed method was as successful or significantly more successful than personal supervision on a number of criteria of therapist performance. To explain the effectiveness of the "tape-and-commentary" method, the authors propose that "it minimizes those personal reactions, so common in personal tutoring, that interfere with training.” It would seem that similar findings might be expected from the use of remote audio- tape supervision of counselors-in-training. Programmed materials were also used in a study by Gilbert and Ewing (1971) which compares the effectiveness of programmed versus face-to-face counseling. Their findings support the use of programmed counseling as an adjunct to or substitute for face-to-face counseling. In a proposal for a model for on-site supervision of the school counselor, Segrist and Nelson (1972) suggest that on-site face-to-face communication between supervisor and counselor 21 should be supplemented by mail exchange of video and audiotaped interviews, commentary, and reactions. Their suggestion somewhat resembles the remote audio-tape supervision model tested in the present study. A number of studies concerning remote supervision of student teachers have been made and are reported here in the belief that the findings of these studies can be extrapolated to some extent to the supervision of counselor trainees. Smith (1969) conducted an experiment to deter- mine the feasibility of remote supervision of student teachers. He tested three methods of supervision: (1) face-to-face, with observation contacts and supervisory conferences at the public school; (2) audio-phone, tele- phone conferences relating to audio-taped lessons and other problems; and (3) video-taped lessons. The methods differed significantly in the satisfaction expressed by the student teachers and supervising teachers. Face-to-face super- vision was preferred over audio-phone supervision. The methods did not differ in student teachers' confidence or in the teaching of skills. Cost was comparable when schools had the needed equipment. The face-to-face method required seven more hours per student teacher. Four separate studies by Dalrymple, Doty, Cotrell, and Kelly (1971), compared the efficacy of remote versus face-to-face supervision of home economics student teachers and teachers. The first study involved case studies of 22 two interns, their cooperating teachers, and college supervisors, who tested an audio-phone method of super- vision. Costs were found to be lessened, and all persons involved were satisfied with the experience. The second experiment used a pretest-posttest control group design with ten student teachers. Supervisory methods compared were face-to-face and audio-phone. There was no signifi- cant difference in attitudes of supervisors of the two groups, but the experimental group was more satisfied with its supervision than the control group. The third study compared three methods of supervision--face-to-face, audio-phone, and video-phone--using a pretest-posttest control group design involved 36 student teachers. Hypothe- ses tested related to teaching competence, teaching confidence, and satisfaction. Satisfaction was greatest for face-to-face and video-phone methods, but there was no difference between groups in teaching competence or confidence. The fourth study obtained evaluations from one state supervisor and 25 inservice teachers testing an audio-phone method of supervision. All parties involved were satisfied with the method. Although the results of these studies are mixed, it would seem that similar studies involving counseling practicum students may be beneficial. Studies of remote feedback techniques for inservice education (Cameron 8 Cotrell, 1970) and remote training of early childhood educators (Meier & Brudnell, 1968) were 23 conducted at Colorado State University. Their conclusions were that remote techniques are feasible and that they helped beginning teachers analyze and modify their teaching behaviors. Summary This review of the literature has documented the current lack of consensus among counselor educators regarding the role and function of the supervisor. The role and function of supervision is in need of clarifi- cation in view of current pressures to make supervision more accountable and to extend supervision to include recent graduates and practicing counselors. The expense and impracticality of a common current model of super- vision were noted and the need for alternative models which will be more responsive and adaptable to new demands was indicated. The systems approach was examined and found to be a useful way of conceptualizing both the role and functions of the supervisor. An examination of a systems- derived model of supervision, Systematic Counseling, suggested that this model avoids the problems noted by earlier reviewers and fulfills their suggestions for improvement of supervision. Reports of remote delivery systems for bringing supervision to those who need it were investigated. No such systems were reported in the literature of counselor supervision although remote 24 supervision has been found to be an acceptable alternative to face-to-face supervision of teachers-in-training. Definition of Terms Supervision.--The term supervision is used in this study to refer to an instructional process in which a supervisor identifies effective and ineffective counseling behaviors as evidenced on tapes of a trainee's counseling interviews and assists the trainee, through a variety of instructional techniques, to strengthen those behaviors which are demonstrated to be effective in helping the client attain the client's goals, and to modify and remediate those behaviors which prove to be ineffective. The general purpose of supervision is to assist the trainee in the development of the knowledge, attitudes, behaviors, and skills required for effective counseling. A flowchart description of the process of supervision (Stewart, Jensen, Leonard, & January, 1972) followed by supervisors in this study, is presented in Figure 1. Individual face-to-face supervision.--The term individual face-to-face supervision refers in this study to the process of supervision conducted during weekly, one-hour, individual, face-to-face meetings of the trainee with his supervisor during which the procedures outlined in the preceding paragraph are conducted. 25 .GOamfifiomsw goauomum mo mmououm 05 mo :oflumfluomop Humanism .0 . Until-u: nil! Uni! I a 4 l . s... I... LE . i 4a.. all! i a nasal-alas... S§ummsm mmm.e mmm.¢ new.» mmm.a HmcomummmuuaH mommuouumomm onom mmm.HmH ooo.oea mmm.~qH ooo.msa coauommmaumm onom mmm.mm ooo.~m mmm.mm mmm.om mocmoamcoo mcofiumsHm>m ooo.am mmm.mm mmm.m~ bee.o~ ammo hmm.mmfl new.mma bee.sma ooo.-a sauce mH OUCMQHOOCOU mmm.a ooo.- ooo.~a mmm.v Hmuouaaomm mocmpuoosoo mmm.~ emm.ma bee.ma mmm.oa Hmcomumdumuca mocmpuoosoo poemw>uomsm ewm.H ooo.m emo.~ ooo.m HmcomumdmuucH muosmm mamom ooo.~ma nee.mma mmm.MMH mmm.esa cosuumumaumm mamom ooo.Hm ooo.mm mmm.mm mmm.~m mocmoamcoo mcoHumsHm>m ooo.vm mmm.m~ smw.om bee.om ammo v m m H manoeum> usefiumoua nomfi>uomsm ucmpcmmmo .MOmH>ummsm pas usosummue he moanmaum> unaccomoo pom memo: HHoUII.H.m manna 51 To assess the degree of independence among the seven outcome variables employed in the study, correlations among those variables are presented in Table 3.2. To be significant at the .05 level of significance, a coefficient of correlation reported in Table 3.2 must equal .404 or greater (Edwards, 1961, p. 502). The data reported in Table 3.2 suggest the existence of a correlational pattern consisting of two variables which appear to be independent of all the others, and of one cluster of associated vari- ables. The absence of significant correlations between Case Evaluations and any of the other measures suggests that Case Evaluations is an independent measure which assesses facets of supervised practicum which are different from those assessed by any of the other measures. The Confidence Scale also appears to be an inde- pendent measure since only very low correlations exist between it and the other measures. Apparently it, too, assesses aspects of supervised practicum which the other measures do not. Further examination of Table 3.2 reveals significant correlations among the Satisfaction Scale scores and the four scores derived from the Interaction Scale. This suggests that these five constitute a cluster of measures, each of which assesses similar factors of supervised practicum. The correlational pattern revealed by Table 3.2 implies that the seven outcome variables in the study 52 ooo.H mm~.ol mam.ol Nmb.ou wmm.o woa.o mmm.o Hmuoa mH .puoosou Hooch ooo.H mmm.o ham.o mom.ot oce.o eoa.on ImHomm .puoocoo Hmsomuom ooo.H mmm.o ~m>.on mm~.o mmm.0| IuousH .puoocou Hmcomuoa ooo.H mmm.o| mvm.o mmm.o| ImuusH oasom cowuomm ooo.H mmo.o| mvN.o Imaumm mamom mocmpwm ooo.a ~mo.ot Icou mcowu tosam>m ooo.a omsu Hmuoe .puoocou .puoocou .puoocou oamom oamom meow» mH Hmoou Hchmumm HmCOmuom cofluomm mocwpwm ImsHm>m Imfioom IuoucH ImuucH Influmm Icou onmu h m m v m N H .Amaamo assuage xauumz coauuaouuoo moanmflum> usopcomooll.m.m OHQMB 53 assess at least three independent aspects of the outcomes of supervised counseling practice. Results of the Tests of Hypothesis 1 It was hypothesized that there would be no signifi— cant difference between the measured effects of remote audio-tape supervision and those of individual face-to-face supervision. A multivariate analysis of variance procedure using all seven dependent variables was applied to test Hypothesis 1. Each univariate measure was examined to determine whether its corresponding sub-hypothesis could be rejected. Results of the multivariate and univariate tests of Hypothesis 1 and its sub-hypotheses are reported in Table 3.3. Since a significant multivariate F-ratio was not obtained (p < 0.1145), the hypothesis of no difference was not rejected. This indicates that no statistical differ- ence existed after treatment between the two treatment groups as measured by the seven dependent variables taken as a whole. The univariate measures for each of the sub- hypotheses were examined with the following results: Sub-hypothesis 1.l.-—It was hypothesized that method of supervision would have no differential effect on supervisor evaluations of trainees' counseling tapes. This hypothesis was not rejected (p < .7557). 54 Table 3.3.--Multivariate and Univariate Tests for Differ- ences Between Treatment Means. Multivariate D.F. = 7 and 10 F-Ratio p < 0.1145 Univariate Between Mean p Less Variable Squares Univariate F Than Case Evaluations 2.0417 0.1002 0.7557 Confidence Scale 13.5000 1.1825 0.2930 Satisfaction Scale 2604.1667 4.0876 0.0603 Intrapersonal Concordance 2.0417 0.1210 0.7325 Interpersonal Concordance 1.0417 0.0169 0.8981 Reciprocal Concordance 13.5000 0.2198 0.6456 IS Total 237.3750 3.1650 0.0943 D.F. for Hypothesis 3 l D.F. for Error = 16 55 Sub-hypothesis l.2.--It was hypothesized that method of supervision would have no differential effect on trainees' expressions of confidence in their ability to counsel. This hypothesis was not rejected (p < .2930). Sub-hypothesis l.3.--It was hypothesized that method of supervision would have no differential effect on trainees' expressions of satisfaction with the method of supervision experienced. This hypothesis was not rejected (p < .0603). Sub-hypothesis l.4.--It was hypothesized that method of supervision would have no differential effect on level of intrapersonal concordance in the trainee—supervisor relationship. This hypothesis was not rejected (p < .7325). Sub-hypothesis 1.5.--It was hypothesized that method of supervision would have no differential effect on level of interpersonal concordance in the trainee-supervisor relationship. This hypothesis was not rejected (p < .8981). Sub-hypothesis l.6.--It was hypothesized that method of supervision would have no differential effect on level of reciprocal concordance in the trainee-supervisor relationship. This hypothesis was not rejected (p < .6456). Sub-hypothesis l.7.--It was hypothesized that method of supervision would have no differential effect on 56 level of trainee expression and perception of positive interpersonal feelings in the trainee-supervisor relation- ship. This hypothesis was not rejected (p < .0943). Since no significant univariate F-ratios were obtained, it was concluded that no statistical differences at the .05 level of significance were apparent between the treatment groups on any of the dependent variables. Results of the Tests of Hypothesis 2 It was hypothesized that there would be no signifi- cant differences among supervisors on any of the dependent variables. Multivariate and univariate analyses comparing supervisors on all seven variables of interest were performed. The results are reported in Table 3.4. Since a significance multivariate F-ratio was not obtained (p < 0.1299) and since none of the univariate F-ratios reached significance, Hypothesis 2 was not rejected. It was concluded, therefore, that no signifi- cant differences among supervisors could be observed on all or any of the dependent variables. Results of the Tests of Hypothesis 3 It was hypothesized that there would be no signifi- cant supervisor by treatment interaction effects. Multivariate and univariate analyses for super- visor by treatment interactions on all seven dependent Table 3.4.--Mu1tivariate and Univariate Tests for Differ- ences Between Supervisors. Multivariate D.F. = 21 and 29.2647 p < 0.1299 F-Ratio Univariate Between Mean p Less Variable Squares Univariate F Than Case Evaluations 16.4861 0.8091 0.5072 Confidence Scale 11.6111 1.0170 0.4111 Satisfaction Scale 328.5556 0.5157 0.6774 Intrapersonal Concordance 20.7083 1.2272 0.3323 Interpersonal Concordance 73.1528 1.1903 0.3450 Reciprocal Concordance 183.1111 2.9815 0.0626 IS Total 81.3750 0.9421 0.4435 D.F. for Hypothesis - 3 D.F. for Error = 16 58 variables were performed. The results are reported in Table 3.5. Since a significant multivariate F-ratio was not obtained (p < 0.1094) and since no significant univariate F-ratios were obtained, Hypothesis 3 was not rejected. As a result, it was concluded that no significant super- visor by treatment interaction effects were found. Non-Experimental Data The Time Factor in Supervision Each supervisor kept a log of the amounts of time devoted to supervision and to travel. The total amounts of time reported by all supervisors are reported in Table 3.6. Examination of the data reported in Table 3.6 reveals that 59.9% of the total time required for face-to- face supervision (supervision time plus travel time) was expended in travel to and from the supervision center. Remote audio-tape supervision required only 34.4% of the total time required for individual face-to-face super- vision. It should be noted that these figures refer to supervisors' time only and do not include the time spent by trainees for travel and supervision. 59 Table 3.5.--Multivariate and Univariate Tests for Inter- action Effects. Multivariat e D.F. = 21 and 29.2647 p < 0.1094 F-Ratio = 1.6309 Univariate Between Mean p Less Variable Squares Univariate F Than Case Evaluations 39.0417 1.9162 0.1677 Confidence Scale 10.9444 0.9586 0.4362 Satisfaction Scale 625.6111 0.9820 0.4260 Intrapersonal Concordance 23.4861 1.3918 0.2815 Interpersonal Concordance 98.3750 1.6007 0.2285 Reciprocal Concordance 140.6111 2.2895 0.1175 IS Total 162.3750 1.8799 0.1737 D.F. for Hypothesis - 3 D.F. for Error - 16 60 Table 3.6.--Tota1 Amounts of Supervisory Time Expended in Supervision and Travel. Activity Time Remote Supervision 3305 min. Face-to-Face Supervision 3865 min. Travel 5760 min. Face-to-Face Supervision plus Travel 9625 min. Reactions of Subjects Towards Méthod of Supervision Included with the Satisfaction Scale was a question sheet which elicited from the respondents reactions to the method of supervision with which they were involved. Although these personal reactions do not speak directly to the empirical questions which were investigated, they may provide some information which would be of value to those who may wish to further investigate these methods of supervision. A compilation of typical responses made by subjects is presented in Table 3.7. Examination of Table 3.7 reveals that subjects in the remote supervision group found the taped comments thorough and personal, helpful to them in analyzing their own performance, and time-saving. They expressed concern regarding the amount of time required to get feedback from their supervisors and would have liked more immediate interaction. Subjects in the face-to-face supervision 61 .uuwossucomm .msoanoum mo sowusonmxo gumopIsH .uson sofima> oco haco Mom has page Has mcw>flua .wnummsm can ucosuouomsaou oumfiposEH Inseam comm .uoonQSm 0:» MMO uom moswuoEOm .ooco um HOmH>uomsm ME 0» uomou pasoo touuoomm .oEHu nmsoco uoz .Amswaopoav Homfi> Hmscfi> I m m n so no com o co m>uou I : .Amcowummuo>soo hacwmsv 0mm» nose on so 5 mo o Hz: a p u an no an H scum: o» 95» 25: 0.2.6me ”8315696 .xomnpoou ousgofisH .coflmfl>uomsm uoouwp scum haze mcfixmoun ca moum @000 m umflm>HMCMIuHow pommusoosm .ommu :30 as ou unassumaa saws) hausa . Isofiuumm mucoEEoo m.uom«>uom5n 30a>ou pouunum mewuuoq >uofixcm gown was anamou on page on on Hammaos no: UH o m m .mwmop wmowowwwsm cam .c0aueoflssssoo o>fiuoomuo no as: one cowmw> mEoHn M ed .p u pa H UH m cw you haameo Dos taboo mowuwassomuom nuomsm .uOmw>uom5m as omen scum xoenooom you on mcoa oou xoou DH .mc0wumoso owmwoomm once xme nodesfl .uomw>uomsm >5 Suez sawuomuoDCA use weapon money he oumasss on as: H eucamm o>fluoe ousHpoEEa pouefiooumme o>sn p.H .HssOmuom q .cfimucHss one nmfiancumo one a souonu once cosmos musoasoo comes 0» vasoaumap one: mouse onwawmz .momsu co xuo: 0» £003 e mason m 06 o>su momsucs>psmfio momsuss>p¢ vogue: .so«mw>uomsm uo moocuo: o>fiuooammm on» no momsusm>osnwo use nomsusn>p< on» no mcoflumoouom sauna usapusmom muooflnsm up ops: nusoeousum Hmoamhall.b.m sands 62 group liked the immediacy of feedback and reinforcement, the opportunity to observe the supervisor, and the spontaneity afforded by face-to-face supervision. They expressed concern mostly regarding the limited amount of time they had (60 min.) for tape listening and super- visory activities. The comments reveal that subjects in both groups were generally satisfied with the method of supervision which they experienced, and do not reveal any pronounced differences between the groups. In addition to comments regarding advantages and disadvantages of the methods of supervision with which they were involved, subjects made several suggestions for improvement of the method of supervision which they experienced. Typical among them were the following: 1. Perhaps different supervisors should critique each week's tapes. This would provide students with additional points-of—view and broader perspectives. (Suggestion made by subjects from the face-to-face supervision group.) 2. Integrate both methods of supervision: remote supervision plus a few face-to-face meetings. Then we could experience the best of both methods. (Suggestion made by subjects from both supervision groups.) 63 3. Speed up "turn-around" time in the mailing of tapes (Remote Supervision.) 4. I'd like to see more emphasis placed on the comment tape which was very effective and less emphasis on the self-evaluation form which seemed to take too much time (Remote Supervision.) 5. More "step-by-step" consideration and evaluation of progress on active cases would have been helpful (Face-to-Face Supervision). 6. I'd have liked an option for longer conferences than one hour when needed (Face-to-Face Super- vision). Summary Three major hypotheses and seven sub-hypotheses were tested using a multivariate analysis of variance procedure. No differences between the two treatment groups were detected on any of the seven dependent variables. In addition, no differences among supervisors were found and no interaction effects were revealed. Non-experimental data were also reported. Indi- vidual face-to-face supervision required more time than remote audio-tape supervision and the difference became very pronounced when travel time for supervisors between the East Lansing campus and the Bloomfield Hills extension center was considered. Subjects' comments regarding 64 perceived advantages and disadvantages of the two methods of supervision employed may be useful in further investi- gations but did not indicate pronounced differences between groups. CHAPTER IV SUMMARY, DISCUSSION, AND CONCLUSIONS SummaEy The basic purpose of this study was to investigate the differential effects of remote audio-tape supervision and individual face-to-face supervision of students in an off-campus counseling practicum. It is generally accepted in the literature of counselor education that supervised counseling experience is one of the most important com- ponents in the training of counselors. Many universities are now offering supervised counseling experience in public-school and community-college settings thereby offering broader and more realistic experiences than is possible in the more limited and artificial on-campus settings. Although direct observation of off-campus counseling interviews is seldom practicable, supervision is possible through the use of tape recordings. Typically, at regular intervals after listening to audio-tapes of the trainee's counseling interviews, the supervisor meets with the trainee to provide supervisory guidance, instruction, evaluation, support, and reinforcement. Individual 65 66 face-to-face supervision of this kind is time-consuming and requires large numbers of qualified supervisors. As the trend toward supervised counseling practice in field settings grows and as interest develops in concepts such as continuing supervision and life—long counselor education, it is becoming increasingly necessary to develop supervisory techniques which, while relatively inexpensive in terms of time and personnel requirements, are capable of maintaining a high level of supervisory effectiveness. Applications of modern technology to the problems of practicum super- vision may produce viable alternatives to individual face- to-face supervision. Remote supervision by means of audio- tape recordings is one such possible alternative. Although research into the effectiveness of remote supervision by means of audio-tape recordings and other technological mediation has been conducted in the field of teacher training, no reports could be found in the literature of similar research in counselor education. This study was designed to investigate the effectiveness of remote audio- tape supervision of a counseling practicum as an alternative to individual face-to-face supervision of the practicum. The basic design of this study was an experimental "post-test only” design recommended for educational research by Campbell and Stanley (1966). Each subject in the study was randomly assigned to one of two treatment groups and to one of four supervisors. The two treatments 67 in the study were: (1) remote audio-tape supervision, and (2) individual face-to-face supervision. The treatments were administered over an eight—week period during which the subjects served as part-time counselors in various schools and colleges. They made audio-tape recordings of all their counseling interviews and submitted samples of those tapes to their supervisors for critical review and evaluation. The supervisors, following a standardized procedure, critiqued the tapes and conducted various supervisory procedures with their supervisees. For those subjects in the remote audio-tape supervision group, the supervisory procedures were conducted through the medium of audio-tape recordings exchanged through the mail whereas for those subjects in the individual face-to-face super- vision group, the supervisory activities were conducted during individual face-to-face interviews. The subjects of the study were twenty-four candidates for the M.A. degree enrolled in the Michigan State University off-campus counseling practicum conducted at the MSU Southeast Regional Extension Center in Bloom- field Hills, Michigan, during the Winter term of 1973. The four supervisors consisted of one full professor and three doctoral candidates all of whom had had previous experience in practicum supervision. The two treatment variables of the study were completely crossed with the four supervisor variables to form a 2 x 4 data matrix. 68 The twenty-four subjects were equally distributed within the eight-cell matrix to produce a completely crossed and balanced factorial design. To measure the differential effects of the two treatments, seven criterion measures were employed. These were: (1) evaluations, based on the Performance Criteria for Systematic Counseling, of audio tapes of two counseling cases; (2) the Confidence Scale, a measure of expressed confidence in ability to counsel; (3) the Satisfaction Scale, a measure of expressed satisfaction with the method of super- vision experienced; (4) an Intrapersonal Concordance score derived from the Interaction Scale (IS) , a measure of con- gruence between the expressions and perceptions of inter- personal feeling between student and supervisor; (5) an Interpersonal Concordance score derived from the IS, a rueasure of mutuality of regard between student and super- visor; (6) a Reciprocal Concordance score derived from the IS, a measure of accuracy of perception of interpersonal feeling between student and supervisor; and (7) the IS total student expression and perception score--a measure Of the strength of positive feeling toward the supervisor expressed by the student. The amounts of supervisors' time required for supervision and travel were also noted bLIt were not subjected to statistical analysis. The basic hypothesis tested in this study stated that there would be no difference between the two treatment 69 groups on any of the criterion measures used. Two other hypotheses stating that there would be no differences among supervisors on any of the criterion measures and that there would be no interaction effects were also tested. The data were analyzed using a multivariate analysis of variance procedure. No differences were apparent at the .05 level of significance on any of the criterion measures employed. Discussion Multivariate analysis of variance of the data cobtained in this study failed to reveal significant Idifferences between the two experimental groups on any of ‘the criterion measures used. A number of factors may .account, at least in part, for the results obtained. {These factors are discussed under the following headings: .Sample, Instrumentation, and Treatments. Non-statistical .results are discussed under the headings, Time Require- rnents, and Personal Reactions. Siample The problem of small sample size was a severe one i111 this study since it resulted in a cell frequency of only three. A larger cell size resulting in greater 8tatistical power would have been more likely to have revealed any significant differences that may have existed. :[t.is also important to note that all subjects in the 70 sample had been previously trained as a group in Systematic (Sounseling and that they had all had a previous counseling ‘practicum. During their previous training, all subjects in the sample had performed, to an acceptable level of competence, a wide variety of counseling functions and skills. The fact that all subjects had undertaken identical training prior to this study and that the ;purpose of the second practicum was to consolidate and reinforce those previous learnings may account, in part, for the lack of apparent differences between the two groups . Instrumentation 1. The Confidence Scale. It is suggested that people conditioned to the values of Western culture are reluctant to admit to a lack of confidence. No subjects in this study admitted to being ”very uncertain" about their ability to counsel and only five subjects admitted to being "uncertain” on any of the ten items of the scale. A more unobtrusive instrument might have been more successful in revealing differences in levels of confidence than was the present highly obtrusive scale. 2. The Satisfaction Scale. The Satisfaction Scale proved to be a highly reliable instrument (r . .95). This tempts one to speculate that perhaps 71 no statistical differences in satisfaction were revealed by the instrument because such differ- ences did not, in fact, exist. 3. The Interaction Scale (IS). MacGuffie, Janzen, and McPhee (1970) used the IS in a study of the expressions and perception of feelings between students and supervisors in a practicum setting. They reported that the relationship character- istics measured by the IS developed slowly. Positive effects were achieved only after intensive interaction over a period of nearly one academic year. The eight-week period over which the present study extended may have been too short a time in which to develop measurable effects. Treatments The basic model of counseling and supervision which seas applied in the training of all subjects in this study seas Systematic Counseling (Stewart, Winborn, Johnson, Burks & Engelkes, 1972) . This model was designed to 1::ain counselors systematically to perform specific <=<>unse1ing functions. The competency-based criteria by ‘flilich these performances were evaluated were highly 8tandardized. All subjects in the study had been trained as a group in Systematic Counseling prior to the comence- ment of the study and they had all previously experienced a Systematic Counseling practicum. During their prior 72 training and initial practicum, all subjects had demon- strated their ability to perform, to an acceptable level of competence, the various procedures, functions, and skills which constitute Systematic Counseling. This particular model of counseling and supervision, the specificity of the functions to be performed and the high degree of standardization of the criteria used in formative and summative evaluations of performance, may account, in large part, for the lack of apparent differences between the two methods of supervision examined in this study. It is possible that the consistent framework for counseling and supervision provided by the Systematic Counseling model produces consistent results regardless of whether super- ‘vision is conducted by the remote audio-tape or the individual face-to-face method. 'Time Requirements The large amounts of time expended in this study lay skilled professional personnel in nonproductive and potentially dangerous travel in order to conduct off- CLampus face-to-face supervision indicates that, where tuime, expense and safety are considerations, remote audio- tape supervision merits careful consideration. This Position is reinforced by comments from students in the remote supervision group attesting to considerable savings 1J1 their travel time. Further investigation into the aIttounts of time spent by professors in travel to and from 73 off-campus centers and of alternatives in the form of various remote delivery systems made possible by modern electronic technology appears warranted. Personal Reactions Written reactions of the subjects to their super- visory experiences were generally affirmative. These reactions tend to allay fears that remote supervision would be perceived as too impersonal and that communication would be inadequate because of time and distance. However, concern was expressed by some in the remote group regarding the amount of time required to get through-the-mail feed- back from supervisors. Anxiety regarding the procedures used in arriving at a course grade was expressed by subjects in both groups and may have influenced their attitudes toward their supervision. Several trainees suggested that a combination of the two supervisory methods might be effective: remote supervision interrupted by an occasional class meeting. Further explorations into remote supervisory techniques may be facilitated by attention to these comments. Conclusions Supervised counseling experience is widely accepted as an essential component of counselor training programs. Traditional face-to-face methods of supervision when applied to the supervision of off-campus counseling 74 practice, to continuing supervision of recent graduates, or to supervision of practicing counselors as part of a program of life-long counselor education are likely to be time-consuming, expensive, and impractical. This study attempted to ascertain whether remote audio-tape super- vision was a viable alternative to individual face-to-face supervision. The basic hypotheses tested stated that there would be no differences between the two treatment groups or among the four supervisors on any of the criterion measures employed and that there would be no treatment-by-supervisor interaction effects. Although the results of hypothesis testing were negative, large differences were noted to exist between the two groups in the amount of supervisors' time required. Remote audio-tape supervision appeared to offer substantial gains over individual face-to-face supervision in time and expense. Comments elicited from the subjects indicated that trainees in both groups found the method of supervision which they had experienced helpful and acceptable. The results of this study resemble the results of similar studies of remote supervision of student teachers and of teachers in in-service training programs (Dalrymple, Doty, Cotrell & Kelly, 1971). The investigators of those studies generally concluded that remote supervision offered sufficient advantages to warrant further investigation. Since subjects in this study indicated that the alternative method of supervision was 75 generally acceptable to them and since it was revealed that remote supervision required less time, particularly un- productive time spent in expensive and potentially dangerous travel, replications of the study appear to be justified. Larger sample size, subjects who have not had a previous practicum, and attention to details such as decreasing mail time and course-grade anxiety would increase the likelihood of success in replications of the study. It has become apparent, as a result of this study, that prior research into several issues concerning super- vised counseling practicum would have been advantageous. The present study sought answers to questions regarding the effects of remote versus face-to-face supervision of a second Systematic Counseling practicum. The study would have been better founded had prior research been conducted to seek answers to such questions as: What are the gains, in terms of trainee behaviors and client satisfaction, of supervised counseling practicum over no practicum? How can these gains be detected and evaluated? What specific factors of trainee functioning does a second practicum affect? Are these factors different in substance or quality from those affected by a first practicum? What 'gains are made, in terms of trainee behaviors, as a result of a first practicum over pre-practicum training? It is suggested that further investigation into the effects of remote supervision will be more significant and more 76 successful if, in the orderly stream of research, it succeeds the investigation of these antecedent questions. LIST OF REFERENCES LIST OF REFERENCES Allen, W. H. Audio-Visual Communication. In C. W. Harris (Ed.), Encyclopedia of Educational Research. (3rd ed.) New York: Macmillan, 1960, 115-137. Altucher, N. Constructive use of the supervisory relation- ship. Journal of Counselipg Psychology, 1967, 11, 165-170 0 American Personnel and Guidance Association . Standards for the preparation of secondary school counselors --1967. Personnel and Guidance Journal, 1967, 46, 97-106. American Psychological Association Committee on Counselor Training, Division of Counseling and Guidance. The practicum training of counseling psychologists. American Psychologist, 1952,‘1, 182-187. Anderson, R. P., a Brown, 0. H. Tape recordings and counselor-trainee understandings. Journal of CounselingPsychology, 1955, 2, 189- . Appleton, G. M., & Hansen, J. C. Continuing supervision in the school. Counselor Education and Su er- vision, 1968, 1, 273-281. Arbuckle, D. S. Five philosophical issues in counseling. Journal of CounselingpPsyghology, 1958, S, 211-215. Arnold, D. W. Counselor education as responsible self- development. Counselor Education and Supervision, 1962,‘;. 185-192. Banathy, B. H. Instructional s stems. Palo Alto, Calif.: Fearon PEEIisHers, I968. Boy, A. V., 5 Pine, G. J. Strengthening the off-campus practicum. Counselor Education and Supervision 1966, 6, 40-43. ' 77 78 Cameron, W. A., & Cotrell, C. J. Remote feedback techniques for inservice education. Assessment of micro-teaching and video-recordings in vocational and technical teacher education: Phase X--interim report. Colorado State University, Greeley, Colorado, 1970. . Campbell, D. T., & Stanley, J. C. Experimental and Quasi-E erimental Designs or Research. Chicago: Rand McNaIIy, I966. Churchman, C. W. The S stems Approach. New York: Dell Publishing Co., 1968. Continuing Education Service Committee on Lifelong Edu- cation, Michigan State as a lifelong education university: a position statement. East Lansing, Mich.: Michigan State University, July, 1972. Cooper, T. R. Helping the student teacher develop instructional expertise via the tape recorder. Audiovisual Instruction, 1967, 12, 1072. Dalrymple, J. T., Doty, C. R., Cotrell, C. J. 5 Kelly, P. S. Remote supervision at preservice and in- service levels in teacher education. Paper presented at the annual meeting of the American Educational Research Association, New York, February, 1971. Dalrymple, J. I., 8 White, A. P. Tele-supervision pilot study: Final report. School of Home Economics, University of Wisconson, Madison, 1965. Delaney, D. J. A behavioral model for the5>racticum supervision of counselor candidates. Counselor Education and Supervision, 1972, 12, 4 - . Delaney, D. J., & Moore, J. C. Student expectations of the role of practicum supervisor. Counselor Education and Supervision, 1966, g, - . Edwards, A. L. Statistical Methods for the Behavioral Sciences. New YorR: HoIt, Rinehart and Winston, Finn, J. Multivariance: Fortran Pro ram.for Univariate and Multivariate Analysis 0 Variance and Co- variance. State University o New Yor at Buffan, 1967. 79 Fosmire, F. R., & Palmer, B. E. A comparison of a method of programmed instruction and of personal super- vision in psychotherapy. Mimeographed report, University of Oregon Psychological Clinic, 1964. Cited in Mazer, G. E., & Engle, K. B. Practicum supervision: good guys or bad guys. Counselor Education and Supervision, 1968, g, 14 - . Gilbert, W. M., & Ewing, T. N. Programmed vs. face-to-face counseling. Journal of Counseling Peychology, 1971, 18, 413-421. Gross, D. R. A theoretical rationale for the practicum aspects of counselor preparation. Unpublished doctoral dissertation, University of Wisconsin, 1968. Gust, T. Extending counselor supervision. Counselor Education and Supervision, 1970, g, I57—l6l. Hansen, J. C., 5 Moore, G. D. The off-campus practicum. Counselor Education and Supervision, 1966, p, 32-39. Hansen, J., & Stevic, R. Practicum in supervision: a proposal. Counselor Education and Supervision, Hansen, J. C., & Warner, R. W., Jr. Review of research on practicum supervision. Counselor Education and Supervision, 1971!.l2' 261-272. Havens, R. L. Changes in counselor candidate response during the introductory practicum. Counselor Education and Supervision, 1968, g, - . Hays, D. G. A need for dialogue. Counselor Education and Supervision, 1968, 1, 150-152. Horan, J. J. Behavioral goals in systematic counselor education. Counselor Education and Supervision, Hosford, R. E. A model for counselor supervision in ele- mentary schools. In T. A. Ryan (Ed.) Systems models for counselor supervision in school and non- 3 oo settings. Was ington, D.C.: Assocration for Counselor Education and Supervision, 1970, 23-37. Hosford, R. E., 8 Ryan, T. A. Systems design in the development of counseling and guidance programs. Personnel and Guidance Journal, 1970, 42, 221-230. 80 Jacubowski-Spector, P., Dustin, R., & George, R. L. Toward developing a behavioral counselor education model. Counselor Education and Supervision, 1971, 10, We . — Janzen, F. V. Client-counselor perceptual congruency as measured by the interaction scale. Unpublished doctoral dissertation, University of Utah, 1970. Jessee, B. E. A model for counselor supervision in the non-school setting. In T. A. Ryan (Ed.) S stems models for counselor supervisiog_in schooI and non- school settiggg. Washington, D.C.: Association for Counselor Education and supervision, 1970, 76-87. Jorgensen, G. 0., Janzen, F. V., Samuelson, C. O., & McPhee, W. M. Inteppersonal relationshi s: fectors i9 job placement. University 0 tab Regional Rehabilitation Research Institute, Bulletin No. 3. Salt Lake City: University of Utah Printing Service, 1968. Kaplan, B. A. The new counselor and his professional problems. Personnel and Guidance Journal, 1964, 13, 473-478. Kelly, P. 8., Dalrymple, J. T., Doty, C. R., & Cotrell, C. J. Assessment of micro-teaching and video- recording in vocational and technical teacher education: Phase VIII. Feasibility of remote supervision of home economics student teachers. The Ohio State University Center for Vocational and Technical Education, Columbus, Ohio, 1971. Knox, A. B. Innovations in teaching-learning relationships. In Implications of career development theory and research for counselor education. Workshop report, Teacher's College, Columbia University, June, 1967. Landsman, T., a Love, D. AV media, yes; depersonali- zation, no. Audio Visual Instruction, 1963, 8, 24-23. "' Lauver, P. J. A systems-derived performance-based counseling techniques curriculum. Paper presented at the annual meeting of the American Educational Research Association, New York, February, 1971. Ligon, M. G. Commitment is not enough. Counselor Edu- cation and Supervision, 1968, 1, 321—322. 81 MacGuffie, R. A., Janzen, F. V., & McPhee, W. M. The ex- pression and perception of feelings between students and supervisors in a practicum setting. Counselor Education and Supervision, 1969, 8, 195-2 . Mager, R. F. Preparing instructional objectives. Palo Alto, Ca 1 .: earon 18 ers, . Mazer, G. E., & Engle, K. B. Practicum supervision: good guys and bad guys. Counselor Education and Supervision, 1968, 8, 147-I49. guildhood_Educators. Institute for C Study, Colorado State University, Greeley, 1968. Meier, J., & Brudnell, G. Remote Trainingyof Early Patterson, C. H. Supervising students in the counseling practicum. Journal of CounseliggPsychology, 1964, 11, 47-53. Peters, H. J., & Hansen, J. C. Counseling practicum: bases for supervision. Counselor Education and Supervision, 1963, 3, 82-85. Ryan T. A. Systems techniques for programs of counseling and counselor education. Educational Technology, 1969, 2, 7-17. Ryan, T. A. (Ed.) Systems models for counselor super- vision in school andinon-school settin 8. Washington, D.C.: Association for Counselor Edu- cation and Supervision, 1970. Ryan, T. A., Baker, R. D., Fitzpatrick, G. M., & Hosford, R. E. Commitment to Action. Report of ACES Committee on Effectiveness of Counselor Education. Honolulu: Education Research and Development Center, University of Hawaii, 1969. Sanderson, H. Basic conce ts in vocationaluguidance. New YorE: McGraw-HIII, I954. Schoch, E. W. Practicum counselors behavioral changes. Counselor Education and Supervision, 1966, g, 57-62. Segrist, A. E., 5 Nelson, R. C. A model for on-site supervision of the school counselor. Counselor Education and Supervision, 1972, 13, 144-I49. Silvern, L. C. Systems engineeringin eduggtion: evolution 9f systems thinkih in education. Los Angeles: Education and‘TraIning ConsuItants Co., 1968. 82 Smith, P. Experimentation to determine the feasibility of remote supervision of student teachers. Unpublished doctoral dissertation, The Ohio State University, 1969. Stewart, N. R., Jensen, G. L., Leonard, P., & January, V. Systematic counseling supervisory process. Unpublished flowchart, East Lansing, Michigan State University, 1972. Stewart, N. R., Winborn, B. B., Johnson, R. G., Burks, H. M., Jr., & Engelkes, J. R. Systematic Counseling, Sixth Revision. Unpublished flow- chart, East Lansing, Michigan State University, 1972. Tennyson, L. Playback of interviews. Personnel and Guidance Journal, 1954, 22, 279-282. Thoresen, C. E. The systems approach and counselor education: basic features and implications. Counselor Education and Supervision, 1969, 2' 3-18. Vlcek, C. W. Assessing the effect and transfer value of a classroom simulator technique. Unpublished doctoral dissertation, Michigan State University, 1965. Walz, G., & Roeber, E. Supervisors' reactions to a counseling interview. Counselor Education and Supervision, 1962, 2' 2:7. White, A. P. Tele-supervision in home economics teacher preparation: an exploratory study. Unpublished doctoral dissertation, University of Wisconsin, 1970. Whiteley, J. M. Counselor education. Review of Edu- cational Research, American Educational Research Association, 1969,‘2g, 173-137, Winborn, B. B. Systematic counseling: a model for accountability in counseling and counselor edu- cation. Impact, 1973, 2(3), 15-22. Winborn, B. B., Hinds, W. C., 5 Stewart, N. R. Instructional objectives for the professional preparation of counselors. Counselor Education and Supervision, 1971. 13. 133-137. 83 Winer, B. StatisticalPrinciples in Experimental Design. New York: McGraw-Hill, 1962. Yelon, S. L. Toward the application of systems analysis to counselor education. Educational Technology, 1969, 2, 55-60. Yenawine, G., & Arbuckle, D. 8. Study of the use of videotape and audiotape as techniques in counselor education. Journal of Counseling Psychology, 1971, 18' 1-60 Zifferblatt, S. M. Analysis and design of counselor- training systems: an operant and operations research perspective. The Counseling Psychologist, 1972, 3, 12-31. APPENDICES APPENDIX A SYSTEMATIC COUNSELING FLOWCHART APPENDIX A SYSTEMATIC COUNSELING FLOWCHART "I". l sits? 84 APPENDIX B PERFORMANCE CRITERIA AND SUPERVISION CHECKLIST FOR SYSTEMATIC COUNSELING APPENDIX B PERFORMANCE CRITERIA AND SUPERVISION CHECKLIST FOR SYSTEMATIC COUNSELING Norman R. Stewart Bob B. Winborn Richard G. Johnson Herbert M. Burks, Jr. James R. Engelkes Counseling Systems Research Project Department of Counseling, Personnel Services, and Educational Psychology College of Education Michigan State University Sixth Revision, August 1972 85 86 PERFORMANCE CRITERIA AND SUPERVISION CHECKLIST FOR SYSTEMATIC COUNSELING DIRECTIONS 1. Complete a checklist for each client that you counsel during this term. 2. Please fill in appropriate blanks on the checklist prior to meeting with your supervisor. (These blanks are indicated—by an asterisk in the margin.) You may attach additional sheets or use the back page of this checklist if needed. *Your Name *Name of Client SUBSYSTEM 1.0 - Counselor As a counselor, you are obligated to assume certain pro- fessional responsibilities when you enter into a counseling relationship. You are no longer 'ust a graduate student and private citizen of worth and dignity. You are also a recognized professional counselor who is certified by our society to provide unique services to members of our com- munities. You will be viewed as a person who possesses certain skills, knowledge, and attitudes. This subsystem (1.0) of Systematic Counseling focuses on the attitudes of the counselor who is preparing to enter a counseling relationship. Other subsystems will focus on the skills and knowledge needed during the counseling process. An attitude is an enduring, learned predisposition (state of readiness) to behave in a consistent way toward a given class of objects. It is by the consistency of response to a class of objects that an attitude is identified. Thus, the criteria for evaluating your counseling attitudes will 87 necessarily be your performance during the entire counseling process. It is suggested, however, that you review the following concepts rior to entering into a counseling wiII relationship. They help you develop an appropriate state of readiness for counseling. 1. A counselor must respect the worth and dignity of the client regardless of the client's behavior, attitudes, creeds, race, or socio-economic status. The counselor must work to develop a sound relation- ship with the client. He must remember that he has the responsibility for developing a counselin relationship which has additional quaIities Beyond those of trust, understanding, and respect. It is a relationship in which the counselor's professional skills and knowledge are utilized in order to help the client attain personal goals. A counselor must constantly examine his own needs for reinforcement to determine if the counseling relationship is fulfilling his needs at the expense of client progress toward goal attainment. The counselor must always assist the client to examine the psychological dimensions of what he is thinking, saying, and feeling. This means that the counselor must be sensitive to all dimensions of behaviors: verbal, nonverbal, cognitive, affective, and psychomotor. The counselor must be willing to expend the time and effort (reading, study, consultation) to gain additional skills and knowledge in order to be of appropriate assistance to clients. Less than 100 per cent effort should be a signal to the counselor to engage in self-examination as to the cause of his lack of motivation. The counselor must be thoroughly familiar with the flowchart for Systematic Counseling. The counselor must remember that he is a social model and therefore represents the entire counsel- ing profession. If he does a poor job, he invites the public to question the competence of all counselors. 88 SUBSYSTEM 2.0 - Process Client Referral *What subfunction of 2.1 was the referral source? The trainee must present evidence that the functions of 2.2 (Analyze Appropriateness of Referral) were performed. Criteria for 2.2.1 (Collect Data) The trainee must present evidence that data were collected concerning the reasons for client referral. Evidence to show that such data were collected must be in the form of a written or taped summary of records, reports of obser- vations of the client by the trainee or referral source, and/or reports of interviews with the referral source. (Not applicable to self-referral.) *List the evidence which shows that 2.2.1 was performed: Supervisor‘s comments: Is the evidence adequateff Criteria for 2.2.2 (Analyze Data) The analysis by the trainee must identify the problem and the conditions attendant to the problem. These must be stated in behavioral terms. For example, ”Jim fights on the playground before school. The frequency of Jim's behavior is 3-4 times per week and has persisted since the start of this school year," or “Jill is 17 years of age, has never had a date, and is not permitted to date by her parents. She has been asked to go to the junior prom and wants help in securing the permission of her parents.” *List below your analysis of the problem and its conditions. 89 I Supervisor‘s comments: Is the analysis adéquate? Criteria for 2.2.3 (Decide if Referral is Appropriate) Criteria for a YES decision (2.2.3.1) a. Any educational or vocational problem that requires information and/or decisions that can be made through the use of the decision-making process is an appropriate referral. Any interpersonal or intrapersonal conflict that involves overt behavior responses that are recognized as inappropriate by referral sources is an appropriate referral if: (a) the frequency of the responses can be reduced to 10 per cent or less for a given situation within 10 hours of counseling time, and (b) trainee can present evidence to his supervisor that he has the intervention resources at his disposal to assist the client to decrease the frequency of responses. *List below the approximate amount of time you will have to spend with the client and how this time will be spent: *List the intervention resources at your disposal: ' Supervisor‘s comments: Was the referral appropriate? ' 90 Is YES decision (2.2.3.1), the trainee must present evidence which shows that 2.2.4 was performed. Criteria for 2.2.4 (Specify Conditions to Referral Source) Evidence must be a written or taped report of the conditions under which the referral was accepted. For example, was the referral source informed of the confidentiality requirements? If the referral source will assist the counselor with the case, was he specifically informed of his role? Was the referral source given directions on how to arrange for the client to make an appointment: (Not applicable to self-referral.) *List evidence which shows that 2.2.4 was performed? Supervisor's comments: Was evidence adequaté? *If NO decision (2.2.3.2) was made, the trainee must state below why the referral was not accepted: '_Supervisor‘s comments: Did’trainee use logical reasoning] in terms of 2.2.3.2? If NO decision (2.2.3.2) was made, the trainee must show evidence that 2.2.5 (Assist in Locating Appropriate Assistance) was performed. Criteria for 2.2.5 (Assist in Locating Appropriate Assistance) 91 *The trainee must give the name of the agency or individual to whom the referral source was directed. The specific qualifications of the agency or individual must be stated below: I Supervisor‘s comments: Was adequate assistance rendered in locating an appropriate referral source? Criteria for Termination of Case Referred to Another Agency or Individual. Upon completion of 2.2.5 (Assist in Locating Appropriate Assistance), the trainee must input to 9.1 (Structure Termination Operations). The trainee must present evidence that the client understands that, while another individual or agency will be providing assistance with this particular concern, he can return to see the counselor if he needs assistance with other problems. The trainee must then input to 9.2 (Manage Client/Counselor Resistance). Criteria for 9.2 are specified on page 28 of this checklist. The trainee must next input to 10.0 (Evaluate Counselor Performance). Note that termination under these conditions involves moving directl from 9.2 to . , ra er t an going through 9.3 (Conduct Transfer of Learning Operations). SupervisorTs comments: Was the case terminatedi appropriately? SUBSYSTEM 3.0 - Prepare for Interview Criteria for 3.2 (Review Available Data) 92 *In the following space the trainee must present evidence that he has reviewed any available data prior to the initial interview. Acceptable evidence consists of a written summary of client interests, achievements, personal background, and test information. If such information was not available, the trainee must state why it was not. upervisor‘s comments: Was the reView of‘available data adequate? SUBSYSTEM 4.0 - Euplain Counseling_Relationship Criteria for 4.1 (Decide if Formal Structure is Needed) Criteria for YES decision (4.1.1) All referrals who are being seen by the trainee for the first time must be provided with formal structure even though they have been previously interviewed by another counselor. Criteria for a NO decision (4.1.2) a. The client has been seen previously by the trainee, when structure was provided, and b. The client responds immediately when invited by the trainee to discuss his concerns. Supervisor‘s comments: ’Did traihee make an appropriate decision? Criteria for 4.2 (Decide if Time for Structure is Appro- priate) Criteria for a YES decision (4.2.1) 93 a. The client does not respond to the invitation of the trainee to discuss his concerns and/or shows symptoms of anxiety such as: blushing, shifting weight in his chair, looking away from the trainee, gripping his chair, wringing his hands, playing with objects, or slow, hesitant speech. Criteria for a NO decision (4.2.2) a. The client responds immediately when invited by the trainee to discuss his concerns. Structure, then, is provided during 5.0 (Construct Model of Client Concerns), or 6.0 (Decide Goal for Counseling), or at the termination of the interview. I Supervisor‘s comments: 'Did trainee make an appropriate decision? If YES decision (4.2.1) was made, the trainee must present evidence that 4.3 (Describe Counseling Process) was per- formed. Criteria for 4.3.1 (Purpose of Counseling) The trainee must explain the purpose of counseling. For example, ”The purpose of counseling is to assist you with the things that concern you or those that interest you. Some students want to make decisions about what to do after high school; others need help with school problems, subjects, and teachers. Some have problems getting along with others, such as classmates or parents. The purpose of counseling, really, is to help you with the things that are important to you.” Supervisor's comments: Wasi413.l adequate? 94 Criteria for 4.3.2 (Counselor and Client Responsibilities) The responsibilities of the counselor and the client must be defined. For example, ”My job as a counselor is to listen and try to understand how you feel and think about things. I won't make decisions for you, but together we may come up with some things for you to consider in making a decision. If you make a decision, I will help you find ways to carry it out. Your part in counseling is to help me understand how you feel and think. You also have to make decisions and carry out any tasks to help you reach your goals.” SupervisorTs comments: Wa34.3.2 adéquaté? Criteria for 4.3.3 (Focus of Counseling) The trainee must state the focus of counseling. For example, ”In counseling we usually focus on establishing some specific objectives for what you want to accomplish.” __Supervisofis comments: Was 4.3.3 adequate? Criteria for 4.3.4 (Limits of Counseling) The trainee must define the limits of counseling: (a) the voluntary basis of counseling, (b) confidentiality, and (c) time limits. For example, ”People participate in counseling on a voluntary basis. You may quit whenever you choose. The interviews are confidential. I don't report to anyone unless you would think this would be the thing to do and give me your permission. Our interviews usually last for about 45 minutes, if you need this much time. The total number of interviews is typically from two to five.” 95 SupervISOrTs comments: Was 4.3.4 adequate? SUBSYSTEM 5.0 - Construct Model of Client Concerns Criteria for 5.1 (Identify Concerns) The trainee must invite the client to discuss his concerns. The trainee must recognize any difficulty experienced by the client in responding to the counseling environment and take steps to increase the frequency of client responses in describing his concerns. For example, one step might be as follows: "You seem to have some difficulty in talking with me. How can I make it easier for you to talk about the things that are on your mind?" The trainee must check out his awareness of the client's concerns by means of restatement, reflection, and summary statements of the data received from the client. Supervisors comments: Was 5J1 adequate? U Criteria for 5.2 (Select Concern for Counseling) The trainee must help the client select a concern for counseling. If the client should have several problems, the trainee should assist the client in identifying the concern having the highest priority. One problem should be considered unless two concerns are closely related. As it is important for the client to experience success in the shortest possible time, the trainee should help the client order his priorities in terms of the probability of attainment of different objectives. Supervisor's comments: Was 572 adequate? 96 Criteria for 5.3 (Identify Components of Concern) a. 5.3.1 (Behavioral Components) The trainee must determine the terms used by the client to describe his problem and then help the client to specify the observable and measurable aspects of his concern. I Supervisor‘s comments: Was 5.3.1 adequate? Criteria for 5.3.2 (Temporal Components) The trainee must assist the client to describe when the behavior occurs, how long it has occurred, and if there is any pattern or sequence to the problem. Supervisor‘s comments: Was 5.3.2 adequatgf: Criteria for 5.3.3 (Situational Components) The trainee must assist the client to describe where or under what circumstances the problem becomes apparent. Supervisor‘s comments: Was 5.3.3 adéquate? Cirteria for 5.4 (Establish Baseline of Concern-Related Behavior) 97 The trainee must report one or more of the following base- lines depending upon the type of concern presented by the client: frequency of behavior, duration of behavior, amount of behavior, utility of information, and the con- ditions that exist at the time of the occurrence of the behavior. Supervisor's comments: Was 574 adequate? Criteria for 5.5 (Identify Maintaining Reinforcers) The trainee must assist the client to identify those tangible or intangible reinforcers that maintain his problem behavior. I Supervisor‘s comments: Was 5.5 adequate? Criteria for 5.6 (Verify Model with Client) In a summary statement, the trainee must check out and clarify his hypotheses which he has formulated during the interview. The trainee must secure the client's verbal agreement that the counselor's model is essentially correct. If this agreement cannot be secured, the trainee must re- cycle to 5.1 to determine where the discrepancies between his concepts and the client's thinking and feelings are. SupervisorTs comments: Was 566 adéquatef 98 SUBSYSTEM 6.0 - Decide Goal for Counseling Criteria for 6.1 (Decide if Goal Can be Established) Criteria for YES decision (6.1.1) The client has verified the trainee's model of the concern, enters willingly into a discussion of the problem, and shows little or no reluctance in con- tinuing in counseling. Supervisor‘s comments: Was the appropriate decision made? Criteria for NO decision (6.1.2) The client demonstrates verbal and/or nonverbal be- havior that he is too anxious to work on the problem, feels the problem is of too little importance, or needs additional structuring as to the need for goals. Supervisor‘s comments: Was the appropriate decision made? If NO decision (6.1.2) was made, the trainee must present evidence that 6.7 (Discuss Need for Goals in Counseling) was performed. Criteria for 6.7 (Discuss Need for Goals in Counseling) There must be verbal evidence that the trainee provided the client with information about the necessity of establishing goals. If necessary, the trainee will re-cycle to 5.1 (Identify Concerns) or input to 2.2.5 (Assist in Locating Appropriate Assistance) if acceptable goal cannot be identified. 99 I Supervisoris comments: Was 6.7 adequate?— Criteria for 6.2 (Establish Desired Counseling Outcome) *The trainee must help the client to specify the desired long-term outcome or resolution of the problem. This provides a general direction in which trainee and client can move and constitutes a broad framework within which a realistic counseling outcome objective can eventually be determined. For example, "What you would like to do, ideally, is to overcome your shyness to the point that you could enter into a conversation freely with other people at any time and any place without feeling discomfort." Write the desired counseling outcome below: Supervisor‘s comments: Was 662 adequatePI Criteria for 6.3 (Decide if Counselor Can/Will Handle) Criteria for a YES decision (6.3.2) Use criteria previously provided for a YES decision when receiving a referral. See 2.2.3. Supervisor‘s comments: Was the appropriate decision made? 100 *If NO decision (6.3.1) was made, the trainee must state below why he cannot/will not handle the case: SuperVisorIs comments: Was trainee's decision appropriate? Criteria for 6.4 (Establish Outcome Objective) *The trainee and client must verbally reach a contract to work toward an outcome objective that: (a) is stated in behavioral terms, (b) indicates a criterion of minimum performance, and (c) indicates the conditions under which the behavior is to be demonstrated. Write this objective below: Superviéor‘s comments: Was 6.4 adequate?— Criteria for 6.5 (Decide if Client Motivation is Sufficient) Criteria for YES decision (6.5.2) The trainee must receive verbal agreement that the client is ready to decide upon a strategy for reaching his terminal objective. Supervisor‘s comments: Was agreement reachedii 101 Criteria for a NO decision (6.5.1) The client is unwilling to verbally commit himself to working on his problem. I Supervisor‘s comments: Was the appropriate decision made? If NO decision (6.5.1) was reached, the trainee must present evidence that 6.6 (Discuss Reasons for Insufficient Motivation) was performed. Criteria for 6.6 (Discuss Reasons for Insufficient Moti- vation) One or more of the following must be mentioned in the discussion of motivation: time, money, anxiety, commit- ment, client responsibility for his own behavior. Supervisor‘s comments: Was discussion adequate? If NO decision (6.5.1) continues to be made after per- forming 6.6, the trainee must show evidence that he made an input to 2.2.5 (Assist in Locating Appropriate Assistance). Supervisor's comments: Was ihput to 2.2.5 appropriate? 102 SUBSYSTEM 7.0 - Conduct Task Operations Criteria for 7.1 (Determine Strategy) One or more of the following broad strategies must be selected for attaining the outcome objective: (a) Information-Seeking, (b) Decision-Making, (c) Behavior Modification. I Supervisoi‘s comments: Was the chosen strategy (or ' strategies) appropriate? Criteria for 7.2 (Establish Intermediate Objectives) The trainee and client must verbally agree on a sequence of intermediate objectives which will enable the client to reach his outcome objective. Supervisor‘s comments: Was 7.2 adequate? Criteria for 7.3 (Select Operational Steps) Trainee and client must verbally agree on a statement of operational steps which will lead to the accomplishment of the intermediate objectives. Guidelines are as follows, categorized according to the three major strategies: a. Information-Seeking There must be verbal evidence that the trainee and client developed a specific procedure for obtaining and using information. Supervisor‘s comments: Was the evidence adequate? 103 b. Decision-Making There must be verbal evidence that at least three alternatives for reaching the client's objective are to be examined. The possible consequences of the alternatives are to be discussed. One of the alternatives is to be chosen by the client. Usually a "back-up" alternative will be selected. Note to the trainee: A client always has three alternatives avaiIable to him: 1. He can attack the problem by some method, 2. He can engage in avoidance behavior, 3. He can maintain the status quo. Supervisor‘s comments: Was the evidence adequate? c. Behavior Modification Procedures There must be evidence that verbal and/or material reinforcers are to be utilized in a systematic manner. Acceptable evidence may be in the form of verbal or written reinforcement schedules and/or written plans of operations for behavior modifi- cation that indicate specific steps to be taken. Supervisor‘s comments: Was evidence adequate? Criteria for 7.5 (Decide if Strategy/Tasks Have Been Completed) Criteria for YES decision (7.5.2) There must be evidence that the strategy determined in 7.1 and the accompanying tasks have been completed. Examples of appropriate evidence include oral reports from the client and trainee, and oral or written reports from others who have observed the client's behavior. 104 I SupervisorTs comments: Was adequate evidence presented? Criteria for NO decision (7.5.1) The client has failed to perform the necessary tasks, or has performed them in a superficial or otherwise inappropriate manner. Or, the intermediate objectives and operational steps are in need of revision. SuperVisor‘s comments: Was the appropriate deCision made? If NO decision (7.5.1) was made, the trainee must recycle to 7.2 (Establish Intermediate Objectives) and proceed again from that point forward. If after repeated attempts the strategy/tasks have not been completed, the trainee must input to 2.2.5 (Assist in Locating Appropriate Assistance). SUBSYSTEM 8.0 - Evaluate Client Performance Criteria for 8.1 (Analyze Outcomes) Criteria for 8.1.1 (Record Performance) There must be verbal evidence that indicates the per- formance of the client. SupervisoiTs comments: Was 8.1.1 adequateII 105 Criteria for 8.1.2 (Compare Performance With Baseline) There must be verbal evidence that the client's per- formance was compared with the baseline established in 5.4. Supervisor‘s comments: Was 8.1.2 adequate? Criteria for 8.1.3 (Compare Performance With Objective) There must be verbal evidence that the client's per- formance was compared with his outcome objective. SuperVisorTs comments: Was 8.I.3 adequate? Criteria for 8.2 (Decide if Objective was Attained) Criteria for YES decision (8.2.2) The objective established in 6.4 was attained as verified by data from 8.1.3. SupervisorTs comments: Was 8.2.2 decision appropriate? If NO decision (8.2.1), the trainee must show that he structured for input into 6.5 (Decide if Client Motivation is Sufficient) 106 Supervisor's comments: Was 8.2.1 deEiSion appropriate and was trainee's action adequate? Criteria for 8.3 (Decide Need for Further Counseling) Criteria for 8.3.3 (No Need) There must be verbal evidence that the trainee and client agree that no additional counseling is needed at this time. Supervisor‘s comments: Was 8.3T3adequate7‘ Criteria for 8.3.2 (Pursue Another Concern) There must be verbal evidence that the trainee and client agree that additional counseling is needed and that a new objective for counseling should be established. The trainee must show that he structured for input into 5.1 (Identify Concerns) Supervisor‘s comments: Was 8.3.2 decision appropriate and was trainee's action adequate? Criteria for 8.3.1 (Pursue New Aspect/Same Concern) There must be verbal evidence that the trainee and client agree that a new objective is needed for the problem on which they have been working. The trainee must show that he structured for input into 6.2. 107 Supervisor's comments: Was 8.3.1 decision appropriate and was trainee's action adequate? SUBSYSTEM 9.0 - Terminate Counseling Criteria for 9.1 (Structure Termination Operations) The trainee must show that plans for terminating counseling were discussed. These plans may include a tapering off period or a reduction in the frequency of sessions. Supervisor‘s comments: Was 9.1 adequate? Criteria for 9.2 (Manage Client/Counselor Resistance) The trainee must show that any resistance to termination was discussed, such as: client dependency upon the trainee or behavior that indicates problems of anxiety in managing environmental situations. The trainee must show that he has reinforced behavior that indicates client movement toward independence and assertive action. Likewise, the trainee should avoid unduly prolonging the counseling contact as a result of his own behavior, as shown, for example, by initiating or maintaining lengthy social conversation after the client's concerns have been resolved. Supervisor's comments: Was 9.2 adequate? 108 Criteria for 9.3 (Conduct Transfer of Learning Operations) There must be evidence that the trainee discussed with the client how he can apply the skills learned in counseling to other concerns and situations. He must discuss how any reinforcement received in the counseling relationship can be obtained from other environmental stimuli. I SupervisorTs comments: Was 9.3 adequate? SUBSYSTEM 10.0 - Evaluate Counselor Performance The trainee alone, and the trainee and his supervisor will examine 1 areas of the trainee's performance: a. counseling outcomes b. counselor attitudes‘ c. counselor knowledge d. counselor behavior Data from recordings, records, the Performance Criteria Checklist, and supervisor feedback will provide suggestions for the improvement of the trainee's performance during counseling. APPENDIX C GENERAL OUTLINE OF PRACTICUM AND EVALUATION PROCEDURES APPENDIX C GENERAL OUTLINE OF PRACTICUM AND EVALUATION PROCEDURES 819G Counseling Practicum Cranbrook--Winter, 1973 Although this second term of counseling practicum will, in many respects, be similar to the first, there will be some important differences. It is necessary, therefore, that you read this handout attentively. Counseling will continue to be done in Schools and agencies. Reports of all counseling will be made to your supervisor. All counseling is to be recorded and available for super- visory review. During this second practicum, two modes of supervision will be employed. Each of these supervisory methods has been carefully planned to provide you with the kind of highly personalized feedback and individualized assistance that will help you refine and polish your professional compe- tencies. Learning in practicum comes partially through the repeated practice of working with clients. A second form of learning comes through listening carefully to tapes that you have recorded. Frequently significant learning takes place through the individual's own identification of what has been done appropriately or inappropriately. Specific comments from a qualified independent source such as a supervisor allow the learner to know which practices to continue, which to modify, and which to attempt to ex- tinguish. During this practicum we will continue to combine all three means of learning through the following plan. 109 110 a. Obtain as much practice as you can through making good referral contacts with teachers and counselors. No factor contributes more toeaffectiveness than repeated practice. b. Listen to the tapes you have made. Refer to the Performance Criteria for assistance in determining whether or not you have performed adequately during each phase of the process. Complete a Self- Evaluation Form for each tape you select for sub- mission to your supervisor. c. Be selective in your submission of tapes to your supervisor. Don't submit just "good tapes” or ”bad tapes.” Submit those that concern you for some particular reason. You may wish to gain approval (check yourself out) in some instances or need assistance in knowing how to handle a given situation in other instances. Your Self-Evaluation Form should make clear to your supervisor ypy_the tape is being submitted. d. In an emergency situation, you can contact your supervisor for assistance by calling 517-355-1755 collect. This is your ethical responéibility to your client. REPORTS In order to facilitate communication between trainees and supervisor, accurate, though brief, reporting and labeling of work completed is necessary. Each step will be described very briefly. Weekly Counseling Log. To give a brief overview of work completed'and cases with which you need immediate assistance, complete a copy of the Log each week. In some instances you may need to use two or more Log pages in a given week. Self-Evaluation Form. Each weekly tape you submit to your supervisor shouid he accompanied by a completed Self- Evaluation Form. You have been given enough of these forms to make one copy for your supervisor and one for yourself. These forms are intended to help you learn to monitor and control your own counseling behaviors. Since the forms will not be used in determining your grade, it will not be necessary for you to complete them for tapes submitted as part of the final grade requirements (described in section headed "Evaluation Procedures”). 111 Marking tapes. The following brief marking system will allow the supervisor to identify all information necessary for review of your tape. All identifying data can be written in pencil in the space provided on the tape and then removed when the tape is erased. EXAMPLE: Jane Walters Kris D. - 10/12/72 -III 0 - 43 Se]- - 7.2 The first line gives the counselor's name. The second gives the client's name, date of interview, and number of interview. The third line gives the footage as well as the functions covered. NOTE: Most cassettes have marks numbered 0 - 100 on the small transparent plastic at the center. If not numbered, assume each mark represents an interval of 10. An interview that lasts from the beginning to the fourth mark is thus con- sidered 0 - 40. Fairly accurate estimates can be made of the distance between marks. A reading might be reported as 18 - 43, for example. CompletinguPerformance Criteria. In addition to the directions given for completing the Performance Criteria, we ask that you make notes. This helps the supervisor to know of your intent. Tape outline. Tapes submitted as part of the final grade requirement (to be described in the section that follows) must have a tape outline. EVALUATION PROCEDURES Criteria for determining final grades in counseling practicum are based upon individual performance rather than the relative performance of the entire group of trainees. This means that all members of the class could receive a 4.0 if all meet the performance criteria. The minimum performance expectancy, or 3.0 grade for trainees, is that they will attain the following objective: 112 Upon completion of counseling practicum, the trainee must have performed the functions outlined in the MSU Flowchart of Systematic Counseling with a minimum of two clients. To be considered adequate the trainee's performance must meet the specifications listed in Performance Criteria for Systematic Counseling and must be exemplified in audio recordings of the trainee's interviews. One of the counseling cases must require use of behavior modification procedures. Expectations. 1. Each trainee will submit one tape each week to his supervisor accompanied by a properly completed Performance Criteria Check List and a Self- Evaluation Form. 2. Each trainee will submit to his supervisor a Weekly Counseling Log each week. 3. All interviews will be live interviews with clients in the designated field setting unless prior per- mission has been granted by the supervisor. Role- playing and rehearsed interaction are prohibited. It is also prohibited for trainees to counsel members of their families, friends, or acquaintances unless supervisor permission is granted in advance. 4. One completed case (three or more interviews) will be submitted for purposes of the course grade (including completed Performance Criteria Check List, Tape Outline, and recorded tapes) on February 15. None will be accepted after that date. 5. A second completed case (three or more interviews) will be submitted for purposes of the course grade (including completed Performance Criteria Check List, Tape Outline, and recorded tapes) on March 1. None will be accepted after that date. This case must involve some form of behavior modification. 6. Trainees who receive a low evaluation on their first case may, if they wish, elect to submit a third case not later than March 8. The evaluation of this third case will be considered in computing the final grade. Basis for evaluation. The supervisor will base his/her judgments of_performance on the following skills: 113 Frequency and appropriateness of empathy statements. Quality of baseline developed in relation to the client's concern. Quality of the outcome objective developed in relation to the client's concern. Quality of the strategy including the selection of the strategy and the development of intermediate objectives and operational steps. Frequency and appropriateness of the use of verbal reinforcement throughout the counseling process. APPENDIX D PROCEDURES FOR SUBMITTING TAPES APPENDIX D PROCEDURES FOR SUBMITTING TAPES 819G Counseling Practicum Cranbrook--Winter, 1973 Recent studies indicate that supervision by tape recorder can be as effective as face-to-face supervision and can save the student time and money. With this in mind, arrangements have been made for your second counseling practicum to be supervised directly from the Michigan State University campus. You have been assigned a highly qualified supervisor who will communicate with you weekly by cassette tape. You will be able to establish a helpful, two-way communication with your supervisor by observing the following procedures: 1. Read and follow the instruction outlined in the gold handout. 2. Select one tape each week to mail to your supervisor. Use the stamped self-addressed envelopes. If you send more than three tapes at one time, you may have to add more postage. 3. On a separate tape, discuss the case and the tape you are submitting. Be highly specific. Tell your super- visor how you feel about the case, what specific counseling procedures you are performing particularly well, and the specific ways you would like his/her help. Feel absolutely free to ask your supervisor questions about your counseling and to seek his help in inter- preting the flowchart, developing objectives, devising counseling strategies, and other concerns with which you would like assistance. 114 115 Your supervisor will listen carefully to both your tapes and will send you by return mail, a tape on which he has recorded his comments and answered your questions. Send with your tape, only those pages of the Performance Criteria Check List with which your tape is concerned so that you may continue working with the other pages. To be truly professional, you must be able to supervise your own counseling. The Self-Evaluation Forms will help you to identify effective and less effective counseling behaviors and to modify your own behaviors as necessary. Submit a Self-Evaluation Form with your tape each week. Be sure to mail your two tapes (interview and questions- and—comments), your Weekly Log, and your Self-Evaluation Form AS SOON AS POSSIBLE after the interview. It 18 in your best interests to avoid a long delay in getting feedback and assistance. Tape sets covering one complete case must be submitted for evaluation and grading on or before the following dates: Case 1: February 15th. Case 2: March lst. Case 3 (Optional): March 8th. (See gold handout.) These tape sets must be mailed only in the special envelopes marked "Complete Case for Evaluation." They should be addressed to Mrs. Christa Forrester Room 250 Erickson Hall, Michigan State University East Lansing 48823 APPENDIX E HELPFUL HINTS FOR MAILING CASSETTES I. II. APPENDIX E HELPFUL HINTS FOR MAILING CASSETTES Weekly mailings A. C. D. Weekly mailings consist of the following: 1. Two cassette tapes WITHOUT PLASTIC CASES. You may protect your cassettes by putting a piece of paper and a rubber band around them. If you have a sprocket hole plug (usually supplied with tapes when you buy them) put it in the sprocket holes before mailing. Wrap your tapes in the Performance Criteria and other papers before putting them into the envelope. One Weekly Counseling Log. One Self-Evaluation Form. Appropriate pages from the Performance Criteria Check List. #UN see The pre-addressed envelopes carry sufficient postage for the enclosures listed above. If you send more tapes or papers, be sure to add additional postage. Establish the habit of mailing regularly on the same day each week. Insure yourself quick feedback by mailing PROMPTLY. Complete cases for evaluation and grading A. The two large padded envelopes labeled "Complete Case" are to be used in mailing the cassette tapes for one complete case. This case will be evalu- ated for course grade. The case may include tapes previously submitted for suggestions and assistance. Be sure to number the tape sides in the order in which they should be listened to. 116 117 The padded mailers carry sufficient postage for five cassette tapes WITHOUT PLASTIC CASES, a complete Performance Criteria Check List, and a Tape Outline. If you send more than five cassettes, you will have to provide additional postage. Close the mailers with staples, not glue. if you wish to submit a third Complete Case (see the gold handout, p. 4, #6), you may mail the tapes, the Performance Criteria, and the Tape Outline in any large, strong envelope. Label the envelope ”Third Complete Case." Be sure to affix sufficient postage. Complete cases for grading should be mailed as soon as_possible and in no case later than t5: following due dates: 1. lst Complete Case due Februar 15 (or earlier) 2. 2nd Complete Case due Marc or earlier) 3. 3rd Complete Case (optionaI) due March 8 (or earlier). If you have questions about the mailings, ask your supervisor on the cassette you send to him/her. If you need an immediate answer, phone 517-355- 1755 collect. Your supervisor will phone back as soon as possible. APPENDIX F SELF-EVALUATION FORM APPENDIX F SELF-EVALUATION FORM Name Tape Identification Client Date A completed Self-Evaluation Form must be submitted to your supervisor each week. Careful attention to your self- evaluation will help you acquire important skills in monitoring and modifying your own counseling. 1. Describe specificaluy those counseling behaviors exhibited on this tape which you feel were very effective. In what ways will you use these and similar behaviors in the future? Describe specifically those counseling behaviors exhibited on this tape which need improvement. Write a short-term objective for yourself designed to modify the counseling behaviors identified in No. 3 when working with future clients. 118 APPENDIX G WEEKLY COUNSELING LOG cowmmsomfio mmHom Gaun— Og H50” couo>oo chauossm nausea .xoummc UOQ UZHAmmZDOU wqumm3 U xHDzwmmd 30a>uoucH osez u.ucowao 119 APPENDIX H TAPE OUTLINE APPENDIX H TAPE OUTLINE Your name Date CIient's name Comments if not covered or Function Tape code Footage in special circumstances 4.1-4.2 5.1 5.2 5.3.1 5.3.2 5.3.3 5.4 5.5 5.6 6.2 6.4 6.7 7.1 7.2 7.3 7.4 8.1.1 8.1.2 8.1.3 8.2 8.3 9.1 9.2 9.3 p N 0 APPENDIX I CRITERIA FOR CASE EVALUATION APPENDIX I CRITERIA FOR CASE EVALUATION I. Empathy Statements Ve Acceptable Counselor typically responded to client's feelings in a manner which added significantly to the feeling and meaning of the client's verbal expressions. Such responses were made at appropriate times and in effective ways. Acce table Counselor generally responded with accurate under- standing to client's surface feelings. Neither added to nor subtracted from such feelings. Responses were generally made at appropriate times and in an effective manner. Barely Acceptable- Counselor responded with accurate understanding of surface feelings some of the time only. Often ignored or misinterpreted client's expressions of feeling. Unacce table CounseIor evidenced little awareness of client's feelings and/or repeatedly misinterpreted them. Counselor's responses detracted significantly from the client's communications. Little or no communication on an affect level. II. Quality of Baseline Ve Acceptable Counselor determined specifically and accurately the frequency, duration, and conditions of occurance of the properly identified problem behaviors. Counselor made an extra effort to secure objective data or to verify the accuracy of available baseline data. 121 122 Acce table Counselor determined the frequency, duration, and conditions of occurrance of the problem behaviors. Barely Acceptable Counselor made an effort to secure baseline data but the data was incomplete and/or of unverified accuracy. Unacceptable Counselor did not obtain satisfactory baseline data. III. Quality_of opjective VeryyAcceptable Mutually accepted objective clearly specified terminal behavior, conditions, and criteria; was highly significant and relevant in terms of client's needs; was realistic in terms of the constraints imposed by the practicum situation and the client's ability to achieve. Acce table OEjective lacked specificity and/or was not highly significant or relevant to client's needs and/or was not completely realistic in terms of practicum constraints and client's ability to attain. Barel Acce table OEjective Iacked one or more of the components of a complete behavioral objective and/or was unclear or ambiguous and/or was insignificant or irrelevant to the real needs of the client and/or was not completely realistic. Unacce table OEjective was not stated in behavioral terms, was ambiguous, insignificant, and unrealistic. IV. Quality of Strategy Vepy Acceptable Counselor selected strategy appropriate to client's concern, established specific, well-sequenced inter- mediate objectives, and developed appropriate and effective operational steps. Client understood and accepted the tasks he was to perform. Acceptable Counselor selected appropriate strategy but inter- mediate objectives were not completely specific or well-sequenced and/or operational steps were somewhat vague or inappropriate. NNN 4.0-5 0 OU'IO U'IO Barely Acceptable Intermediate objectives were ill-defined and/or poorly sequenced and/or operational steps were neither very appropriate nor effective. Unacce table CounseIor selected inappropriate strategy and/or failed to establish intermediate objectives and/or did not develop operational steps. V. Verbal Reinforcement Vepy Acceptable Counselor used verbal reinforcement naturally and effectively whenever appropriate in shaping, maintaining, and/or strengthening desired client behaviors. Used non-reinforcement effectively for reducing the occurrence of undesired behaviors. Acceptable Counselor attempted to use verbal reinforcement effectively but was occasionally inconsistent in its application. Was sometimes unable to find a verbal response which appeared reinforcing to the client. Sometimes used an otherwise effective reinforcer in an ineffective way. BareuyrAcceptable Verbal reinfdrcement and non-reinforcement were often used inconsistently. The reinforcers selected were often ineffective with this client and/or the manner in which they were delivered rendered them ineffective. Unacce table CounseIor seldom or never made effective use of verbal reinforcement. Overall Impression Outstanding case: complete, effective, highly skillful. Complete and effective use of the flowchart and of counseling skills. Managed each function of the flowchart satisfactorily. Did not carry out all functions of the flowchart. Incomplete and unsatisfactory. Note: The numerical value assigned to "Overall Impression” is not intended to be a grade for this case. APPENDIX J CONFIDENCE SCALE APPENDIX J CONFIDENCE SCALE Name Directions: Place an X before the word or words that most 1. nearly describe your feelings about each of the ten statements which follow. Please note that your responses will remain strictly confidential and will in no way influence your grade. I feel confident in my ability to explain the purpose and process of counseling to other people. Very Confident Confident Uncertain Very Uncertain I am confident that I have the skills necessary to construct an accurate model of my client's concerns. Very Confident Confident Uncertain Very Uncertain I am confident that I have the skills necessary to accurately perceive and verbalize my clients' feelings. Very Confident Confident Uncertain Very Uncertain 124 125 I am confident that I have the skills necessary to establish a realistic and relevant outcome objective with each of my clients. Very Confident Confident Uncertain Very Uncertain I am confident that I possess the knowledge and skills necessary to develop and implement effective strategies and procedures to enable my clients to attain their objectives. Very Confident Confident Uncertain Very Uncertain I am confident that I have acquired the ability to deal appropriately with unexpected or difficult situ- ations in counseling. Very Confident Confident Uncertain Very Uncertain I am confident in my ability to terminate counseling cases skillfully and appropriately. Very Confident Confident Uncertain Very Uncertain I am confident that I have the skills necessary to analyze and evaluate counseling outcomes. Very Confident Confident Uncertain Very Uncertain 9. 10. 126 I am confident that I have the skills required to evaluate and modify my own counseling behaviors. Very Confident Confident Uncertain Very Uncertain I am confident that I will be a successful counselor. Very Confident Confident Uncertain Very Uncertain APPENDIX K SATISFACTION SCALE APPENDIX K SATISFACTION SCALE Satisfaction Scale for Expression of Satis act on Wi Supervision The purpose of the Satisfaction Scale is to allow you to indicate the statements which best describe your feelings of satisfaction and/or dissatisfaction with the method of practicum supervision in which you were involved 3 quarter. This scale will be treated as confidential material and your ratings will in no way affect your grade in the source. DIRECTIONS: When completing the Satisfaction Scale, think in terms of the method of supervision in which you were involved. You are to rate the statements on a 9-point scale, circling the number 9 for those statements you consider extremely characteristic with respect to the method of supervision in which you were involved, and circling number 1 for those statements you believe to be extremelyuncharacteristic of this method of supervision. Please remember, you are rating the method of supervision, not the supervisor. l 2 3 4 5 6 7 8 9 Extremely Relatively Eitremély Uncharacteristic Neutral Characteristic Fairly Fairly Uncharacteristic Characteristic CAUTION: Always repeat the following phrase before reading each statement: ”The method of supervision in which I was involved this quarter”: 127 128 Then circle the number which best describes your rating for each statement in the column on the right as shown in the example below. 1. helped me to look objectively 1 2 3 4 5 6 7 8 9 at my counseling. 129 SATISFACTION SCALE FOR EXPRESSION OF SATISFACTION WITH SUPERVISION The method of supervision in WI 1. 10. 11. 12. 13. 14. I was involved this quarter: helped me to look objectively at my counseling. caused me to be quite apprehensive during the first few weeks. allowed no opportunity for recognition from my supervisor when I deserved it. stimulated me to do my best work. helped me to integrate counseling theory with my counseling practice. provided for adequate communication between my supervisor and myself. made it easy for me to contact my supervisor whenever necessary. was an unsatisfactory method of supervision for my particular practicum situation. was oriented primarily toward my failures. left me in doubt about what was expected of me. caused me to be quite apprehensive during the last few weeks. helped me to place my problems in their proper perspective. allowed me to feel successful. limited my supervisor's oppor- tunity to gain a representative picture of my counseling experiences. 15. 16. 17. 18. 19. 20. 130 required more of my time than seemed necessary. stimulated self-analysis of my own performance. was a frustrating procedure for me. helped me to strengthen specific aspects of my counseling skills. was highly satisfactory once working relations and procedures were established. created a tense atmosphere between my supervisor and me. 131 QUESTION SHEET For your reaction: 1. What do you consider the main advantages and dis- advantages of the method of supervision in which you were involved? Advantages Disadvantages 2. If you were involved in this type of supervision again, what would be your suggestions for improvement of the method of supervision in which you were involved? 3. Specify any additional criticisms or comments. c—Irl ' , 1.. . I} APPENDIX L INTERACTION SCALE tuning-4:13 APPENDIX L INTERACTION SCALE Revised Interaction Scale Adapted for Counseling Practicum 132 March, 1973 w W“. ("V ‘4‘“. .. ._ 133 How did you feel about your supervisor during the counseling practicum you have just completed? To answer this q please of the Circle Circle Circle Circle feelin 1. I 2. I 3. I 4. I 5. I 6. I 7. I 8. I 9. I 10. I 11. I 12. I 13. I 14. I 15. I 16. I uestion and others concerned with your relationship, circle (a), (b), (c), or (d) to the right of each statements below. (a) if you felt this way about him most of the time. (b) if you felt this way about him more than half of the time. (c) if you felt this way about him less than half of of the time. a; (d) if youihardly ever felt this way about him. .I Remember that your answers apply to your general g about your supervisor. More than Less than Most of half of half of Hardly the time the time the time ever liked him a Cb c misunderstood him a b c d respected him a b c d attended to him a b c d accepted him a b c d supported him a b c d opposed him a b c d understood him a b c d disrespected him a b c d distrusted him a b c d trusted him a b c d rejected him a b c d helped him a b c d disliked him a b c d hindered him a b c d ignored him a b c d la