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ETKİLİ SÜPERVİZÖR GERİ BİLDİRİMİ: DERLEME BİR ÇALIŞMA

Year 2023, Volume: 13 Issue: 4, 1938 - 1955, 25.12.2023

Betül Meydan Muhittin Soner Akkaya Yasemin Pehlivan Ali Serdar Sağkal

https://doi.org/10.30783/nevsosbilen.1228099

Abstract

Süpervizör geri bildirimi, psikolojik danışman eğitimcilerinin önemli bir görevidir. Bu derleme çalışmada, etkili süpervizör geri bildiriminin temel özellikleri, süpervizör geri bildirimini etkileyen faktörler ve süpervizyonda geri bildirimin sonuçları incelenmiştir. Alanyazın taramaları, süpervizyonda biçimlendirici geri bildirimin süpervizörün önemli bir rolü olduğunu göstermiştir. Uygun, zamanında ve sürekli verilen geribildirimin psikolojik danışman adaylarının bireysel ve mesleki gelişimini arttırdığı, mesleki becerilerini arttırmak için motivasyonlarını ve mesleki öz-yeterlik algılarını güçlendirdiği gözlenmektedir. Bunun yanı sıra, süpervizör geri bildirimi, psikolojik danışmanların danışanlarıyla danışma oturumlarındaki etkililikleri üzerinde önemli rol oynamaktadır. Süpervizyonda geri bildirimin doğasının, dinamiklerinin ve sonuçlarının anlaşılması psikolojik danışman adaylarının etkili birer psikolojik danışman olarak yetişmelerinde psikolojik danışman eğitimcileri için aydınlatıcı olacaktır. Ancak, geri bildirim sürecine ilişkin anlayışımızı arttırmak için daha çok araştırmaya ihtiyaç olduğu da görülmektedir. Gelecek araştırmalar, süpervizör geri bildiriminin miktarının ve niteliğinin etkilerini inceleyebilir, kesitsel desenlerin yanı sıra boylamsal veri setlerini kullanabilir, geniş ve temsil edilebilirliği yüksek örneklem gruplarıyla yürütülebilir ve öz bildirim ölçeklerinin yanı sıra gözlem yöntemlerinden de yararlanabilir.

Keywords

Etkili Süpervizör Süpervizyon Süpervizör geri bildirimi

Supporting Institution

TÜBİTAK

Project Number

121K877

Thanks

TÜBİTAK'a projeye olan desteklerinden dolayı teşekkür ederiz.

References

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  • Aladağ, M. & Kemer, D. Y. (2017). Psikolojik danışman eğitiminde bireyle psikolojik danışma uygulaması ve süpervizyonun incelenmesi. Basılmamış araştırma proje raporu. Ege Üniversitesi.
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  • Bing-You, R. G., Paterson, J. & Levine, M. A. (1997). Feedback falling on deaf ears: Residents’ receptivity to feedback tempered by sender credibility. Medical Teacher, 19(1), 40-44. https://doi.org/10.3109/01421599709019346
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  • Büyükgöze-Kavas, A. (2011). Bireysel ve grupla psikolojik danışma uygulamalarına yönelik bir değerlendirme. Türk Eğitim Bilimleri Dergisi, 9(2), 411-432.
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  • Eryilmaz, A. & Mutlu, T. (2017). Developing the four-stage supervision model for counselor trainees. Educational Sciences: Theory and Practice, 17(2), 597-629. https://doi.org/0.12738/estp.2017.2.2253
  • Falender C. A. & Shafranske E. P.(2004) Clinical Supervision: A Competency-Based Approach. American Psychological Association.
  • Fickling, M. J., Borders, L. D., Mobley, K. A. & Wester, K. (2017). Most and least helpful events in three supervision modalities. Counselor Education and Supervision, 56(4), 289-304. https://doi.org/10.1002/ceas.12086
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Year 2023, Volume: 13 Issue: 4, 1938 - 1955, 25.12.2023

Betül Meydan Muhittin Soner Akkaya Yasemin Pehlivan Ali Serdar Sağkal

https://doi.org/10.30783/nevsosbilen.1228099

Abstract

Keywords

Etkili süpervizör Süpervizyon Süpervizör geri bildirimi

Project Number

121K877

References

  • Aladağ, M. (2014). Psikolojik danışman eğitiminin farklı düzeylerinde bireyle psikolojik danışma uygulaması süpervizyonunda kritik olaylar. Ege Eğitim Dergisi, 15(2), 428–475. https://doi.org/10.12984/eed.82217
  • Aladağ, M. & Bektaş, D. Y. (2009). Examining individual-counseling practicum in a turkish undergraduate counseling program. Eurasian Journal of Educational Research, 37(4), 53–70.
  • Aladağ, M. & Kemer, D. Y. (2017). Psikolojik danışman eğitiminde bireyle psikolojik danışma uygulaması ve süpervizyonun incelenmesi. Basılmamış araştırma proje raporu. Ege Üniversitesi.
  • Allen, G. J., Szollos, S. J. & Williams, B. E. (1986). Doctoral students’comparative evaluations of best and worst psychotherapy supervision. Professional Psychology: Research and Practice, 17, 91–99. https://doi.org/10.1037/0735-7028.17.2.91
  • American Counseling Association (ACA) (2014). ACA code of ethics. Author.
  • Atik, Z. (2017). Psikolojik danışman adaylarının bireyle psikolojik danışma uygulaması ve süpervizyonuna ilişkin değerlendirmeleri [Doktora tezi, Hacettepe Üniversitesi]. Ulusal Tez Merkezi.
  • Bernard, J. M. (1997). The discrimination model. In C. E. Watkins (Eds.), Handbook of psychotherapy supervision (pp. 310-327). Wiley.
  • Bernard, J. M. & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6th ed.). Pearson.
  • Bing-You, R. G., Paterson, J. & Levine, M. A. (1997). Feedback falling on deaf ears: Residents’ receptivity to feedback tempered by sender credibility. Medical Teacher, 19(1), 40-44. https://doi.org/10.3109/01421599709019346
  • Blodgett, E. G., Schmitt, J. F. & Scudder, R. R. (1987). Clinical session evaluation: The effect of familiarity with the supervisee. The Clinical Supervisor, 5(1), 33–43. https://doi.org/ 10.1300/J001v05n01_04
  • Borders, L. D. & Brown, L. L. (2005). The new handbook of counseling supervision (2th ed.). Lahaska/Lawrence Erlbaum.
  • Borders, L. D. & Leddick, G. R. (1987). Handbook of counseling supervision. Association for Counselor Education and Supervision.
  • Borders, L. D., Bernard, J. M., Dye, H. A., Fong, M. L., Henderson, P. & Nance, D. W. (1991). Curriculum guide for training counseling supervisors: Rationale, development, and implementation. Counselor Education and Supervision, 31 (1), 58-80. https://doi.org/10. 1002/j. 1556-6978. 1991.tb00371.x
  • Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., DeKruyf, L., Fernando, D. M. & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33(1), 26-44. https://doi.org/10.1080/07325223.2014.905225
  • Bradley, L. J. & Ladany, N. (2001). Counselor supervision: Principles, process, and practice (3rd ed.). Routledge.
  • Büyükgöze-Kavas, A. (2011). Bireysel ve grupla psikolojik danışma uygulamalarına yönelik bir değerlendirme. Türk Eğitim Bilimleri Dergisi, 9(2), 411-432.
  • Campbell, J. M. (2000). Becoming an effective supervisor. Taylor/Francis Group.
  • Campbell, J. M. & Herlihy, B.(2006). Essentials of clinical supervision. John Wiley/Sons.
  • Cantillon, P. & Sargeant, J. (2008). Giving feedback in clinical settings. British Medical Journal, 337, 1292-1294. https://doi.org/10.1002/ceas.12086
  • Chorinsky, B. C. (2003). The impact of shame on supervisee openness in psychotherapy supervision [Doctoral dissertation, California Institute of Integral Studies]. ProQuest Dissertations and Theses Global.
  • Clark, S. L. (2005). The effect of specific versus generalized supervisory feedback on counseling selfefficacy of counselors-ın-training [Doctoral dissertation, The University of Tennessee]. ProQuest Dissertations and Theses Global.
  • Couchon, W. D. & Bernard, J. M. (1984). Effect of timing of supervision on supervisor and counselor performance. The Clinical Supervisor, 2(3), 3-20. https://doi.org/10.1300/j0001v02n03.02
  • Daniels, J. A. & Larson, L. M. (2001). The impact of performance feedback on counseling self-efficacy and counselor anxiety. Counselor Education and Supervision, 41(2), 120-130. https://doi.org/10.1002/j.1556-6978.2001.tb01276.x
  • Denizli, S., Aladağ, M., Bektaş, D. Y., Cihangir-Çankaya, Z. & Özeke-Kocabaş, E. (2009). Psikolojik danışman eğitiminde bireyle psikolojik danışma uygulaması ve süpervizyonu: Ege üniversitesi örneği [Sözlü sunum]. 10. Ulusal Psikolojik Danışmanlık ve Rehberlik Kongresi, Adana.
  • Eryilmaz, A. & Mutlu, T. (2017). Developing the four-stage supervision model for counselor trainees. Educational Sciences: Theory and Practice, 17(2), 597-629. https://doi.org/0.12738/estp.2017.2.2253
  • Falender C. A. & Shafranske E. P.(2004) Clinical Supervision: A Competency-Based Approach. American Psychological Association.
  • Fickling, M. J., Borders, L. D., Mobley, K. A. & Wester, K. (2017). Most and least helpful events in three supervision modalities. Counselor Education and Supervision, 56(4), 289-304. https://doi.org/10.1002/ceas.12086
  • Friedlander, M. L., Keller, K. E., Peca-Baker, T. A. & Olk, M. E. (1986). Effects of role conflict on counselor trainees' self-statements, anxiety level, and performance. Journal of Counseling Psychology, 33(1), 73–77. https://doi.org/10.1037/0022-0167.33.1.73
  • Friedlander, M. L., Siegel, S. M. & Brenock, K. (1989). Parallel processes in counseling and supervision: A case study. Journal of Counseling Psychology, 36(2), 149-157.
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  • McKibben, W. B., Borders, L. D. & Wahesh, E. (2019). Factors ınfluencing supervisee perceptions of critical feedback validity. Counselor Education and Supervision, 58(4), 242-256. https://doi.org/10.1002/ceas.12155
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EFFECTIVE SUPERVISOR FEEDBACK: A REVIEW STUDY

Year 2023, Volume: 13 Issue: 4, 1938 - 1955, 25.12.2023

Betül Meydan Muhittin Soner Akkaya Yasemin Pehlivan Ali Serdar Sağkal

https://doi.org/10.30783/nevsosbilen.1228099

Abstract

Supervisory feedback is an essential duty of counselor supervisors. In this review, we examine the basic features of supervisory feedback, factors influencing supervisory feedback as well as the outcomes of the feedback in supervision. Literature review demonstrates that providing formative feedback in supervision is an important part of the supervisor’s role. Relevant, timely, and continual feedback seems to facilitate counselor trainees’ individual and professional development, increase their motivation to improve their skills as well as their perceived counselor self-efficacy. Supervisory feedback also plays a crucial role on the effectiveness with clients. Understanding the nature, dynamics, and outcomes of supervisory feedback may shed light for the counselor educators to assist counselor trainees in becoming effective counselors. But further research is also required to deepen our understanding regarding feedback process. Future research may examine the effects of quantity and quality of supervisory feedback, rely on longitudinal data sets rather than cross-sectional designs, conduct studies with large representative samples, and use observation methods rather than relying only on self-report measures.

Keywords

Effective supervisor supervision supervisor feedback

Project Number

121K877

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  • Leung, K., Su, S. & Morris, M. W. (2001). When is criticism not constructive? The roles of fairness perceptions and dispositional attributions in employee acceptance of critical supervisory feedback. Human Relations, 54(9), 1155–1187. https://doi.org/10.1177/0018726701549002
  • Loganbill, C., Hardy, E. & Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist, 10(1), 3–42. https://doi.org/10.1177/0011000082101002
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  • Poulos, A. & Mahony, M. J. (2008). Effectiveness of feedback: The students’ perspective. Assessment and Evaluation in Higher Education, 33(2), 143-154. https://doi.org/10.1080/02602930601127869
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There are 81 citations in total.

Details

Primary Language Turkish
Subjects Educational Psychology
Journal Section PSİKOLOJİK DANIŞMANLIK VE REHBERLİK (PDR)
Authors

Betül Meydan 0000-0002-9978-6255

Muhittin Soner Akkaya 0000-0003-1305-6532

Yasemin Pehlivan 0000-0001-7949-5875

Ali Serdar Sağkal 0000-0002-2597-8115

Project Number 121K877
Early Pub Date December 20, 2023
Publication Date December 25, 2023
Published in Issue Year 2023 Volume: 13 Issue: 4

Cite

APA Meydan, B., Akkaya, M. S., Pehlivan, Y., Sağkal, A. S. (2023). ETKİLİ SÜPERVİZÖR GERİ BİLDİRİMİ: DERLEME BİR ÇALIŞMA. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 13(4), 1938-1955. https://doi.org/10.30783/nevsosbilen.1228099
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