Effects of supervisor and supervisee theoretical orientation and supervisor-supervisee matching on interns' perceptions of supervision.

Abstract

Effects of supervisor and supervisee theoretical orientation on supervisees' perceptions of supervisors' models, roles, and foci were studied, as were variables influencing quality of supervision and supervisee autonomy. Interns (N = 84) from 32 nationwide training sites were surveyed. Cognitive-behavioral supervisors were perceived to be in a consultant role and to focus on skills and strategies more than were humanistic, psychodynamic, and existential supervisors, who were perceived more as using the relationship model, playing the therapist role, and focusing on conceptualization. Supervisors were not perceived to differ in their use of growth and skill development models, teacher role, and focus on the supervisee. Women were perceived as more effective supervisors than were men. Perceived effectiveness was predicted by theoretical match and similarity. Supervisee autonomy was predicted by theoretical similarity, low supervisor adherence to theory, and unmatched gender. Of the many published studies of supervision, few have investigated theoretical orientation. Those that have have dealt exclusively with supervisors' orientations (Goodyear, Abadie, & Efros, 1984; Goodyear & Robyak, 1982), especially the theoretical orientation of expert supervisors. The theoretical orientations of supervisees has been rarely studied because most studies of supervision either investigate beginning level trainees, who have not yet developed a theory of therapy, or they compare beginning and advanced practicum trainees (Worthington, 1987). In fact, only a few studies have dealt exclusively with an advanced supervisee population. In one example, Zucker and Worthington (1986) compared predoctoral interns and postdoctoral applicants for licensure. In another example, Rabinowitz, Heppner, and Roehlke (1986) compared interns to predoctoral trainees with less experience. Interns are likely to differ from lower level supervisees in several ways. Interns have usually completed all doctoral level coursework, have seen more clients, and have received more supervision than practicum students who have not yet begun internship. Also, developmental theorists and researchers (see Worthington, 1987, for review) suggest that interns have acquired skills that are different from those of lower level trainees. Interns are more likely to have articulated and implemented their own counseling theories than are lower level trainees (Hill, Charles, & Reed, 1981). Therefore, it is important to investigate the relationship between interns' and supervisors' theoretical orientations, and how such a theoretical interface influences supervision.

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