Dissertation Defenses

Doctoral Dissertation Announcement

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Candidate: Janet M. Glaes

Degree of: Doctor of Philosophy

Department: Counselor Education and Counseling Psychology

Title: Applying an ASCA-Informed School Counselor Supervision Model: A Qualitative Study

Committee:
Dr. Gary Bischof, Chair
Dr. Alan Hovestadt
Dr. Chantel Lumpkin

Date: Thursday, March 18, 2010 2:00 p.m. - 4:00 p.m.
3208 Sangren Hall

Abstract:
The American School Counselor Association (ASCA) National Model has been recognized in the field of professional school counseling as an effective framework for the training and supervision of school counselor interns. Despite this recommendation, school counselor supervision models that incorporate the ASCA model have until recently been rare and are still in the very early stages of development. This qualitative study describes the supervision experiences of six pairs of school counselor supervisors and their interns (at the elementary, middle, and high school levels) as they employ an ASCA-based school counselor specific supervision model in their internship practices. The supervision model utilized in this study is entitled by the Professional School Counselor Supervision Model (PSCSM) and is accompanied by a reflective log on which interns recorded their activities, questions, concerns, strengths, and once supervision had occurred, their understandings gained from their supervision sessions.
Participants were trained on the model and used the model and log for a minimum of six weeks. Individual, audio-taped interviews were conducted with each participant, followed by a conjoint interview with the supervision-intern pair. Within-case and cross-case qualitative analyses were performed, and a devil’s advocate was used to enhance the trustworthiness of the findings.
One of the key findings from this study was the positive influence that the use of the model had on participants’ formal supervision sessions. Use of the PSCSM and log increased participants’ self-reflections; encouraged in-depth discussions; added structure; provided opportunities for interns to ask questions and receive answers; increased the frequency of formal supervision sessions; assisted supervisors in the processing of intern strengths, weaknesses, and on-site problems; and encouraged more intern input and sharing. These positive influences also served to strengthen the supervisee/supervisor relationship. Study findings also suggest that use of the PSCSM and log positively enhanced participants’ professional development and served to educate participants on the ASCA National Model. Participants also provided feedback on the model and log.
Implications of the findings for school counselor educators and for professional school counselors are presented. Additionally, limitations of the study are described and recommendations are made for future research endeavors related to the supervision of school counselor interns.