Date of Award

12-1995

Degree Name

Doctor of Education

Department

Counselor Education and Counseling Psychology

First Advisor

Dr. Joseph R. Morris

Second Advisor

Dr. Ariel Anderson

Third Advisor

Dr. Ed Trembley

Abstract

The relationship between supervisors’ facilitative characteristics and students’ willingness to learn and receptivity in supervision was the focus of this study. Forty Master’s level students, enrolled in a clinical practicum, rated their supervisors’ Empathetic Understanding, Regard, Congruence, Unconditionality, and Willingness to be Known on the Revised Relational Inventory (RRI) (Barrett-Lennard, 1962; Schacht, Howe, & Berman, 1988) and evaluated themselves on their willingness to learn in supervision and receptivity to supervisors’ feedback using the Supervision Perception Form (SPF) (Heppner & Roehike, 1984). Supervisors also participated by rating themselves with each student on these five relational characteristics and evaluating each student on the SPF.

From the supervisors’ perspectives, Pearson moment correlations indicated positive association between the five facilitative supervisor characteristics and students’ engagement in supervision. According to students, supervisors’ relational qualities were positively related with willingness to learn, but only empathetic understanding, willingness to be known, and unconditionality were correlated with supervisory impact.

Access Setting

Dissertation-Open Access

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Counseling Commons

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