Running head: RESEARCH STUDY 1 Research Study: Assessing the Integrated Development Model of Supervision John Harrichand Liberty University
RESEARCH STUDY 2 Abstract The counseling profession has established training programs for counselors and supervisors. For an individual to enter the profession he/she must meet certain educational requirements and competencies as outlined by counseling accrediting bodies. Counselor education faculty members are charged with the responsibility of training future counselors, and they carry out these duties using various gatekeeping processes. One such process for training involves the assessment of counselor competencies, using self-assessment. This paper provides a counselor supervision research proposal that assesses the Integrated Developmental Model of supervision by comparing supervisor ratings and student supervisee self-ratings using the Supervisee Levels Questionnaire-Revised.
RESEARCH STUDY 3 Research Study: Assessing the Integrated Development Model of Supervision Counselor education programs have established gatekeeping policies for protecting existing and future clients by counselors-in-training (McAdams & Foster, 2007). Both the American Counseling Association s Code of Ethics (ACA, 2014) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2015) view faculty and supervisors as both evaluators and gatekeepers having ethical and legal responsibilities for the counseling profession. Through the process of self-assessment counselors, supervisors, and supervisees can critique their counseling competencies (Swank, 2014). According to Jensen, McAuliffe, and Seay (2015) research is needed that examines both the counselor supervisee s developmental level and his or her competency skills [so] supervisees and counselor educators would therefore be able to tailor interventions [using the Integrated Developmental Model in supervision] (p. 20). The purpose of the present study is to expand upon previous research by examine the Integrated Developmental Model of supervision (Stoltenberg, McNeill, & Delworth, 1998; Stoltenberg & McNeill, 2010) through a comparison of supervisors ratings and the self-ratings of students/supervisees using the Supervisee Levels Questionnaire-Revised (SLQ-R; McNelli, Stoltenberg, & Romans, 1992). The following research questions will be investigated: (a) Is there a statistically significant difference between the supervisors ratings and the student supervisees self-ratings on his/her level of functioning using the IDM at midterm evaluation in a practicum counseling course? (b) Is there a statistically significant difference between the supervisors ratings and the supervisees self-ratings on his/her level of functioning using the IDM at final evaluation in a practicum counseling course? The nature of the study is descriptive (Warner, 2013); information gathered will be summarized based on a sample. The study will use the
RESEARCH STUDY 4 repeated measures Analysis of Variance (ANOVA), a nonexperimental/correlational research design, since no intervention is introduced (Warner, 2013). Literature Review According to Bernard and Goodyear (2014) clinical supervision is of central importance to regulatory boards, professional credentialing groups, and program accreditation. It provides the means through which counseling skills are enhanced, theory integration and application are refined, and counselors-in-training are rooted in professional values and ethics. The IDM of supervision (Stoltenberg et al., 1998; Stoltenberg & McNeill, 2010) has been identified as one of the most commonly used models of supervision, focusing on development across eight clinical domains, and follows four predictable stages/levels (Bernard & Goodyear, 2014). Research by Leach, Stoltenberg, McNeill, and Eichenfield (1997) focused on counselor self-efficacy using the IDM of supervision, notably the individual differences and intervention skills competency domains. Recruiting masters and doctoral counseling students, they employed the SLQ-R, and provided evidence for the validity of IDM. They found that more experienced counselor trainees evidenced greater self-efficacy when working with difficult and culturally diverse clients compared to their less experienced counterparts. This study indicates that IDM through supervision can be used to build emerging counselors self-efficacy. A more recent study by Jensen et al. (2015) used the IDM and SLQ-R to determine the relationship between the developmental characteristics of counseling and counseling skills for counseling interns. Supervisors rated masters students using two measures, i.e., developmental level and counseling skill, and found the Self/Other Awareness construct to be the strongest predictor of an individual s counseling skills. They concluded that supervisees possessing self and other awareness seem more prepared to successfully face client challenges in counseling
RESEARCH STUDY 5 practice related to complex problem solving and social interactions. Although this study focused on comparing counselor development with counseling skill, it did not account for the supervisor s view of the student in the student s counseling development. Shifting to the utility of the IDM, in 1993, Stoltenberg applied the IDM as a model for supervising consultants in training, making the case that IDM could be generalized beyond the supervision of counselors-in-training. In 2004, Anderson and Bang applied the concept that he (Anderson, 2001) outlined to the training of substance abuse practicum students, where they specifically addressed the eight clinical domains of the IDM in supervision. A more recent study by Boie and Lopez (2011) examined the supervisory relationship using the IDM for counselors working with eating disorders. Researchers found the IDM useful in addressing counselors challenges related to clients with eating disorders, while simultaneously seeking to ensure the counselors professional development. All these studies provide further evidence for the continued use and development of IDM in supervision and counselor training. Studies (Lovell 2002; Paladino, Minton, & Kern, 2011) have also examined the utility of SLQ-R, and utilized it independently from the IDM as a means to establish a different supervisory model for counselors-in-training. Lovell (2002) examined the utility of the SLQ-R by using adult cognitive development, experience, and education to predict counselor development. Findings indicated that cognitive-developmental stage was a better predictor of score change on the SLQ-R compared to age, education, and/or experience. Research by Paladino and colleagues (2011) on the Interactive Training Model was proposed as a method for developing interviewing and counseling related skills and self-awareness for student counselors. They found that students assigned to the ITM made significant gains in counselor development over the comparison group. Although these studies were not used specifically in training
RESEARCH STUDY 6 counseling students using the IDM, the assessment measure, i.e., SLQ-R proved helpful in developing and training student counselors, indicating the usefulness of the SLQ-R. Methods Participants The participants in this study will comprise recruited male and female practicum counseling students enrolled in a residential CACREP accredited Masters program at a University in the Eastern United States, and their corresponding practicum faculty supervisor. Variables The use of a nonexperimental/correlational research design negates the need for an independent and/or dependent variables since no investigation is being done to identify a causal relationship (Warner, 2013). Repeated measures ANOVA will be conducted using mid-term and final evaluation scores for both supervisors and supervisees using the SLQ-R (McNelli et al., 1992). The two variables for the study are scores on the SLQ-R for supervisees and supervisors. Measures: Supervisors and supervisees will be administered the Supervisee Levels Questionnaire- Revised (SLQ-R; McNelli et al., 1992). For supervisors, the SLQ-R will be modified to reflect questions asking the supervisor about his/her supervisee. The SLQ-R measures IDM counselor developmental levels. This 30-item measure has Chronbach s alpha reliability coefficients of.83 for Self and Other Awareness,.74 for Motivation, and.64 for the Dependence-Autonomy subscales, and.88 for the Total Score (Jensen et al., 2015; McNelli et al., 1992). Procedures Practicum faculty supervisors will be provided with two weeks of training on implementing and using the IDM supervision model with their supervisees/students. Faculty will
RESEARCH STUDY 7 have the opportunity to practice using the model on each other and receive feedback from an expert IDM supervisor before implementing it in the study. During the data collection phase, i.e., a semester, practicum faculty supervisors will utilize only the IDM supervision model with students and will complete SLQ-Rs during midterm and final evaluations for each of their supervisees selected to participate in the study. The selected supervisees will also complete SLQ- Rs during midterm and final evaluations, i.e., self-assessments. Repeated measures ANOVA (Warner, 2013) will be used to analyze the data and answer the identified research questions. Ethical Considerations Since this study will involve the use of actual individuals, it is ethical practice for the researcher to apply for permission to collect and analyze data on the selected individuals from the identified university. This will be done by obtaining permission from the university s institutional review board (IRB) before beginning the study. Before the actual study begins, i.e., data gathering, in keeping with ethical practice, the researcher is responsible for having participants educated on the nature of the study and any identified risks, and obtaining their consent via a formal informed consent document. Within the informed consent document, provisions need to be included allowing participants to withdraw at any time, should the need arise, and excluded based on threats of harm to self/others. Debriefing the participants verbally or in writing on the study s results after it is completed is also in keeping with ethical practice. Conclusion Assessing counselor developmental levels is important in counselor-training programs. The IDM and SLQ-R provide the means for supervisors/gatekeepers to evaluate their supervisees/students, preparing them as competent counselors before engaging the public. This study seeks to assess the IDM in efforts to improve its delivery by supervisors in the classroom.
RESEARCH STUDY 8 References Anderson, C. E. (2001). Supervision of substance abuse counselors using the integrated developmental model. The Clinical Supervisor, 19(2), 185-195. Anderson, C. E., & Bang, K. (2004). Using the integrated developmental model in a substance abuse practicum. Journal of Teaching in the Addictions, 2(2), 67-82. doi:10.1300/j188v02n0206 American Counseling Association. (2014). ACA code of ethics. Alexandria, VA: Author. Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Upper Saddle River, NJ: Pearson. Boie, I., & Lopez, A. (2011). Supervision of counselors working with eating disorders: Utilizing the integrated developmental model. The Clinical Supervisor, 30(2), 215-234. doi:10.1080/07325223.2011.607744 Council for Accreditation of Counseling and Related Educational Programs [CACREP]. (2015). 2016 CACREP standards. Retrieved from http://www.cacrep.org/wpcontent/uploads/2012/10/2016-cacrep-standards.pdf Jensen, M. J., McAuliffe, G. J., & Seay, R. (2015). Developmental level as a predictor of counseling skills. The Journal of Counselor Preparation and Supervision, 7(1), 1-23. doi:10.7729/71.1065 Leach, M. M., Stoltenberg, C. D., McNeill, B. W., & Eichenfield, G. A. (1997). Self efficacy and counselor development: Testing the integrated developmental model. Counselor Education and Supervision, 37(2), 115-124.
RESEARCH STUDY 9 Lovell, C. W. (2002). Development and disequilibration: Predicting counselor trainee gain and loss scores on the supervisee levels questionnaire. Journal of Adult Development, 9(3), 235-240. doi:10.1023/a:1016060328253 McAdams, C. R., III, & Foster, V. A. (2007). A guide to just and fair remediation of counseling students with professional performance deficiencies. Counselor Education and Supervision, 47, 2 14. doi:10.1002/j.1556-6978.2007.tb00034.x Paladino, D. A., Minton, C. A. B., & Kern, C. W. (2011). Interactive training model: Enhancing beginning counseling student development. Counselor Education and Supervision, 50(3), 189-206. doi:10.1002/j.1556-6978.2011.tb00119.x Stoltenberg, C. D. (1993). Supervising consultants in training: An application of a model of supervision. Journal of Counseling & Development, 72(2), 131-138. Stoltenberg, C. D., & McNeill, B. W. (2010). IDM supervision: An integrative developmental model for supervising counselors and therapists (3rd ed.). New York, NY: Routledge. Stoltenberg, C. D., McNeill, B. W., & Delworth, U. (1998). IDM: An integrated developmental model for supervising counselors and therapists. San Francisco, CA: Jossey-Bass. Swank, J. M. (2014). Assessing counseling competencies: A comparison of supervisors ratings and student supervisees self-ratings. Counseling Outcome Research and Evaluation, 5(1), 17-27. doi:10.1177/2150137814529147 Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed., pp. 1-40, 953-1006). Thousand Oaks, CA: SAGE Publications, Inc.