Date of Award

January 2018

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Counseling and Educational Psychology

First Advisor

Carol A. Sommer

Department Affiliation

Educational Leadership and Policy Studies

Second Advisor

Ken Engebretson

Department Affiliation

Educational Leadership and Policy Studies

Third Advisor

Lawrence R. Crouch

Department Affiliation

Educational Leadership and Policy Studies

Abstract

Supervision is essential to counselor development and the selection of a supervision model, as well as appropriate uses of interventions, are critical to an effective supervisory relationship. As there may appear to be several factors and models that can play a significant role in outcomes of supervision, the relationship between supervisor and supervisee is critical to the effectiveness in the process of growth and change. Counselor educators and faculty supervisors are charged with the task of evaluation and facilitation of the knowledge acquired through learning and application in the field. Recent trends of supervised practice have included technology. Technology and online supervision can broaden the scope of supervision through various methods of communication, evaluation, and accessibility to resources. It is imperative to examine effective strategies for online supervision and impact on counselor development. A basic interpretative qualitative approach was used to explore the impact, if any, on the supervisory working alliance for counselors-in-training. Four final themes emerged as a result of this study. Six master's level counseling students engaged in online individual interviews to discuss their perceptions of online supervision. Key findings were presented on how themes may be utilized in implications for counselor education and supervision, suggestions for online supervision, and future research.

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