TY - JOUR AU - Hayman, Marilyn J. PY - 2012/04/01 Y2 - 2024/03/28 TI - Supervisor Feedback JF - Canadian Journal of Counselling and Psychotherapy JA - CJCP VL - 15 IS - 4 SE - Articles/ Articles DO - UR - https://cjc-rcc.ucalgary.ca/article/view/60419 SP - AB - <p class="p1"><span class="s1">This </span><span class="s2">study </span><span class="s3">investigated </span><span class="s4">the </span>effectiveness <span class="s5">of </span><span class="s6">supervisor </span><span class="s7">feedback </span><span class="s5">in </span><span class="s8">contributing </span><span class="s5">to </span><span class="s3">learning </span><span class="s3">three </span><span class="s6">basic </span><span class="s3">counselling </span><span class="s9">skills. </span><span class="s5">It </span><span class="s10">was </span><span class="s2">hypothesized </span><span class="s6">that </span><span class="s3">trainees given supervisor </span><span class="s10">feedback </span><span class="s11">would </span><span class="s3">learn the </span><span class="s5">skills </span><span class="s12">more </span><span class="s4">effectively </span><span class="s2">than </span><span class="s3">trainees given </span><span class="s10">no </span><span class="s3">supervisor </span><span class="s10">feedback </span><span class="s3">or </span><span class="s13">no </span><span class="s4">training </span><span class="s3">at </span><span class="s14">all, </span><span class="s3">regardless of </span><span class="s1">previous </span><span class="s3">counsellor </span><span class="s15">training. </span><span class="s8">Sixty-four </span><span class="s3">counsellor trainees </span><span class="s16">were </span><span class="s11">randomly </span><span class="s1">assigned </span><span class="s5">to </span><span class="s3">12 </span><span class="s17">groups </span><span class="s6">(supervisor </span><span class="s7">feedback, </span><span class="s3">no </span><span class="s6">supervisor </span><span class="s7">feedback, </span><span class="s10">and no treatment </span><span class="s3">control) </span><span class="s5">for </span><span class="s1">three </span><span class="s4">training </span><span class="s6">sessions. </span><span class="s2">Raters </span><span class="s10">then </span><span class="s7">judged </span><span class="s4">the </span><span class="s3">counselling </span><span class="s5">skills </span><span class="s4">ef- </span><span class="s6">fectiveness </span><span class="s10">on </span><span class="s3">a </span><span class="s6">post-test </span><span class="s3">interview using a Likert-type </span><span class="s8">scale. </span><span class="s3">Results </span><span class="s8">indicated </span><span class="s3">that </span><span class="s10">con- </span><span class="s18">trary </span><span class="s4">to </span><span class="s3">the </span><span class="s8">prediction, </span><span class="s3">counselling </span><span class="s5">skills </span><span class="s16">were </span><span class="s3">learned </span><span class="s19">most </span><span class="s4">effectively </span><span class="s10">by those </span><span class="s2">students </span><span class="s20">who </span><span class="s10">had no feedback from </span><span class="s3">the </span><span class="s6">supervisor, </span><span class="s3">but </span><span class="s1">evaluated </span><span class="s7">themselves </span><span class="s10">and heard feedback </span><span class="s7">from </span><span class="s2">peers.</span></p> ER -