Impact of Two Clinical Peer Supervision Models on Practicing School Counselors

Pre- and posttest measures were used to assess school counselors' level of job satisfaction, counseling self-efficacy and counseling effectiveness and none of the analyses of covariance examining treatment effects were significant.

Abstract

Two forms of clinical peer supervision were provided for a sample of 29 practicing school counselors. Pre‐ and posttest measures were used to assess the counselors' level of job satisfaction, counseling self‐efficacy, and counseling effectiveness (including empathic responding, adaptability and flexibility in counselor response, and client behavior change). The sample was divided into 3 groups (2 treatment and 1 control). Each supervision treatment lasted 9 weeks. None of the analyses of covariance examining treatment effects were significant. However, these individually nonsignificant results showed movement in the hypothesized direction in each instance, indicating small but pervasive effects of treatment. Participants' qualitative session evaluations also supported the helpfulness of clinical peer supervision for school counselors. Implications for future research and the practice of school counselor supervision are discussed.