Who's in Charge? School Counseling Supervision in North Carolina.
Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision.
Supervision of School Counselors: The SAAFT Model.
This article provides a description of a qualitative study of supervisees' experiences of supervision in the Professional Academic Response Model (PARM) program, a supervision intervention/program designed for school counselors. Themes from individual interviews included: (a) the supervisee’s relationship with the supervisor, (b) the supervisee’s relationship with the student, (c) the supervisee’s professional role as a school counselor and (d) the supervisee’s professional identity as a school counselor. These findings underscore the need for additional research in the field that specifically addresses school counselor supervision.
ORGANIZATION THEORY AND RESEARCH: Some Implications for Guidance Programs
The “common sense approach” to organizing and administering guidance services needs to be buttressed by sound theoretical principles and the results of meaningful research. In view of the absence of such support, the contributions of the science of organizations are examined for relevant concepts and conclusions. Commonly held assumptions regarding the value of democratic supervision and participative problem-solving need to be qualified. In addition, effective social interactions are viewed as a function of a complex of behaviors and events involving the initiator, the recipient and their situational circumstances. The concepts of communication, organization fiction, power, and decision-making were seen as providing the administrator with additional cues for appraising and revitalizing his program and service.