{"title":"监督训练中的重大事件:博士生的视角","authors":"Heather C. Trepal, Tonya R. Hammer","doi":"10.1080/15566382.2014.12033931","DOIUrl":null,"url":null,"abstract":"This study utilized the critical incident technique (CIT; Flanagan, 1954) to examine counselor education doctoral students’ supervision training experiences. After a two-semester supervision theory and practicum course sequence, doctoral students (N = 8) were asked to describe critical incidents that contributed to their growth as supervisors. Three themes emerged including (a) support, (b) parallel process, and (c) gatekeeping. Results and implications of the study are discussed.","PeriodicalId":153964,"journal":{"name":"Journal of Professional Counseling: Practice, Theory & Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":"{\"title\":\"Critical Incidents in Supervision Training: Doctoral Students’ Perspectives\",\"authors\":\"Heather C. Trepal, Tonya R. Hammer\",\"doi\":\"10.1080/15566382.2014.12033931\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study utilized the critical incident technique (CIT; Flanagan, 1954) to examine counselor education doctoral students’ supervision training experiences. After a two-semester supervision theory and practicum course sequence, doctoral students (N = 8) were asked to describe critical incidents that contributed to their growth as supervisors. Three themes emerged including (a) support, (b) parallel process, and (c) gatekeeping. Results and implications of the study are discussed.\",\"PeriodicalId\":153964,\"journal\":{\"name\":\"Journal of Professional Counseling: Practice, Theory & Research\",\"volume\":\"1 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Professional Counseling: Practice, Theory & Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/15566382.2014.12033931\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Professional Counseling: Practice, Theory & Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15566382.2014.12033931","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Critical Incidents in Supervision Training: Doctoral Students’ Perspectives
This study utilized the critical incident technique (CIT; Flanagan, 1954) to examine counselor education doctoral students’ supervision training experiences. After a two-semester supervision theory and practicum course sequence, doctoral students (N = 8) were asked to describe critical incidents that contributed to their growth as supervisors. Three themes emerged including (a) support, (b) parallel process, and (c) gatekeeping. Results and implications of the study are discussed.
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