On-the-job School Counselling Supervision, Counsellor Self-Efficacy and Professionalism Enhancement

Project Number
OER 26/09 TSY

Project Duration
April 2010 - September 2012

Status
Completed

Abstract
From the literature review, it was found that researches that explore school counselling supervision were typically devoted to supervision during training and studies on practicing school counsellors have not been pursued with equal fervour. In Singapore, apart from the lack of empirical evidence on issues related to school counselling supervision, the impact of clinical supervision on counsellor professionalism and counselling self-efficacy has not been studied too. Anecdotal evidence accrues from informal discussion with Allied Educators (AEDs) (counselling) reveals that current supervision received is mainly administrative in nature and persons designated as supervisors are typically principals or other administrators who have little if any counselling background. Anecdotal information also suggests that AEDs receive little or no on-the-job clinical supervision and in this deprived environment, many of them express a desire and need for clinical supervision on an ongoing basis. This study is unique in that it is the first local study investigating AEDs' (counselling) on-the-job counselling supervision experiences. Specifically, the qualitative investigation is significance in gaining insight into the existing clinical supervision experiences of AEDs. This study will also provide a clearer picture on AEDs preferred counselling supervision as well as the perceived gains and barriers to supervision. Meanwhile the quantitative investigation will provide evidence regarding the impact of structured group clinical supervision on counsellor professionalism and counselling self-efficacy. The proposed study will contribute to practice and new knowledge in Singapore school counselling supervision. For practice, findings of this study will provide vital information about the enhancement of the self-efficacy and professionalism of AEDs (counselling) by using structured group supervision. In addition, information regarding how to provide supports for AEDs to overcome barriers to supervision will be obtained. Results from the study would be useful to counsellor preparation programs to provide specialized training in clinical supervision and implementation of clinical and administrative supervision in schools by qualified and trained supervisors. We are confident that when the self-efficacy and professionalism of AEDs are enhanced, it will result in better quality services provided to the students. This will hence produce more effective counselling outcomes and improve the well-being of the students from the development aspects, as well as for prevention and remediation measures. We also hope that other pertinent issues especially the concern that time for supervision may not be supported by the schools, lack of trained school supervisors, the higher pay required for professional supervisors, and also the issue that AEDs who desire but do not know how to obtain the supervision will be addressed. Research findings will also contribute to the existing literature since no studies have been conducted on counselling supervision experiences of AEDs (counselling).

Research Themes
Children at Risk (Academic)/Slow-progressing students

Funding Source
NIE

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