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Article Excerpt
Current literature indicates a discrepancy between school counselors' reported desires for clinical supervision and their actual participation. To bridge this gap, peer supervision has been suggested as a viable alternative. However, a lack of definitional clarity makes it difficult to distinguish this activity from both clinical supervision and peer consultation. In this article, a definition of peer supervision is synthesized. Existing models that fit the offered definition are presented, followed by an overview of the outcomes research in this area. Recommendations for future research are also presented.
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Survey results indicate that although a majority of school counselors desire some form of clinical supervision, relatively few actually receive it (Borders & Usher, 1992; Page, Pietrzak, & Sutton, 2001; Roberts & Borders, 1994; Sutton & Page, 1994). A recent national survey of American School Counselor Association members (N = 267) indicated that the percentage of school counselors receiving direct one-on-one clinical supervision nationwide was 13% (Page et al., 2001). Statewide samples of school counselors in Maine (N = 493) and North Carolina (N = 168) placed that percentage as high as 20% and 37%, respectively (Roberts & Borders, 1994; Sutton & Page, 1994). Even given these relatively higher percentages at the state level, a gap still exists between actual and desired practice. This may be due to an overall lack of resources and time or a shortage of trained and available clinical supervisors (Barret & Schmidt, 1986; Crutchfield & Borders, 1997). It could also be attributed to the fact that many counselors work alone in their buildings and thus do not have access to other professionals like them (Page et al., 2001; Remley, Benshoff, & Mowbray, 1987).
Asked to deal with issues such as suicide, clinical mental illness, poverty, homelessness, school violence, and substance abuse, school counselors have an ongoing and perhaps increasing need to monitor and develop their clinical and conceptual skills. However, despite complex caseloads, school counselors report significantly fewer hours of postdegree supervision than their professional counterparts working in community agencies and private practice (Borders & Usher, 1992).
One suggested alternative to clinical supervision has been peer supervision (Barret & Schmidt, 1986; Benshoff & Paisley, 1996; Crutchfield & Borders, 1997; Sutton & Page, 1994). Described as an approach to self-examination and professional growth (Crutchfield & Borders, 1997), both national and statewide survey data have revealed that larger percentages of school counselors are participating in this form of supervision. National survey results compiled by Page et al. (2001) indicated a 29% participation rate in this form of supervision (compared with the 13% rate of participation in clinical supervision), whereas Sutton and Page (1994) reported 40% participation in peer supervision among Maine school counselors (compared with the 20% who reported participation in one-on-one clinical supervision).
On the basis of its more widespread utilization compared with clinical supervision, some might advocate for additional training opportunities that would enable school counselors to effectively implement peer supervisory relationships. However, before advocating for such training, it is important to note that this activity has not yet been clearly defined. What is it that school counselors are actually doing when they report participation in peer supervision? How has it been operationally defined? Page et al. (2001) defined peer supervision in their study as "a planned meeting with one or more colleagues; the...
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