Development and Initial Validation of the Supervision Competencies Scale (SCS)

Supervision is an important component of counselor development; however, limited research exists on evaluating supervision. There is also a lack of comprehensive, psychometrically strong assessments to measure supervision competencies. In this study we focused on the development of the Supervision C...

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Bibliographic Details
Published in:International journal for the advancement of counselling 2021-06, Vol.43 (2), p.195-206
Main Authors: Swank, Jacqueline M., Liu, Ren, Neuer Colburn, Anita A., Williams, Kathryn M.
Format: Article
Language:English
Subjects:
Behavioral Science and Psychology
Clinical Psychology
College faculty
Competence
Counseling
Exploratory factor analysis
Factor Analysis
Factor Structure
Industrial and Organizational Psychology
Original Article
Psychological Methods/Evaluation
Psychology
Psychotherapy and Counseling
Supervision
Supervisors
Teachers
Test Construction
Test Validity
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Summary:Supervision is an important component of counselor development; however, limited research exists on evaluating supervision. There is also a lack of comprehensive, psychometrically strong assessments to measure supervision competencies. In this study we focused on the development of the Supervision Competencies Scale (SCS), an assessment designed to measure a supervisor’s competence. There were 416 counseling supervisors, including 194 faculty members, 111 practitioners, 33 students, 22 administrators, 14 site supervisors, 32 that reported other, and 10 that did not indicate a position. We conducted an exploratory factor analysis and found a four-factor structure (Factor 1: Supervision Skills; Factor 2: Supervision Laws and Ethics; Factor 3: Supervision Modalities; Factor 4: Supervision Knowledge) with 53 items. The SCS had strong internal consistency (Total = .97, subscales ranged from .8—.958). Educators, trainers, supervisors, and researchers may use the SCS in various capacities to promote the development of supervision competencies.
ISSN:0165-0653
1573-3246
DOI:10.1007/s10447-021-09427-z