Reliability Analysis of Supervisory Styles Inventory: A Preliminary Study

Authors

  • Nor Mazlina Ghazali
  • Josephine Lo Jing Wen
  • Azzahrah Anuar
  • Edris Aden

DOI:

https://doi.org/10.33736/jcshd.786.2018

Abstract

The study aims to investigate the influence of the supervisory styles on supervision outcome among undergraduate counsellor trainees. Empirical gap and methodological gap are delivered through this study by considering Malaysian context as the background of the study and taking undergraduate population with heterogeneous sample involved. System Approach to Supervision (SAS) Model serves as the basis to carry out the study. This study is quantitative in nature with correlational research design to study both the influence and relationship between supervisory styles and supervision outcome (counsellor trainees’ satisfaction). The pilot study involved 30 students from the Bachelor of Counselling (Honors) program at UNIMAS who are undergoing their practicum training. Stratified random sampling technique is utilized to select the respondents. The Supervisory Style Inventory (SSI) instrument measures three subscales (attractive, interpersonally-sensitive and task-oriented style). The three subscales have reported high reliability analysis. The result showed that SSI has a high reliability analysis ranging from α = 0.868 to α = 0.924. The reliability values of the three subscales are reported respectively as follows: (i)attractive at α = 0.92; (ii) interpersonally-sensitive α = 0.87; and (iii) task-oriented α = 0.92. The SSI instrument is reliable for measuring the supervisory styles of supervisors towards supervisees. Implications of the findings for counsellors, supervisors, trainee counsellors and area for future research are discussed with regard to attractive, interpersonally-sensitive and task-oriented.  

 Keywords: Reliability; supervisory styles inventory; trainee counsellors; preliminary study

References

Bernard, J. M. (1997). The discrimination model. In C. E. Watkins Jr. (Ed.), Handbook of psychotherapy supervision (pp. 310-327). New York: John Wiley & Sons

Bernard, J. M., & Goodyear, R.K. (1992). Fundamentals of clinical supervision. Boston, MA: Allyn and Bacon.

Berger, G. P. (2012). Supervisory styles, supervision outcome and counselor self-efficacy of addiction treatment professionals. Retrieved from http://hdl.handle.net/1903/12579

Corey,G., Corey, M.S., & Callanan,P. (2007). Issues and ethics in the helping professions (7th ed.). Belmont: Thompson Brooks/Cole

Friedlander, M. L., & Ward, L. G. (1984). Development and validation of the Supervisory Styles Inventory. Journal of Counseling Psychology, 31, 541-557

https://doi.org/10.1037/0022-0167.31.4.541

Fernando, D. M., & Hulse-Killacky, D. (2005). Supervision: The relationship of supervisory styles to satisfaction with supervision and the perceived self-efficacy of master's level counseling students. Counselor Education and Supervision, 44(4), 293-304

https://doi.org/10.1002/j.1556-6978.2005.tb01757.x

Geldard, D., & Geldard, K. (2001). Basic personal counselling: A training manual for counsellors (4th ed). Sydney: Thompson Brooks/Cole

Heppner, P. P., & Handley, P. G. (1981). A study of the interpersonal influence process in supervision. Journal of Counseling Psychology, 28, 437-444.

https://doi.org/10.1037/0022-0167.28.5.437

Heppner, P. P., & Roehlke, H. J. (1984). Differences among supervisees at different levels of training: Implications for a developmental model of supervision. Journal of Counseling Psychology, 31, 76-90.

https://doi.org/10.1037/0022-0167.31.1.76

Institute for Public Health. (2015). National Health Morbidity Survey (NHMS) 2015: Non-communicable diseases, risk factors and other health problems. Retrieved from http //iku.moh.gov.my/images/IKU/Document/REPORT/ nhmsreport2015vol2.pdf

Jay, B.N. (2017, August 25). NUTP: Increase number of counsellors to monitor students with aggressive tendencies. New Straits Times. Retrieved from https://www. nst.com.my/news/nation/2017/08/272563/nutp-increase-number-counsellors-monitor-students-aggressive-tendencies

Ladany, N., & Lehrman-Waterman, D.E. (1999). The content and frequency of supervisor self-disclosures and their relationship to supervisor style and the supervisory working alliance. Counselor Education and Supervision, 38, 143-160.

https://doi.org/10.1002/j.1556-6978.1999.tb00567.x

Ladany, N., Walker, J. A., & Melincoff, D. S. (2001). Supervisory style: its relation to the superisory working alliance and supervisor self-disclosure. Counselor Education and Supervision, 40(4), 263-275.

https://doi.org/10.1002/j.1556-6978.2001.tb01259.x

Lim, B. (2017, January 23). Mental health council alarm bell on Malaysia's psychiatrist shortage. New Straits Times. Retrieved from https://www.nst.com.my/ news/2017/01/ 206598/mental-health-council-sounds-alarm-bell-msias-psychiatrist-shortage

Rozana Sani. (2017, October 4). Psychological speaking. New Straits Times. Retrieved from https://www.nst.com.my/news/2017/04/227425/psychologically-speaking.

Spence, S. H., Wilson, J., Kavanagh, D., Strong, J., & Worrall, L. (2001). Clinical supervision in four mental health professions: A review of the evidence. Behavior Change, 18, 135-155.

https://doi.org/10.1375/bech.18.3.135

Stoltenberg, C. D., McNeill, B., & Delworth, U. (2010). Integrated Developmental Model of Supervision (IDM): An integrated developmental model of supervising counselors and therapists. San Francisco: Jossey-Bass

Shuss, C. M. (2012). Supervisory styles and satisfaction: Genetic counseling student and graduate views. Retrieved from https://etd.ohiolink.edu/rws_etd/document/ get/ case 1 341591706/inline

Tavakol, M. & Dennick, R. (2011). Making sense of Cronbach's Alpha. International Journal of Medical Education, 2, 53-55. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC4205511/

https://doi.org/10.5116/ijme.4dfb.8dfd

Downloads

Published

2018-06-14

How to Cite

Ghazali, N. M., Jing Wen, J. L., Anuar, A., & Aden, E. (2018). Reliability Analysis of Supervisory Styles Inventory: A Preliminary Study. Journal of Cognitive Sciences and Human Development, 3(2), 28–36. https://doi.org/10.33736/jcshd.786.2018