The effects of peer group supervision and individual supervision on the anxiety, self-efficacy, and basic skill competency of counselor trainees in practicu

The purpose of this research was to examine the differential effects of Peer group supervision, and Individual supervision, on the anxiety, self-efficacy, and basic skill competency of counselor trainees in practicum. Research addressing the effects of Peer group supervision and Individual supervision on the three variables is limited. A randomized experimental two-group two-treatment design was used to compare the outcomes in terms of anxiety, self-efficacy, and basic skill competency between counselor trainees in the two treatment conditions. A sample of nineteen masters counselor trainees in practicum was used to generate the data for this study. The participants were randomly assigned to Peer group supervision, and Individual supervision. Both groups were pretested and posttested on anxiety, self-efficacy, and basic skill competency using the State Trait Anxiety Inventory and the Clinical Anxiety Scale, the Self-Efficacy Scale, and the Basic Skill Observation form, respectively.;Eight hypotheses were developed and tested at the.05 level of significance. The t-test for independent samples was used to test hypotheses 1, 2, and 3 to determine significant difference between groups on the variables of the study. Hypothesis 4 was tested using a multivariate Hottelling's T$sp2$ to examine if there was any statistically significant difference between groups on the variables of the study when they were compared at the same time. To determine change over time between groups MANCOVA was used to test hypothesis 5. Hypotheses 6, 7, and 8 were tested using repeated measures MANOVA to assess change following treatment within groups. Hypothesis 8 was statistically significant.;A comparison of the two groups revealed that there was no statistically significant difference between the two treatments in their effect on the counselor trainees' anxiety, self-efficacy, and basic skill competency. Despite the limitations, this study indicated that the two supervision methods were complementary. It is recommended that Peer group supervision be structured and closely monitored when used in a training setting.