Examining the 360° Case Conceptualization Process: A Comparison of Two Groups

… RESEARCH ON EDUCATION AND PSYCHOLOGY (REP) Received: April 12, 2019 Accepted: May 27, 2019 http://journalrep.com e-ISSN: 2602-3733 Copyright © 2019 June 2019  3(1)  69-79 Research Article Examining the 360° Case Conceptualization Process: A Comparison of Two Groups Laura GALLO1 Meredith RAUSCH2 Jennifer REID3 Boise State University Augusta University Augusta University Abstract An examination of the differences between two supervision models/processes used for case conceptualizations in group supervision was conducted. The first group utilized a relatively new construct, titled the 360° Case Conceptualization Process, which incorporates a strengths-based method encouraging reflective practice and risk taking. The second group in the study utilized a supervision format that assigns a familiar fictional character of interest to each group (Peer Roles). The authors utilized a case study design to provide an in-depth look at the 360° Process in practice while also making some comparisons to a group supervision class utilizing a different model. Results demonstrated the 360° Process group focused more on developmental considerations of both the counselor and the client and utilized less instructor directives than the Peer Roles group. Key Words Group supervision  Case conceptualization  Experimental  Counselors-in-training 1 Correspondence to: Laura Gallo (PhD), Department of Counselor Education, Boise State University, 1910 University Drive, Boise, 83725 United States. Email: ORCID: 0000-0003-0116-2717 2 Meredith Rausch (PhD), Department of Counselor Education, Augusta University, 1120 15th Street, Augusta, GA 30912, United States. Email: ORCID: 0000-0002-1902-0533 3 Jennifer Reid, Department of Counselor Education, Augusta University, 1120 15th Street, Augusta, GA 30912, United States. Email: ORCID: 0000-0002-7000-3296 Citation: Gallo, L., Meredith, R., & Reid, J. (2019). Examining the 360° case conceptualization process: A comparison of two groups. Research on Education and Psychology (REP), 3(1), 69-79. Gallo, Rausch, Reid / Examining the 360° case conceptualization process: A comparison of two groups The 360° Process for group supervision was created out of a need for a process which incorporated a growth mindset while considering different developmental levels specifically related to presenting case conceptualizations (Rausch & Gallo, 2018). There was a gap in the area of group supervision which embraced an intentional discussion surrounding the importance of risk-taking while also using a strengths-based approach. The 360° Process provides a structure that combines the most important aspects of supervision for the counselorin-training. These aspects include: developmental levels, reflective teaming, intentional times devoted to the counselor and client and a focus on strengths all provided in a visual model. The 360° Process focuses on helping counselors-in-training become more competent in conceptualizing clients, an important part of their work post-graduation (Rausch & Gallo, 2018). One important area of growth during the learning process includes group supervision--an area where many counselors-in-training may experience trepidation and anxiety. Integrative Developmental Model The Integrated Developmental Model (IDM) is a developmental model of supervision originally created by Stoltenberg and Delworth in 1987 and then first revised in 1998 by Stoltenberg, McNeil, and Delworth. This model of clinical supervision outlines interventions, approaches and techniques across three levels of counselor development. It also uses the three overriding structures of autonomy, self and other awareness, and motivation. The model provides supervisors with a structure to help identify the development of counselors-in-training across levels of experience and theoretical orientations. Counselors-in-training engaging in field experiences may be considered in the earlier phases of Level 1, according to the IDM, and may vary between levels as they progress through practicum and internship. Stoltenberg and McNeill (2010) reported that counselors-in-training at earlier levels may demonstrate “considerable anxiety”, accompanied by a “lack of confidence” (p. 50). This anxiety creates difficulty for the counselor-in-training to experience empathy for clients, reducing effectiveness in their work (Stoltenberg & McNeill, 2010). One method for increasing effective practice includes helping counselors-in-training build procedural knowledge (Stoltenberg & McNeill, 2010). During this time, the working memory may be flooded with new schemata, allowing for less capacity for counselors-in-training to focus on empathy, their own affect and cognition, and the client perspective (Stoltenberg & McNeill, 2010). A goal of a counseling supervisor is to assist counselors-in-training in developmental growth across three overriding structures presented with the IDM: self- and other-awareness: cognitive and affective, motivation, and autonomy (Stoltenberg & McNeill, 2010). Within each structure, supervisors assess for, and help counselors-intraining develop: “intervention skills, assessment techniques, interpersonal assessment, client conceptualization, individual differences, theoretical orientation, treatment plans and goals, and professional ethics” (Stoltenberg & McNeill, 2010, p. 25-26). Past research has focused on the efficacy of the model with play therapy (Hartwig & Bennett, 2017), substance abuse counselors (Anderson, 2000), counselor self-efficacy with depressed and sexually abused clients (Leach, Stoltenberg, & Eichenfield, 1997), and supervisee development during practicum (Tryon, 1996), among others. Author (2013) called for the use of a developmental model, such as the IDM, when supervising school counseling counselors-in-training. Counselors-in-training face many common obstacles, including professional ethics and counseling skill competence, which are addressed in the structure of the IDM (Gallo, 2013). The structure of the IDM also incorporates tools, which provide additional direction for supervisors and counselorsin-training. Stoltenberg and Pace (2010) provided an outline format for case conceptualization which includes: 70 RESEARCH ON EDUCATION AND PSYCHOLOGY (REP) general client demographic information, socioeconomic information, presenting problems, relevant history, interpersonal factors, environmental factors, personality dynamics, testing, life transition/adaptation skills, formal diagnosis, therapist‟s conceptualization of the case, treatment plan, [and] questions/issues. This format is introduced as a method to “organize a breadth of information”, rather than serving as a “concise summary” (Stoltenberg & Pace, 2010, p. 267). The structure of the IDM may help both the counselor-in-training and the supervisor feel more prepared to address the complexity of conceptualizing a client while also reducing the anxiety students feel when presenting client t (...truncated)