A Comparison of Field Faculty and Field Student Perceptions of Selected Aspects of Supervision

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Abstract
The perceptions of field faculty liaisons and field interns concerning selected aspects of field supervision were assessed at mid-placement and again at placement termination. Data were analyzed separately for faculty and interns to determine which items contributed to ratings of overall quality of supervision and field intern comfort with the supervisor's style. results indicated that field faculty and field interns use differnt aspects of supervisory behavior in making judgments of quality but not necessarily of comfort. Ratings of supervsion quality were influenced by items in the task domaim for field faculty and in the socio-emotional domain for interns, while ratings of intern comfort were influenced by predominantly socio-emotional items for both faculty and interns. The role of process supervision, involving systematic supervisor feedback of information related to skill acquisition, in faculty and intern ratings of intern comfort at the termination of placement is of particular interest. The implications of these results for the training of field supervisors are addressed.

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