Volume_4_Issue_1_Digest

8 TPC D igest Employing a Miles and Huberman approach, the first author began data analysis through immer- sion by reading and reread- ing focus group transcripts to identify significant issues within each focus group. This was followed by cross-case analysis to identify common themes across all three focus groups, and analysis of follow-up questionnaires to corroborate established themes and to identify additional or different themes. Considerable overlap of four themes emerged across groups: ambivalence in the middle tier of supervision , influential people , receiving feedback , and conducting evaluations . Data analysis revealed that having the direct experience of supervising counselors-in-training, observing faculty supervisors’ supervision styles, and receiving constructive performance feedback were positively associated with doctoral students’ self-efficacy beliefs as supervisors. Conversely, feelings of ambiguity due to having role uncertainty, conducting evaluations, and remediating counselors- in-training were negatively associated with supervisors’ self-efficacy beliefs. Implications for counselor educators and doctoral students are discussed. These include methods faculty supervi- sors may consider when designing training protocols to assist doctoral students as they develop their identities as supervisors. Full article and references: Frick, M. H., & Glosoff, H. L. (2014). Becoming a supervisor: Qualitative findings on self-efficacy beliefs of doctoral student supervisors-in-training. The Professional Counselor , 4 , 35–48. doi:10.15241/mhr.4.1.35 The Professional Counselor DIGEST Volume 4, Issue 1 http://tpcjournal.nbcc.org © 2014 NBCC, Inc. and Affiliates