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38 expressed preference for counselors to provide verbal reports of counseling sessions, it is unlikely that other, more direct methods, such as those available through audiotape, videotape, one-way mirror, will evolve without policy changes” (p. 76). Conclusion The post-master’s degree supervision experience is critically important in the development of competent counselors, and some research has been conducted to determine which factors in supervision produce more satisfied or capable counselors. However, individual state licensure boards in the United States lack specific requirements concerning methods of supervision (e.g., verbal exchange, direct observation). While the case consultation method is the most directly utilized method of supervision, it should not be the only approach utilized in the supervisory environment. Direct observation of skills by supervisors is a necessary component in the pre-licensed counselors’ professional development. Furthermore, direct observation of skill development will enhance counselor performance, possibly leading to more successful clinical outcomes (Herbert & Trusty, 2006). Given extant work in supervision outcomes, observational learning, and instructive relationships, standard policy regarding supervision of direct skills must be mandated across state licensure boards. References Abbott, A. A., & Lyter, S. C. (1999). The use of constructive criticism in field supervision. The Clinical Supervisor, 17 (2), 43–57 doi:10.1300/J001v17n02 02 American Association of State Counseling Boards (2007). Approved supervisor model. Alexandria VA: Author. American Counseling Association Office of Public Policy Legislation (2007). Mental health professional supervised experience requirements for state licensure. Alexandria, VA: Author. American Counseling Association Office of Professional Affairs. (2012). Licensure requirements for professional counselors: A state-by- state report. Alexandria, VA: Author. American Counseling Association (1990). Standards for counseling supervisors. Journal of Counseling and Development, 69 , 30–32. Amerikaner, M., & Rose, T. (2012). Direct observation of psychology supervisees’ clinical work: A snapshot of current practice. The Clinical Supervisor, 31 (1) , 61–80. Anderson, S. A., Schlossberg, M., & Rigazio-DiGilio, S. (2000). Family therapy trainees’ evaluations of their best and worst supervision experiences. Journal of Marital and Family Therapy, 26 , 79–91. Association for Counselor Education and Supervision. (1995). Ethical guidelines for counseling supervisors. Counselor Education and Supervision, 34 , 270–276 Baird, B. N. (2011). The internship, practicum, and field placement handbook (6th ed.). Boston, MA: Allyn & Bacon. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman. Bandura, A. (1986). Social foundations of thought and action . Englewood Cliffs, NJ: Prentice Hall. Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of clinical supervision (3rd ed.). Boston, MA: Allyn and Bacon. Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Columbus, OH: Pearson. Bloom, J., Gerstein, L., Tarvydas, V., Conaster, J., Davis, E., Kater, D., Sherrard, P., & Esposito, R. (1990). Model legislation for licensed professional counselors. Journal of Counseling and Development, 68 , 511–523. Borders, L. D., & Cashwell, C., S. (1992). Supervision regulations in counselor licensure legislation. Counselor Education and Supervision, 31, 209–218. Borders, L. D., Cashwell, C., S., & Rotter, J. C. (1995). Supervision of counselor licensure applicants: A comparative study. Counselor Education and Supervision, 35 , 54–69. Borders, L. D., & Usher, C. H. (1992). Post degree supervision: Existing and preferred practices. Journal of Counseling and Development, 70, 594–599. Bradley, C., & Fiorini, J. (1999). Evaluation of counseling practicum: National study of programs accredited by CACREP. Counselor Education and Supervision, 39 , 110–119. Carruth, E. K., & Woodside, M. (2010). The development of counseling self-efficacy: A case study. North Carolina Perspectives, 3, 4–17. Cobia, D. C., & Boes, S. R. (2000). Professional disclosure statements and formal plans for supervision: Two strategies for minimizing the risk of ethical conflicts in post-master’s supervision. Journal of Counseling and Development, 78, 293–296. Coll, K. M. (1995). Clinical supervision of community college counselors: Current and preferred practices. Counselor Education and Supervision, 35 , 111–117. The Professional Counselor \Volume 3, Issue 1