The Professional Counselor | Volume 12, Issue 2 173 “I feel free to mention to my supervisor any troublesome feelings I might have about him/her.” A sample item for the Client Focus scale is “I work with my supervisor on specific goals in the supervisory session.” Efstation et al. (1990) reported that the alpha coefficient was .90 for Rapport and .77 for Client Focus (N = 178) for the supervisee form. Moreover, the item–scale correlations ranged from .44 to .77 for Rapport, and from .37 to .53 for Client Focus. They used the SSI to obtain initial estimates of convergent and divergent validity for the SWAI (Efstation et al., 1990). As expected, the Client Focus dimension of the SWAI showed moderate correlation (r = .52) with the Task-Oriented style in the SSI supervisee’s form, but low correlation (r = .04) with the Attractive style and low correlation (r = .21) with the Interpersonally Sensitive style. The Rapport dimension from the SWAI had low correlation (r < .00) with the Task-Oriented style of the SSI. In the present study, the Cronbach’s alpha was .95 for Rapport, .90 for Client Focus, and .96 for the entire scale. Supervisee Levels Questionnaire-Revised The Supervisee Levels Questionnaire-Revised (SLQ-R; McNeill et al., 1992) is used to measure supervisees’ developmental levels (Stoltenberg & Delworth, 1987). It has 30 items developed around three dimensions: Self and Other Awareness (12 items), Motivation (8 items), and DependencyAutonomy (10 items). Supervisees can indicate their current behavior along a 7-point Likert scale, with 1 representing never, 2 rarely, 3 sometimes, 4 half the time, 5 often, 6 most of the time, and 7 always. Higher scores (after reverse-scoring for some of the items) in these dimensions reflect higher levels of supervisee development in Self and Other Awareness, Motivation, and Autonomy, respectively. A sample item for the Self and Other Awareness dimension is “I feel genuinely relaxed and comfortable in my counseling/therapy sessions”; a sample item (reverse-scoring) for the Motivation dimension is “The overall quality of my work fluctuates; on some days I do well, on other days, I do poorly”; and a sample item for the Dependency-Autonomy dimension is “I am able to critique counseling tapes and gain insights with minimum help from my supervisor.” McNeill et al. (1992) reported that the Cronbach alpha coefficients of the SLQ-R (N = 105) were .83, .74, and .64 for the three subscales, respectively, and .88 for the total scores. To assess the construct validity of the SLQ-R, they examined the differences in subscale and total scores across the beginning, intermediate, and advanced groups. Hotelling’s test of significance indicated that the three groups differed significantly both on the total SLQ-R scores, F(2, 102) = 7.37, p < .001, and on a linear combination of SLQ-R subscale scores, F(6, 198) = 2.45, p < .026. In the present study, the Cronbach’s alpha was .89 for Self and Other Awareness, .85 for Motivation, .57 for Autonomy, and .91 for the entire measure. Data Analysis To thoroughly test the potential moderation effects of supervisee levels on the relationship between supervisory styles and the supervisory working alliance, I carried out three rounds of moderation analysis in which the supervisory working alliance was always the outcome variable. In the first round (n = 1), supervisory styles as a whole were the predictor, and supervisee levels as a whole were the moderator. The second round (n = 6) involved two series of analyses. In the first series (n = 3), each supervisory style was the predictor, and supervisee levels as a whole were the moderator. In the second series (n = 3), supervisory styles as a whole were the predictor, and each indicator of supervisee levels was the moderator. In the third round (n = 9), each supervisory style was the predictor, and each indicator of supervisee levels was the moderator. Figure 1 presents path diagrams of three rounds of tests and Table 2 lists all tested models (n = 16).
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