Computer
Applications and the Counseling Profession
According to the Internet Society, a private group based in
Virginia, it has been estimated that there will be approximately 180 million
Internet users worldwide by the year 2000 (Myrick & Sabella,
1995). With the
increasing popularity of the Internet, the use of online, computer-based
approaches are becoming more favorable. The counseling profession is
beginning to realize the effectiveness of this approach in facilitating the
delivery of their services. Researchers have shown that computer usage is
becoming an integral part of counseling and counselor training (Lee &
Pulvino, 1988).
The use of computers in the counseling profession is not a totally new
concept. Computer applications for training mental health professionals first
appeared during the 1960’s and were primarily designed to assist in
psychiatric interview training (Bellman, Friend, & Kurland, 1966; Starkweather,
1967). Since that time, computers have been used in other areas of mental
health as well. Computers have been used as a tool for developing basic
counseling interviewing skills (Hummel, Lichtenberg, & Shaffer,
1975) and
treatment decision-making (Santo & Finkel,
1982). In the 1970’s and 1980’s,
counselor educators began to show an interest in computerized training
applications. More recently, computers have been used to aid in the delivery
of counseling supervision, helping counselor educators train new generations
of counseling professionals.
Computer-Assisted Counseling Supervision
The 1980’s saw counselor educator interest in computer-based
applications reach an all-time high. Their interest was particularly apparent
through the publication of a special issue of Counselor Education and
Supervision in 1984 (Lambert, 1988). In that 1984 special issue, three
articles described the use of computerized approaches to counselor training.
One of the articles (Froehle, 1984) looked at ways that computers could be
used to monitor student progress in practicum courses. This sparked the
beginning of using computer-based applications for supervision sessions. The
computer has become yet another tool supervisors can use to create a more
multidimensional approach to their supervision sessions.
Technology can be used at both the practicum and internship stage
of counselor development. It can be used to deliver supervision both live and
delayed. They can also be used to facilitate more efficient internship
communication when proximity is an issue. Computer-based technologies offer
several possibilities for supervisors today. Researchers (Casey, Bloom, &
Moan, 1994) have concluded that computer-based strategies for improving the
supervision experience can be utilized with the appropriate ethical
integration of technology. Each computer-based intervention has its
advantages and disadvantages. Supervisors must decide which interventions
will most benefit the supervision process and the supervisee. An
understanding of the various applications of computer-based supervision and
how they might be useful aids supervisors in their deciding what to use.
Computer-Based Supervision Interventions
Computer-based
supervision interventions have significantly advanced since their early days.
Today, these computer-based interventions include the following: (a)
computer-assisted live supervision, (b) electronic mail, (c) chat rooms and
real-time communication, and (d) cybersupervision. These interventions are
examined here.
Computer-assisted
live supervision.
Live
supervision has become a rarely used but potentially powerful tool in the
supervisory process (Bradley, 1989). Live supervision differs from live
observation in that during live supervision, immediate feedback can be offered
(Bernard, 1981). Counselors-in-training can receive feedback and suggestions
with in session so that they can have immediate support. Live supervision has
been seldom used because it is time consuming, and often is filled with
distractions. While helpful it can be disruptive and cause a hierarchy
problem since it defined the trainee as not in charge and needing an expert (Haley,
1978, 1996). The “bug in the eye” (Klitzke & Lombardo,
1991)
technique uses computers to assist in live supervision.
This approach
results in a computer screen being placed in the therapy room where it can be
viewed by the counselor and the supervisor, but not the client. Supervisors
can position themselves behind a two-way mirror and observe a session. When
they want to interject they could simply type on a keyboard what it is they
are suggesting. Students can view the feedback while in the flow of the
session and respond accordingly. The student can then integrate supervisor or
peer feedback into their counseling repertoire.
The “bug in the
eye” method has several advantages. The computer offers a way to provide live
supervision without the cumbersome use of headphones, the distractions of
having the supervisor knock on the door to consult with the trainee, or the
interruptions during the session by ringing the supervisee to the phone (Neukrug,
1991). This approach also has some inherent flaws as well. In some
circumstances, feedback or directives cannot be entered into the computer fast
enough (Scherl & Haley,
2000). The opportunity to confront a client or probe
an issue further may have passed. Counselors-in-training may also have a hard
time adjusting to viewing the computer screen while still attending to their
client. These are some of the difficulties that can be corrected with
increased technology and a greater sense of comfort with using a computerized
approach.
While computers
can be very useful in providing live, moment-to-moment supervision to
supervisees, they can also be useful when supervisor and supervisee are not in
the same location. Computer-based applications now exist that make use of
current technology and offer supervision from a distance.
Electronic Mail
Electronic mail
(E-mail) and access to the Internet are becoming more commonplace in our
society. E-mail allows individuals to send letters and post messages to one
another through their computers and telephone lines. As technology develops,
E-mail can be used for a wider variety of functions. E-mail can be used as an
educational tool as well as a social communicator.
The introduction of E-mail has made the supervision process
easier as it allows for regular contact between clinical supervisors and
counselor educators (Casey, et al, 1994;
Myrick & Sabella, 1995). Individuals
involved in the supervision of practicum and internship students can converse
regularly without the constraints of physical proximity. This allows for a
more continuous supervisory experience for the supervisee. Site supervisors
and university supervisors can act as a more congruent supervisory team and
help the supervisee develop their skills and competencies. The use of E-mail
is not restricted to academic settings. Counselors in the field can also
access this technology and seek out the supervision they may need.
E-mail offers counselors the same kind of advantage that it
offers those involved with distance learning education (Myrick & Sabella,
1995). An established network can connect individuals and groups to work
together. Counselors can connect with colleagues or supervisors to discuss
particular professional situations for which they are requiring supervision.
A collection of counselor names and E-mail addresses (Listservs) can be
disseminated to those that would like to participate. When situations arise,
or at regularly scheduled intervals, individuals can post E-mail messages and
receive feedback and suggestions from others in the group.
Myrick and Sabella (1995) identify the best way to discuss
and present cases through E-mail correspondence. Included should be a brief
description of the client. Given the problems with confidentiality, which
will be discussed later, the less identifying details the better. Counselors
posting a case should also describe the presenting problem, behaviors or
thoughts associated with that problem and any interventions already
attempted. Counselors should also list any questions or concerns they have
about this case. This approach is similar to how many supervision
relationships occur face-to-face. The use of E-mail, although it lacks the
benefits of observing nonverbal communication, can be useful for individuals
who have difficulty meeting at a mutually agreed upon location.
Although E-mail seems to be a logical way to staff cases and
seek supervision, it does have setbacks. The biggest of these setbacks is
client confidentiality. A drawback to the use of computers for transmitting
information is that there is no guarantee on the identity of the receiver.
When sent, E-mail is stored on an individual’s server until it is read,
responded to, saved, or deleted. E-mail messages are also vulnerable to
access from unwarranted recipients. If an individual is using an un-secure
server, or is on a computer accessed by a group of people, confidentiality may
be compromised. Individuals have to review the risks and benefits of using
E-mail to conduct supervision before they proceed. It is not recommended for
every case or situation, but in particular instances it might be the ideal
solution.
Chat rooms and real-time communication
Similar to the
concept of E-mail is that of chat rooms and real-time communication. These
options allow individuals to post comments and questions to others in a group
and receive feedback or suggestions. The improvement over E-mail is that the
communication between the group is in real-time. Questions can be answered
instantly and a discussion can follow.
Supervisors can
establish a listing of all group members and their assigned/chosen screen
names. If using a chat room, all individuals who want to participate in the
supervision can meet in a designated room. Current chat room technology
allows for secure and private rooms where access is restricted to only those
who are part of the supervision group. A real-time discussion forum can take
place between supervisor and supervisees. Supervisees are also able to
communicate with one another.
Real-time
communication products such as America Online’s Instant Messenger can also be
used in the supervision process. These programs allow individuals to log on
to their computer and chat with other individuals. Similar to E-mail,
individuals can type out their questions and wait for a reply. The receiver
is able to view the question and respond immediately. The advantage of these
mediums is that they allow for instant communication. Supervision group
members can communicate with individuals from all over without the hassles of
travel or the expenses of long-distance telecommunications. The major
drawback is that it requires everyone to have access to a personal computer.
To alleviate this problem, new technologies are being developed that utilize
central locations for groups to meet in and communicate with a supervisor or
other groups at a remote site.
Cybersupervision
Cybersupervision
provides supervisors with the most flexibility in working with their
supervisees. With the proper equipment, a supervisor can interact with
supervisees at various locations with real time video and audio capabilities.
More importantly, the supervisees are also able to communicate with one
another as well. This approach is modeled closely after the distance learning
technology that is becoming more prevalent in higher education settings.
Videoconferencing, the key element in cyber supervision, is
more secure than E-mail or chat room transcripts that are considered public
record and are used extensively in counselor supervision (Casey, et al,
1994;
Myrick & Sabella, 1995). Videoconferencing is more secure because it utilizes
a closed point-to-point communication system and occurs in real time (Roblyer,
1997). The use of video conferencing is beneficial for both individual and
group supervision.
Videoconferencing
technology incorporates the same advantages of previously discussed
technologies and more. Individuals are able to communicate without being in
proximity with one another, and can share written, voice, and image messages.
Videoconferencing adds a more multidimensional format to the supervision (Coursol
& Lewis, 2000). Supervisors can watch video of counseling sessions and offer
instant feedback. Supervisees with difficult cases can pose their questions
to a supervisor who has access to the video of the session and can provide a
richer, more relevant supervision experience.
Cybersupervision
has many benefits as a supervisory approach. It has the flexibility to allow
group participants to either share their communication with the whole
supervision group or privately with another group participant without
involving the whole group (Fetterman, 1996). The audio-visual format also
provides supervisors with a better sense of the counselors’ concerns. They
are able to monitor for verbal and nonverbal behaviors and obtain a clearer
understanding of the skills and capabilities of their student counselors.
This technology
is relatively new, and as a result may not be available for many supervisors
to use. There are certain issues that supervisors should consider, including
the availability of technological resources, training requirements, and
installation parameters (Coursol &
Woitte, 1998). To use the cybersupervision
approach, specific hardware is needed to achieve the desired results.
Supervisors must also have either direct knowledge of the operating system
used or have available technological support should there be any
difficulties. Supervisees also need to be trained how to use the technology
appropriately (Fetterman, 1996).
Ethical
considerations
All of the
methods described thus far add a new dimension to the supervision process.
They are the direct outcome of professionals trying to integrate current
technological advances into their profession. The computer-based supervision
styles have many benefits to both supervisor and supervisee. From a
supervisor’s perspective, computer-based approaches allow for a more effective
use of time (Coursol & Lewis,
2000). Supervisors have the capability to meet
with their supervisees at any time mutually beneficial. They are not bound by
the logistics of travel, and tight schedules. This advantage leads to more
productive supervision sessions.
Supervisees also
experience added benefits of a computer-based supervision approach. For
students, they are allowed to select from a more diverse group of internship
sites. Counseling departments can encourage students to seek practicum and
internship opportunities at more distant locations across the country and
indeed the world (Coursol & Lewis,
2000). Computer-based approaches also
allow counselors to communicate with one another and receive peer
supervision. The availability of computer-based applications allows for a
greater pool of colleagues to solicit help from when trying to staff a case.
A counselor on the east coast can theoretically receive peer supervision with
a counselor in the Midwest that they might not have necessarily ever met
otherwise.
Computer-based
approaches appear to have many benefits to both supervisee and supervisor,
however logistically there could be several problems that need to be
addressed. Most importantly is the cost associated with many of these
systems. Purchasing and installing the equipment needed to provide these
various forms of supervision can be expensive (Hildebrand,
1995). Aside from
the cost, many participants might not be familiar with the technology and will
have to first be trained in how to use the equipment. As with any form of
technology, the process is susceptible to electronic technology failure.
Supervisors may need to spend extra time developing backup plans should the
technology not be available. This extra planning can in some examples offset
the advantages of using a computer-based approach.
Conclusion
Computers are
becoming an integral part of all types of learning and can potentially be used
as an important adjunct to the counseling skills training process (Neukrug,
1991). While the benefits of computer-based applications are evident, the
full potential of this technology has yet to be realized. Technology will
continue to play a more significant role in the counseling profession thereby
revolutionizing the counseling supervision process. As technological
innovations become more commonplace, supervisors will continue to find more
creative uses to improve the quality of counselor supervision (Coursol &
Lewis, 2000).
Supervisors need to be aware of the many options afforded
them through the use of computer-based technology. They must also realize
that no one method is problem-free, and the appropriate use of an intervention
depends entirely on the needs of the supervisees, the practicality of the
approach, and the availability of resources and technical support.
Computer-based approaches should not be used for their attractiveness and
accessibility alone. They must legitimately add to the supervision experience
for the supervisee to be truly effective.
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- Joshua
Watson is an
Assistant Professor at the Meridian Branch of
Mississippi State University, in Counselor Education.
He may be reached at: jwatson@meridian.msstate.edu
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