Janine M. Bernard

Tracing the Development of Clinical Supervision

Abstract Major developments in clinical supervision over die last twenty-five years are reviewed and contrasted with supervision as it was understood and practiced early in its development. Recent areas of growth are divided into those that attend to the infrastructure of supervision (organizational matters, ethical and legal issues, and evaluation), variables that affect the supervision relationship (individual differences, relationship processes), and the enactment of supervision itself (models of supervision, modalities for conducting supervision). Commentary is included on all major developments.

Being Connected: A Friendship Comparison among U.S., International, and Third Culture College Students

Culture has been an important factor in the friendship literature, and research has demonstrated that individuals in different cultures practice and engage in different norms and styles of socialization (Adams & Plaut, 2003; Chen, French, & Schneider, 2006; Chen & Nakazawa, 2012; French, Bae, Pidada, & Lee, 2006; Sheets & Lugar, 2005). Hinde (1987) stated that friendships may be more influenced by cultural beliefs and values than individual characteristics because peer activities are often based on social norms and norm-related interpersonal perceptions, evaluations, and reactions. Even though culture is a significant compounding factor related to the qualities or behaviors identified as characteristics of friends (Adams, Blieszner, & de Vries, 2000), most prior research has focused on European Americans, as well as variations within and between diverse cultural groups, specifically regarding the qualities or behaviors identified as characteristics of closest friends, have been overlooked (Adams, Blieszner, & de Vries, 2000; Chen, 2002; Kawabata & Crick, 2008; Lee, 2006; Morgan & Arasaratnam, 2003).

Characteristics of friends of female college third culture kids

College third culture kids’ (TCKs’) perceptions about the characteristics of closest friends were examined using a Q-methodology. Fifteen female college TCKs participated in the study. Three distinctive factor groups emerged representing three different patterns of characteristics of closest friends among the participants: the Socially Connected group (friend as playmate), the Emotionally Connected group (friend as nurturer and complement) and the Functionally Connected group (friend as resource). The findings of the current study have yielded important clinical and educational implications for higher education. Findings partially support earlier research conducted on this population but portray more within-group heterogeneity than has been reported elsewhere.