Gülşah Kemer

Biographic Data

ID1012828
NAMEGülşah Kemer
GIVEN NAMESGülşah
FAMILY NAMEKemer
SIGNATUREKEMER G
AFFILIATIONSDepartment of Counseling and Human Services Old Dominion University Norfolk Virginia USA
ORCID0000-0002-6577-8636
VERIFIEDYes
TOTAL WORKS19
TOTAL CITATIONS34
AUTHOR COUNT19
EDITOR COUNT0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2026
H-INDEX3

  • Counseling Professionals’ Perspectives on AI Integration in Education and Supervision

    Open AccessHank Crofford, Elif Bor et al.ARTICLECounselor Education and Supervision2026References: 1

    The rapid emergence of artificial intelligence (AI) has raised important questions about how new technologies will shape professional norms and practices in counseling. The purpose of this study was to understand how counseling professionals expect AI to be integrated into counselor education and supervision (CES). Using a mixed‐methods concept mapping design, 31 participants generated and sorted statements about the potential roles, benefits, an…

  • Is Supervisee Disclosure in Supervision Universal? Preliminary Cross‐Cultural Evidence From US and Turkish Supervisee Samples

    Open AccessChi Li, Ching‐chen Chen et al.ARTICLECounselor Education and Supervision2026References: 2

    This study tested the measurement invariance (MI) of the Supervisee Disclosure in Supervision Scale (SDSS) between U.S. ( N = 211) and Turkish ( N = 168) counseling supervisees. The SDSS, originally developed and validated with predominantly U.S. supervisees, assesses the likelihood of supervisees' supervision‐related and counseling‐related disclosure in supervision. We conducted the Multi‐Group Confirmatory Factor Analysis (MGCFA) to test its co…

  • Behavioral health training for integrated behavioral health

    Open AccessNicholas Schmoyer, Lisa W Corbin et al.ARTICLECounselor Education and Supervision2025References: 26

    Using a classical Delphi design, the authors used an interdisciplinary panel of behavioral health experts in integrated behavioral health (IBH) to identify foundational skills and knowledge counselor educators need to teach clinical mental health counselors for IBH practice. Eighty-eight statements were identified. Implications are provided for counseling and other behavioral health educators

  • Doctoral Student Supervisors' Experiences With Broaching Race and Race-Related Issues

    Open AccessJudith Wambui Preston, Gülşah KemerARTICLECounselor Education and Supervision2025References: 24

    In this descriptive phenomenological study, we explored 13 doctoral student supervisors' experiences with broaching race and race-related issues in supervision with counselors-in-training. Three themes emerged: the function of broaching; self-perceived attributes affecting broaching; and experiences of programmatic support and challenges. We discussed practical and research implications with study limitations

  • Cohesive model of supervision

    Open AccessGülşah KemerARTICLECounselor Education and Supervision2025References: 35

    Supervision models are fundamental to our supervision practices and criticized for lacking empirical support. As a data-driven approach based on research with expert supervisors, Cohesive Model of Supervision unifies existing models' central premises in a meaningful manner and emphasizes the understated areas of supervision practice

  • Peer feedback exchanged in group supervision

    Open AccessBen T Willis, Christopher D Schmidt et al.ARTICLECounselor Education and Supervision2024References: 25

    Using concept mapping, the authors examined peer feedback exchanged in group supervision to understand how master's level interns perceived feedback received from their peers. Five regions and 18 clusters were represented through 193 feedback statements, and the interns rated the benefit, desirability, accuracy, and impact of the feedback they received

  • Supervision of counselor trainees in integrated behavioral health settings

    Open AccessYesim Giresunlu, Gülşah Kemer et al.ARTICLECounselor Education and Supervision2024Cited by: 1References: 26

    We pursued an understanding of 21 site supervisors' perspectives on the focus of counseling supervision in integrated behavioral health settings. Presenting organizational and clinical viewpoints, site supervisors reported mentoring supervisees on administrative and interdisciplinary work along with process-oriented supervision practices

  • Counselor educators' views on cognitively complex trainees

    Open AccessAlexandra Gantt‐howrey, Gülşah KemerARTICLECounselor Education and Supervision2023Cited by: 2References: 41

    Our Q method exploration of counselor educators' perspectives of minimally acceptable cognitive complexity (CC) in trainees at the end of internship yielded two factors: Trainee's Conceptual Integration Ability and Trainee's Ability to Apply Integrated Knowledge. Implications for teaching, supervision, and research pertinent to assessment of and enhancement of CC conclude

  • The influence of teaching philosophy on coverage of LGBTQ issues in counseling courses

    Open AccessJeff Moe, Amber L Pope et al.ARTICLECounselor Education and Supervision2022Cited by: 2References: 27

    Counselor educators (N = 205) were surveyed on their teaching philosophy, coverage of LGBTQ issues in counseling courses, participant characteristics, and LGBTQ clinical skill using web‐based methods. Regression analysis identified that rating adult education as important predicted coverage of LGBTQ issues. Implications, limitations, and future directions are discussed

  • Multicultural supervision in counseling

    Open AccessGülşah Kemer, Chi Li et al.ARTICLECounselor Education and Supervision2022Cited by: 2References: 35

    Utilizing a mixed‐methods approach, we examined 14 years of peer‐reviewed multicultural counseling supervision literature. Qualitative content analysis revealed six themes (e.g., interventions, supervisor/supervisee competencies) represented among four categories of methodology (e.g., quantitative, conceptual). We discuss the findings with limitations and offer further areas of multicultural supervision research and practice

  • Predictors for supervisee disclosure in supervision

    Open AccessChi Li, Gülşah Kemer et al.ARTICLECounselor Education and Supervision2022References: 39

    With a sample of 222 supervisees, path analysis results revealed that supervisory role ambiguity significantly mediated the relationship between supervisory working alliance and supervisee's counseling-related disclosure in supervision. We discussed the implications for future supervision research and practices along with the limitations of the study

  • Structured Peer Feedback Exchange in Group Supervision of Beginning Supervisors

    Open AccessGülşah Kemer, Johana Rocha et al.ARTICLECounselor Education and Supervision2021Cited by: 2References: 28

    We examined the scope of peer feedback exchanged during group supervision of beginning supervisors throughout a semester-long doctoral-level experiential counseling supervision course. Concept mapping revealed 13 clusters representing five areas of beginning supervisors' peer feedback. Supervisors of supervisors and supervisor training programs may use these results to structure experiential supervision experiences

  • A Comparison of Beginning and Expert Supervisors' Supervision Cognitions

    Open AccessGülşah KemerARTICLECounselor Education and Supervision2020Cited by: 3References: 17

    Beginning and expert supervisors' cognitions and cognitive structures were compared via concept mapping, a mixed methods design. Both beginning and expert supervisors reported a variety of cognitions representing developmental characteristics in 3 areas: assessment of supervisees, conceptualization and management of supervision, and supervisory relationship

  • Development and Validation of the Supervisee Disclosure in Supervision Scale

    Open AccessChi Li, Gülşah Kemer et al.ARTICLECounselor Education and Supervision2020Cited by: 1References: 25

    The authors developed and initially validated the Supervisee Disclosure in Supervision Scale (SDSS). Exploratory and confirmatory factor analyses with 2 independent samples revealed that the SDSS is a 17-item instrument with 2 subscales showing promising psychometric properties. The authors discuss the findings with implications for supervision training, practices, and research

  • An Examination of Master's Level Practicum and Internship Evaluation Forms

    Gülşah Kemer, Kristi Eustice et al.ARTICLECounseling Outcome Research and…2017

    To explore the areas of evaluation and their overlap across the programs, a content analysis with both qualitative and quantitative strategies was performed with practicum and internship evaluation forms collected from 20 CACREP-accredited master's programs. Six evaluation areas emerged (e.g., ethical and professional behaviors, supervision behaviors), varying across different levels of evaluation (i.e., practicum, internship, practicum/internshi…

  • Expert Supervisors' Priorities When Working With Easy and Challenging Supervisees

    Open AccessGülşah Kemer, L Dianne Borders et al.ARTICLECounselor Education and Supervision2017Cited by: 1References: 18

    Using Kemer, Borders, and Willse's () concept map as a conceptual model, the authors aimed to understand expert supervisors' priorities with their easy and challenging supervisees. Experts' priorities with easy and challenging supervisees were represented in different parts of the concept map, and they seemed to individualize their work with challenging supervisees

  • An Analysis of Peer Feedback Exchanged in Group Supervision

    Open AccessEdward Wahesh, Gülşah Kemer et al.ARTICLECounselor Education and Supervision2017Cited by: 2References: 33

    The authors examined the peer feedback exchanged in 2 supervision groups of counselors-in-training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight-oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case co…

  • Psychometric Properties of the Lesbian, Gay, and Bisexual Identity Scale-Turkish (LGBIS-TR)

    Gülşah Kemer, Ezgi Toplu‐demirtaş et al.ARTICLEJournal of Homosexuality2017Cited by: 10References: 42

    The aim of the current study was to examine the psychometric properties of the Lesbian, Gay, and Bisexual Identity Scale (LGBIS; Mohr & Kendra, 2011) in a Turkish sample. Three hundred and ten LGB individuals participated and completed the Turkish version of the LGBIS (LGBIS-TR) along with the Satisfaction with Life, Positive and Negative Affect, and Self-Compassion Scales. Confirmatory factor analysis results yielded a good-fit for eight subscal…

  • Cognitions of Expert Supervisors in Academe

    Open AccessGülşah Kemer, L Dianne Borders et al.ARTICLECounselor Education and Supervision2014Cited by: 8References: 23

    Eighteen expert supervisors reported their thoughts while preparing for, conducting, and evaluating their supervision sessions. Concept mapping (Kane & Trochim, ) yielded 195 cognitions classified into 25 cognitive categories organized into 5 supervision areas: conceptualization of supervision, supervisee assessment, supervisory relationship, supervisor self-assessment, and administration of supervision. Implications for future research and super…