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Reflective learning Based Supervision
Phase 1: Contextual Orientation
Phase 2: Establishing Trust
Phase 3: Conceptual Development
Phase 4: Clinical Independence
Applicability to Counseling Supervision and Education
A Reflective Supervisory Dialogue
Supervisors can also promote self-assessment in supervisees by encouraging (a) an identification of goals regarding client issues and the counseling process, and (b) an increased self-direction in identifying professional gaps and strategies for development of the skills necessary for addressing supervisors' own professional learning needs. Supervisors need to engender supervisees to reflect on their "visions of professional learning" with increased critical assessment, less self-judgment, and increased ownership for taking deliberate and appropriate professional risks.
A Reflective Supervisory Framework
Reflection Exercise #4
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Table of Contents
The authors hypothesized that multicultural personality and ethnic identity would significantly predict variance in multicultural counseling competencies in counselor trainees, beyond the variance predicted by demographics, multicultural training, openness, and cognitive racial attitudes. Results showed multicultural personality predicted multicultural counseling competency, but ethnic identity did not. Results and implications are discussed.
Using phenomenological methodology, the authors explored the experiences of 11 men in a master'sâlevel counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face.
Transcendental phenomenology was used in this study to examine the lived experiences of counseling interns (N = 10) receiving multicultural training to assist clients with disabilities. Five essential themes were identified. Drawing on their findings, the authors recommend programmatic and curricular changes, including the infusion of personal narratives and service learning, to the multicultural training of counselors.
The authors used transcendental phenomenology to explore the campus interview experiences and diversity concerns of counselor education faculty from underrepresented populations. Six themes were identified: issues of integrity, disappointment in the counseling profession, importance of authenticity, intersectionality of major identity markers, competence, and supportive experiences. Findings suggest that culturally competent search committees should be aware of biases and policies promoting institutional and systemic discrimination.
The authors examined the occupational satisfaction of 107 counselor educator mothers and found that workâtoâfamily enrichment, support from colleagues, and number of children under age 6 were significant predictors of occupational satisfaction. These results underscore the importance of policies and programs to increase occupational satisfaction of academic mothers and to support their recruitment and retention.
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