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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 used a quasiâexperimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and selfâreported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered.
This study explored factors that best predict intentional nondisclosure by counselorsâinâtraining (CITs) during onsite supervision, including social judgment about oneâs supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.
This research update includes a quantitative content analysis of 133 peerâreviewed articles regarding teaching and learning published in 21 journals of the American Counseling Association and its divisions between January 2011 and December 2015. The authors discuss the focus areas, pedagogical foundations, and methodologies of the articles in comparison with the findings of the original 2001â2010 study.
The authors use the results of an intersectional critical qualitative inquiry to illustrate the encounters 6 minoritized counselor educators had with institutional forms of oppression. Their findings depict the insidious nature of institutional oppression and suggest that counselor educator experiences may be improved by peer mentorship programs and by the organizational advocacy and accountability efforts of bodies such as the Association for Counselor Education and Supervision.
The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level.
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