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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
Interpretative phenomenological analysis (IPA) is a contemporary qualitative research method grounded in phenomenology, hermeneutics, and idiography. Philosophical principles and rigorous methodology make this approach well suited for research in counselor education and supervision. In this primer, the authors introduce counselor educators, counseling students, and counseling researchers to IPA theory and methodology and discuss considerations for implementation in counseling research.
The authors recruited 11 doctoralâlevel counseling students to participate in a study exploring the lived experiences of people who have encountered social class microaggressions (SCMs). Findings (consisting of 6 themes) suggest that SCMs are a distinct phenomenon arising from interpersonal and environmental exchanges that damage recipients. The authors present implications for counselor education and future research trajectories.
The authors examined the influence of dispositional mindfulness and personal distress on counseling selfâefficacy among 162 counseling students. Results indicated that dispositional mindfulness and personal distress accounted for significant variance in counseling selfâefficacy. These findings suggest that internal dispositions may facilitate or hinder counseling selfâefficacy in counseling students.
The authors examined whether attributional style could explain burnout among 201 counseling graduate students. Hierarchical multiple regression analysis results indicated that stability and globality of attribution explain a significant amount of the variance in counselor traineesâ burnout. These findings suggest intervention and training should be used to promote a more flexible and positive orientation to handle stressful life events.
Flipped learning is a teaching approach in which instructors distribute content outside of class and lead application activities in class. In this qualitative case study, the authors explored the experiences of students (N = 10) in a flipped counseling course and identified 3 themes: enjoyment, benefits, and learning inside and outside of the classroom.
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