The purpose of this article is to propose a new application of relational-cultural theory (RCT) to doctoral advising. An overview and description of key tenets within RCT, an introduction to an RCT-based advising process, and implications for using RCT with doctoral student advising in counselor education is included. Finally, a case study is provided along with future research implications.
There is limited research on the types of peer feedback exchanged during triadic supervision. Through a content analysis, the authors found that students provided feedback about counseling performance and cognitive counseling skills most often in supervision sessions. However, there were differences in the types of feedback exchanged across three experience levels.
Accreditation standards in counseling allow triadic supervision, one supervisor meeting with two supervisees simultaneously, as a substitute for individual supervision. Research, however, has indicated that triadic sessions may complement individual and group supervision by offering unique learning opportunities not present in other supervision modalities. We describe a peer supervision approach that capitalizes on these learning opportunities while addressing some of the challenges in conducting triadic supervision (e.g., helping supervisees give constructive feedback, keeping both engaged). We include structured peer review forms used with practicum and internship supervisees and describe different supervisor roles during triadic supervision with these two groups.
Systemic inequity in education compels school counselors to widen their scope of advocacy beyond their local school environment. Fortunately, the tools of evidence-based, data-driven school counseling can be scaled up to influence change in larger systems. We present an advocacy project undertaken by an elementary school counselor who was alarmed by a significant increase in children’s mental health concerns. She initiated a state-wide survey of school counselors that revealed a dire need for mental health support at the elementary level. Using an ecological framework, we report on the data-driven advocacy actions she pursued to raise awareness of the serious concerns of young students across her state.
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