Becoming a Supervisor: Doctoral Student Perceptions of the Training Experience

Abstract

Thirteen doctoral students, 7 Caucasians and 6 Hispanics, participated over 3 semesters of practicum/internship in a qualitative research project exploring the experience of becoming supervisors. A follow-up study with 5 different doctoral students confirmed and refined findings 1½ years later. The research team of 2 female faculty members and 1 male research assistant (the authors) identified 6 themes emerging from individual and group interviews with supervisors-in-training regarding the process of becoming a supervisor: (a) learning, (b) supervisee growth, (c) individual uniqueness, (d) reflection, (e) connections, and (f) putting it all together.

Professional Identity Development of Counselor Education Doctoral Students

“…Furthermore, the second transformational task, evolution of confidence (internal sense of validation) and legitimacy (external sense of validation), is supported by previous studies (Nelson et al, 2006; Protivnak & Foss, 2009). As seen in Figure 1, confidence comes with experience, and legitimacy comes from positive faculty feedback (when expectations meet reality) that eventually shifts to feedback from peers/colleagues.…”

“…In terms of elements of identity, research identity (Lambie & Vaccaro, 2011; Reisetter et al, 2004) and supervisor identity (Nelson, Oliver, & Capps, 2006) have been studied, but the timing of these identity elements has not been explored. Carlson, Portman, and Bartlett (2006) proposed a doctoral student professional identity development model that prescribes certain experiences (i.e., research, publications, grants, service, presentations) during specific years of the doctoral counselor education program.…”

An Exploration of Themes That Influence the Counselor Education Doctoral Student Experience

“…Previous studies of doctoral students examined departmental issues (Cusworth, 2001;Dinham & Scott, 1999), faculty member involvement (Golde, 2000;Nelson, Oliver, & Capps, 2006), academic issues (Sigafus, 1998), and support systems (Bair & Haworth, 1999;Hoskins & Goldberg, 2005). In addition, this study found that some of the more personal issues of stamina, role transition, and financial difficulties influence counselor education doctoral students.…”

Perceived Leadership Preparation in Counselor Education Doctoral Students Who Are Members of the American Counseling Association in CACREP-Accredited Programs

“…Examples of instrument questions include "I understand theories and skills of leadership," I believe I can demonstrate the ability to provide leadership or contribute to the leadership efforts of professional organizations and/or counseling programs," and "I believe I can demonstrate the ability to advocate for the profession and its clientele." In addition, a review of the counselor education leadership development literature revealed 14 leadership development experiences (Hughes & Kleist, 2005;Magnuson, Wilcoxon, & Norem, 2003;Nelson, Oliver, & Capps, 2006;Niles, Akos, & Culter, 2001;Protivnak & Foss, 2009;Rabinowitz, 1997). Participants were asked to indicate which, if any, of the following 14 experiences were the most important influences in the development of their leadership skills and abilities:…”