Thesis (Ph. D.)--Oregon State University, 1990. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

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The purpose of this study was to investigate the initial on-site supervision experience of school counseling interns. Current counseling supervision research has failed to address dynamics specific to the context of school counselor training and professional development. This gap in the research suggest that examining the phenomenological experience of what constitutes school counselor trainee growth in the context of on-site counseling supervision was worthwhile. An emergent qualitative research design was utilized to clarify and elaborate on data while pursuing lines of inquiry grounded in the experience of three school counseling supervisory dyads (supervisee-supervisor), a university internship supervisor, two additional supervisees, and three additional supervisors. During the course of an academic school counseling internship experience, data was collected through multiple taped on-site school counseling supervision process observations, participant semi-structured interviews, and reflective participant and researcher journals. Utilizing a constant comparative method of data analysis, results indicated an emerging model of on-site school counseling supervision which, (a) progressed sequentially through a series of four developmental phases (contextual orientation, establishing trust, conceptual development, and clinical independence), (b) focused on twelve dimensions of supervises learning specific to each phase of development (contextual urgency, site disparity, ethical awareness, accessibility, support, collegiality, thematic observations, reflective modeling, illustrative examples, self assessment, self generation, and professional risk taking), and (c) illustrated a reflective cycle of supervisor-supervisee interaction focused on the supervisee transforming dissonant internship counseling experiences into professional schemas. Presented as an emergent model and specific to the investigated context, the results suggest that developmental principles of counseling supervision are applicable to school counseling, and that the supervision relationship illustrated pedagogical interventions and processes congruent with reflective learning theory. It is recommended that counselor education programs provide preliminary exposure to the school counseling context and relevant counseling models while maintaining ongoing follow-up and support with on-site school counseling supervisors. Furthermore, research is needed to more fully examine instructional strategies in the context of school counselor preparation and on-site supervision. / Graduation date: 1998