School counselors support students' social-emotional, academic, and career readiness (ASCA, 2019). However, who provides support for school counselors to navigate this herculean responsibility? Supervision provides opportunities for counselors to learn, consult, and practice counseling knowledge and skills to offer the most research-informed, inclusive, and culturally responsive services to appropriately support clients' needs (Bernard and Goodyear, 2019; Ratts et al., 2015; Mitchell and Butler, 2021).
With the current state of society, students' mental health and social-emotional needs are paramount, and the support needed for school counselors to assist students' holistic development is critical. The author proposes #S.O.S.³ to promote the Supervision of School Counselors to Support Students. Without counseling supervision, research warns of erosion of school counselor self-efficacy. This qualitative, phenomenological study used semi-structured interviews to investigate ten school counseling supervisors' (SCS) counseling supervision experiences. This study uncovered five superordinate themes and related subthemes regarding the supervision experiences of SCS who received and delivered clinical supervision. Implications for SCS, counselor educators, school district and state educational administrators on the needs of SCS that will inform the supervision of school counselors who provide counseling services to support students' social-emotional/mental health needs are discussed. / Doctor of Philosophy / Supervision provides opportunities for counselors to learn, consult, and practice counseling knowledge and skills to offer the most research-informed, inclusive, and culturally responsive services to appropriately support clients' needs (Bernard and Goodyear, 2019; Ratts et al., 2015; Mitchell and Butler, 2021). Research has uncovered that school counselors often receive none or minimal clinical supervision compared to counselors in agencies, hospitals, and private practice (Page et al., 2001; Dollarhide and Miller, 2006; DeKruyf et al., 2013). Also, research shows school counselors prefer supervisors that have clinical mental health understanding and knowledge (Dollarhide and Miller, 2006; Roberts and Borders, 1994), and school counselors who participate in clinical supervision continue to develop skills and techniques to assist in appropriate strategies and interventions to support students and families (Bledsoe et al., 2021). However, despite the increased number of studies on school counseling supervision, few studies have explicitly focused on school counseling supervisors' (SCS) experiences. This qualitative, phenomenological study, using semi-structured interviews, investigated the clinical supervision perceptions and experiences of ten SCS who received and provided clinical supervision. This study discovered five superordinate themes and related subthemes regarding clinical supervision experiences, including professional (a) preparation, (b) identity, (c) self-efficacy, (d) challenges, and (e) quality of life. Implications for school counseling supervision are discussed.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/111946 |
| Date | 20 September 2022 |
| Creators | Shaver, Anaid Danyelle |
| Contributors | Education, Community College, Lawson, Gerard Francis, Grimes, Tameka O., Ellington, Breanna Lea, Welfare, Laura E., Kniola, David J. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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