Counselor Education and Supervision (ExCES)
School of Education
Jered B. Kolbert
Eric W. Owens
Clinical supervision, Administrative supervision, Peer Supervision, Clinical training, supervision
The goals of clinical supervision are to ensure that the supervisee is using skills appropriately and properly handling a client caseload, all while being mentored by an experienced professional, known as a clinical supervisor. However, little is known about the support clinical supervisors receive in their roles. If the support is inadequate, there is a potential to impact the welfare of the clients. Additionally, there are very few researchers that have looked at clinical supervisors’ experiences when receiving their own supervision. In order to add to the body of literature on clinical supervision, this study explored clinical supervisors’ experiences when receiving exclusively administrative supervision from non-licensed/non-clinically trained superiors.
This qualitative, phenomenological study was conducted through semi-structured individual interviews with 10 clinical supervisors who had at least one year of supervisory experience. Explication of data was completed using Hycner’s (1985) guidelines to phenomenological analysis to interview data. These guidelines allowed the researcher to present meaning and to describe the common experiences amongst the participants. The results of this study identified themes that addressed Bronfenbrenner’s (2005) bioecological model of human development which consists of five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The five systems were essential to this study because it described how clinical supervisors were persuaded by their environment.
Pattillo, M. (2022). EXPERIENCE IS THE BEST TEACHER: EXPLORING CLINICAL SUPERVISORS’ EXPERIENCES WHO RECEIVE EXCLUSIVELY ADMINISTRATIVE SUPERVISION FROM NON-LICENSED/NON-CLINICALLY TRAINED SUPERIORS (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2090