Full Digest V8, I2

15 TPC Digest T he purpose of counselor supervision has evolved to include the development of counseling students’ reflective thinking and practices. The inclusion of reflective practices within supervision is partially predicated on the notion that given the idiosyncratic and complex interactions involved in counseling, the theories and techniques that guide practice are rendered ineffective at times. Implementing reflective practices within supervision can lead to more effective case conceptualization; the development of counselor self-awareness and the integration of counselor identity; the mediation between theoretical knowledge and practice; increased sense of trainee confidence; and the interrogation of social inequities and injustices that many clients experience. Counselor educators preparing, training, and supervising counselors are tasked with facilitating students’ abilities to integrate theories of counseling into actual practice. The term praxis is used to describe the mediation between theory and practice that occurs through reflection. Intentional reflective practices serve to not only close the gap between theory and practice, but can and should transform by enriching understanding of theory while simultaneously developing the ability to practice more effectively through foundational theoretical approaches. Furthermore, reflection can be a mechanism to integrate theory and practice, as well as develop agency in the process. Reflection can serve as a foundation of transformative action. The goal of this study was to present the use of discursive digital reflection (DDR), a reflective approach to counselor supervision that was developed and used within a counselor preparation program. DDR is the use of digital video to record a collaborative reflection that occurs through dialogue between a counselor supervisee and the client. Upon recording, the discursive discourse becomes an artifact for reflection, which can then be used as a supervision tool for use during individual, triadic, or group supervision. DDR is suggested as an effective means of facilitating the development of counselors who are reflective practitioners and culturally competent. The integration of two key features of DDR distinguishes it from other current methods within and beyond counselor education. First, DDR is a method for reflection that moves beyond examining only counseling experiences, to reflection on the very process of reflection itself. Second, DDR broadens the participation of reflection on the counseling process to include clients. Reviews of discursive digital reflections include the clients themselves, thus enhancing the reflective capacity of both students and clients. Christopher Janson is an associate professor at the University of North Florida. Sophie Filibert is an associate professor at the University of North Florida. Correspondence can be addressed to Christopher Janson, 1 UNF Dr., Leadership School Counseling and Sport Management, Bldg. 57/3436, Jacksonville, FL 32224, cajanson@gmail.com. Discursive Digital Reflection A Method for Enhancing Supervision and Training Christopher Janson, Sophie Filibert 15 |