10 TPC Digest | TPC Digest Clare Merlin-Knoblich, Jenna L. Taylor, Benjamin Newman A Case Study Exploring Supervisee Experiences in Social Justice Supervision Read full article and references: Merlin-Knoblich, C., Taylor, J. L., & Newman, B. (2022). A case study exploring supervisee experiences in social justice supervision. The Professional Counselor, 12(1), 82–98. doi: 10.15241/cmk.12.1.82 I n recent decades, social justice has emerged as a core value to the counseling profession. In response, scholars have called for social justice to emerge in the supervision of counseling, as well. A number of authors have proposed models of social justice supervision in which supervisors explore culture, power, and privilege with supervisees to enhance their understanding of the concepts. Social justice supervision also can help supervisees develop empathy and increase their awareness of systemic factors influencing clients. Despite literature about social justice supervision models, to date, no researchers have studied the approach in practice. Thus, we sought to do so in the current study using a qualitative case study. Using a social constructivist theoretical framework, we explore the experiences of three master’s counseling students in individual social justice supervision. Participants received supervision adhering to a social constructivist model that addresses social justice supervision at the individual, client/student, and systemic levels. Participants engaged in the supervision weekly for 14 weeks during their practicum experiences, and the supervisor received supervision-of-supervision from a faculty member to ensure adherence to the social justice supervision model.
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