15 TPC Digest T he fieldwork experience (i.e., practicum and internship) is a critical period in a counseling graduate student’s development. During fieldwork, supervision is provided by qualified supervisors and serves as an integral training component. School counseling trainees complete these experiences in the unique context of elementary and secondary school settings. As such, school counselors-in-training (SCITs) are not only recipients of supervision, but they can also have an active role in approaching the supervision purposefully and meaningfully. Unfortunately, trainees in counseling programs generally receive little guidance on understanding their roles in supervision or how to make the most of their supervision experience to contribute to their learning. Therefore, the purpose of this article is to share strategies for SCITs to take initiative to approach supervisors with questions and ideas about their overall supervision experience that consider the unique contexts of school settings. Based on school counseling supervision research, the article suggests strategies to empower SCITs to maximize their supervision experience. First, reflection is a necessary and ongoing practice throughout trainees’ field experience and after graduation. SCITs can engage in journaling to reflect upon their counseling experiences and foster self-awareness. If seeking a more structured reflection format, the Johari window exercise and the S.K.A.T.E.S. form can be useful tools for trainees to reflect on their knowledge, awareness, and skills. Second, vulnerability is an essential yet challenging characteristic that allows trainees to engage in risk-taking; constructively critique their own skills and dispositions; and seek feedback from supervisors, such as through reviewing recordings of sessions. Third, self-advocacy is another empowering practice for SCITs to identify their needs and seek support from supervisors to bridge any gaps in their knowledge, awareness, and skills. Self-advocacy involves positive communication and taking initiative to intentionally describe their learning goals. Fourth, broaching is an important ongoing behavior that can help trainees and supervisors understand how cultural factors affect the supervisory relationship. It also invites discussion about multicultural and social justice issues. Within the safety of the supervisory relationship, trainees should feel empowered to discuss issues of identity and power during supervision as well as role-play broaching behaviors in preparation to serve diverse students, families, and colleagues in their respective school settings. Finally, personal wellness contributes to personal and professional development and ethical practice, promotes positive outcomes with students/clients, and mitigates issues of burnout and turnover. SCITs can engage in intentional self-care with the support of their supervisors as well as utilize self-compassion and acknowledge their strengths. Overall, these suggested strategies can inform SCITs about ways to advocate for a quality supervision experience so that they feel less anxious and can shape supervision to meet their developmental needs. When trainees are mindful and intentional about such strategies, they can feel empowered to seek support in their personal and professional development. Site supervisors and counselor educators can also share these strategies with SCITs and encourage trainees to implement them in fieldwork and university contexts. Nancy Chae, PhD, NCC, NCSC, ACS, LCPC, is an assistant professor at the University of San Diego. Adrienne Backer, PhD, is an assistant professor at Texas A&M University–Corpus Christi. Patrick R. Mullen, PhD, NCC, NCSC, ACS, is an associate professor and department chair at Virginia Commonwealth University. Correspondence may be addressed to Nancy Chae, University of San Diego, Mother Rosalie Hill Hall, 5998 Alcalá Park, San Diego, CA 92110, nchae@sandiego.edu. Nancy Chae, Adrienne Backer, Patrick R. Mullen Strategies for School Counselors-in-Training to Maximize Their Supervision Experience 15
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