TPC Journal-V6, Issue 4- FULL ISSUE

The Professional Counselor /Volume 6, Issue 4 372 student and (b) supervisor and supervisee that takes place when trusting and safe relationships are established (Bernard & Goodyear, 2014). Furthermore, future researchers could assess differences in supervisors or supervision styles in supervisors with formal supervision courses versus no formal experience; or similar studies with supervisors who have participated in a wellness course versus those who have not. In addition, future research could focus on client outcomes when one party (i.e., counselor) models appropriate wellness and a different counselor does not model these qualities. Future researchers are also encouraged to assess the effect of the five identified themes on client outcomes and/or student progress within counselor education programs. In summary, “it is not possible to give to others what you do not possess” (Corey, 2000, p. 29); therefore, we must take care of ourselves before we are fully capable to help others. As such, it is important to bring wellness to the forefront of clinical supervision and remain engaged in promoting personal wellness and the wellness of others. Thus, assessing and evaluating wellness in all supervisors and supervisees (counselors) is integral in providing quality supervision and efficacious counseling services and protecting client welfare. By increasing awareness on wellness themes, such as self-care, support, wellness identity, and humanness, along with operating intentionality, clinical supervisors can support their supervisees in achieving greater levels of wellness. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Counseling Association. (2014). 2014 ACA code of ethics . Alexandria, VA: Author. American Psychological Association. (2010). Ethical principles of psychologists and code of conduct . Retrieved from http://www.apa.org/ethics/code/index.aspx Bakker, A. B., Demerouti, E., Taris, T. W., Schaufeli, W. B., & Schreurs, P. J. G. (2003). A multigroup analysis of the Job Demands–Resources Model in four home care organizations. International Journal of Stress Management , 10 , 16–38. doi:10.1037/1072-5245.10.1.16 Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Upper Saddle River, NJ: Pearson. Blount, A. J., & Lambie, G. W. (in press). The helping professional wellness discrepancy scale: Development and validation. Measurement and Evaluation in Counseling and Development . Blount, A. J., & Mullen, P. R. (2015). Development of the integrative wellness model: Supervising counselors- in-training. The Professional Counselor , 5 , 100–113. doi:10.15241/ajb.5.1.100  Borders, L. D. (1993). Learning to think like a supervisor. The Clinical Supervisor , 10 , 135–148. doi:10.1300/J001v10n02_09 Bratton, S. C., Landreth, G. L., Kellam, T., & Blackard, S. R. (2006). Child-parent relationship therapy (CPRT) treat- ment manual: A 10-session filial therapy model for training parents. New York, NY: Routledge. Corey, G. (2000). Theory and practice of group counseling (5th ed.). Belmont, CA: Wadsworth/ Thompson Learning. Council for Accreditation of Counseling and Related Educational Programs. (2015). CACREP 2016 standards. Retrieved from http://www.cacrep.org/wp-content/uploads/2012/10/2016-CACREP-Standards.pdf Creswell, J. W. (2013a). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage. Creswell, J. W. (2013b). Research design: Qualitative , quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.