TPC Journal-Vol 11-Issue-1

12 The Professional Counselor | Volume 11, Issue 1 Cook, R. M., & Welfare, L. E. (2018). Examining predictors of counselor-in-training intentional nondisclosure. Counselor Education and Supervision , 57 (3), 211–226. https://doi.org/10.1002/ceas.12111 Cook, R. M., Welfare, L. E., & Sharma, J. (2019). Exploring supervisees’ in-session experiences of utilizing intentional nondisclosure. The Clinical Supervisor , 38 (2), 202–221. http://doi.org/10.1080/07325223.2019.1608344 Council for Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP Standards . http://www.cacrep.org/wp-content/uploads/2017/08/2016-Standards-with-citations.pdf Day‐Vines, N. L., Cluxton‐Keller, F., Agorsor, C., Gubara, S., & Otabil, N. A. A. (2020). The multidimensional model of broaching behavior. Journal of Counseling & Development , 98 (1), 107–118. https://doi.org/10.1002/jcad.12304 Ellis, M. V. (2017). Clinical Supervision Contract & Consent Statement and Supervisee Rights and Responsibilities. The Clinical Supervisor , 36 (1), 145–159. https://doi.org/10.1080/07325223.2017.1321885 Ellis, M. V., Hutman, H., & Chapin, J. (2015). Reducing supervisee anxiety: Effects of a role induction intervention for clinical supervision. Journal of Counseling Psychology , 62 (4), 608–620. http://doi.org/10.1037/cou0000099 Good, J. M. M. (2003). William Stephenson, quantum theory, and Q methodology. Operant Subjectivity , 26 (4), 142–156. http://doi.org/10.15133/j.os.2003.009 Homrich, A. M., DeLorenzi, L. D., Bloom, Z. D., & Godbee, B. (2014). Making the case for standards of conduct in clinical training. Counselor Education and Supervision , 53 (2), 126–144. https://doi.org/10.1002/j.1556-6978.2014.00053.x Kagan, N. (1980). Influencing human interaction—Eighteen years with IPR. In A. K. Hess (Ed.), Psychotherapy supervision: Theory, research and practice (pp. 262–283). Wiley. Kangos, K. A., Ellis, M. V., Berger, L., Corp, D. A., Hutman, H., Gibson, A., & Nicolas, A. I. (2018). American Psychological Association guidelines for clinical supervision: Competency-based implications for supervisees. The Counseling Psychologist , 46 (7), 821–845. http://doi.org/10.1177/0011000018807128 Ladany, N., & Friedlander, M. L. (1995). The relationship between the supervisory working alliance and trainees’ experience of role conflict and role ambiguity. Counselor Education and Supervision , 34 (3), 220–231. https://doi.org/10.1002/j.1556-6978.1995.tb00244.x Loganbill, C., Hardy, E., & Delworth, U. (1982). Supervision: A conceptual model. The Counseling Psychologist , 10 (1), 3–42. http://doi.org/10.1177/0011000082101002 Malott, K. M., Hridaya Hall, K., Sheely-Moore, A., Krell, M. M., & Cardaciotto, L. (2014). Evidence-based teaching in higher education: Application to counselor education. Counselor Education and Supervision , 53 (4), 294–305. https://doi.org/10.1002/j.1556-6978.2014.00064.x McKeown, B., & Thomas, D. B. (2013). Q methodology (2nd ed.). SAGE. Moate, R. M., Holm, J. M., & West, E. M. (2017). Perceived helpfulness of teachers in clinical courses. The Professional Counselor , 7 (2), 155–168. http://doi.org/10.15241/rmm.7.2.155 Munson, C. E. (2002). Handbook of clinical social work supervision (3rd ed.) . Haworth Press. Neufeldt, S. A. (2007). Supervision strategies for the first practicum (3rd ed.). American Counseling Association. Norem, K., Magnuson, S., Wilcoxon, S. A., & Arbel, O. (2006). Supervisees’ contributions to stellar supervision outcomes. Journal of Professional Counseling: Practice, Theory & Research , 34 (1–2), 33–48. https://doi.org/10.1080/15566382.2006.12033822 Paige, J. B., & Morin, K. H. (2016). Q-sample construction: A critical step for a Q-methodological study. Western Journal of Nursing Research , 38 (1), 96–110. https://doi.org/10.1177/0193945914545177 Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). SAGE. Pearson, Q. M. (2004). Getting the most out of clinical supervision: Strategies for mental health counseling students. Journal of Mental Health Counseling , 26 (4), 361–373. http://doi.org/10.17744/mehc.26.4.tttju8539ke8xuq6 Porter, N. (1995). Supervision of psychotherapists: Integrating anti-racist, feminist, and multicultural perspectives. In H. Landrine (Ed.), Bringing cultural diversity to feminist psychology: Theory, research, and practice (pp. 163–175). American Psychological Association. http://doi.org/10.1037/10501-008 Porter, N., & Vasquez, M. (1997). Covision: Feminist supervision, process, and collaboration. In J. Worell & N. G. Johnson (Eds.), Shaping the future of feminist psychology: Education, research, and practice (pp. 155–171). American Psychological Association. https://doi.org/10.1037/10245-007

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